Download Home Language Planning Term 4

HOME LANGUAGE FOCUS LESSON:
TERM: 4
WEEK: 1
CONTEXT: Spring
FOCUS FOR THE WEEK: Looks carefully at pictures and talks about common experiences. Identifies
and describes differences and similarities. Reads big books or other enlarged texts as a whole class
with the teacher.
WHOLE CLASS:
STUDY AREA:
ACTIVITY:
RESOURCES:
DAY:
Shared Reading:
Text: Advert ( Clothing for Spring)
Clothing advert
Daily
Emergent Reading
- Reads high frequency words, e.g. Shop
names (read enlarged text with teacher in
the classroom)
Spring Clothing
- Matches words to pictures in print e.g.
match same shop names.
Shop names
Tues.
Blocks
Wed.
-Dramatize parts of a story /rhyme
Story/rhyme
Thurs.
Fri.
-Listens attentively to questions and gives
answers.
Clothing adverts
Daily
Spring clothing
Tues.
Matching words
- Eye movements, follow my finger which
moves L to R.
-Develops directionality: Move blocks from
L na R and top to bottom
Listening &
Speaking
-Looks carefully at pictures and talks
about common experiences.
-Identifies and describes differences and
similarities: What is the difference
between Winter & Spring clothing? Are
there similarities?
- Auditory Discrimination: which word did
you hear? Pas it on to your friend (Play
1
Word & Sentence
level work
(Phonics):
Telephone message)
Beginning sound
Fri.
Identify words beginning with n.
Sandtray to write
letter in.
Daily
Repeat it aloud.
Ask learners to identify beginning sound in
word (auditory)
Write letters in the air/ in the sand/ on
someones back.
Identifies the letter n in a text (e.g.
magazine, newspaper, story book)
Texts with n in it.
HOME LANGUAGE FOCUS LESSON
TERM: 4
WEEK: 1
CONTEXT: Spring
SMALL GROUP SESSION:
STUDY AREA:
ACTIVITY:
RESOURCES
Shared Reading:
Text: Advert ( Clothing for Spring)
Emergent Reading
- Matches words to pictures in print e.g. match
same shop names, clothing names (dress, socks)
Adverts with Spring
clothing (e.g.
Ackermans brochure)
-Reads Big books and other enlarged text with
teacher in class context.
Winter clothes
Shop names
Enlarged text: adverts
Listening & Speaking
- Listens attentively to questions and gives
answers.
Clothing adverts
Spring clothing
- Looks carefully at pictures and talks about
common experiences.
Word & Sentence level
work (Phonics):
-Identifies and describes differences and
similarities: What is the difference between
Winter & Spring clothing? Are there similarities?
Spring/Winter
clothing
Identifies words beginning with n.
text
Identifies the n in a text (e.g. Magazine,
newspaper, story book)
2
TERM: 4
WEEK: 1
CONTEXT: Spring
GROUP WORK:
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
(Develop fine motor control)
Bubble blow a
background page
and keep it for a
next time.
Draw your holiday
news. Colour in
with board chalk
and sugar water.
Tear – paste a
frame.
Play dough: Create
dolls with Spring
clothing on.
Draw a flower in a
vase. Colour pot
with ink/food
colouring and
decorate with old
dry khoki’s dipped in
Jik. Collage the
flower with seeds
and paint the stem
with colouring.
-Rewrites short
words
Draw your body.
Cut out Spring
clothing from
advert and “dress
yourself” . Colour
with retractable
crayons and paint
background with
dry powder paint.
Copy the word
“Spring” below
your picture.
Can you create the
word “SPRING”
with the play
dough?
HOME LANGUAGE FOCUS LESSON:
TERM: 4
WEEK: 1
CONTEXT: Spring
INDEPENDENT PLAY:
READING CORNER INDEPENDENT
PLAY
CREATIVE WORK
HOME
LANGUAGE
FANTASY AREA
FOCUS TABLE
Books about
Spring
Magazines
Adverts for Spring
clothes and food
Reads books
independently for
Before and after
Same & different
Thread: plastic
shapes
squares
Play dough with
beads
Paint Easel
Chalk and sugar
water
-Create the n with
play dough from
example
provided.
Spring clothing
Flowers
Vases
-Look for the
letter n in
magazines and
stick it on paper,
decorate with
3
pleasure in
READING CORNER
/turn pages
correctly &
showing respect
for books
khoki’s.
REFLECTION:
4
HOME LANGUAGE FOCUS LESSON:
TERM: 4
WEEK: 2
CONTEXT: AIR
FOCUS FOR THE WEEK: Uses language to develop concepts in all subjects such as Colour, shape, age,
time, sequence etc. Copies letters and numerals from the classroom environment when “writing”.
WHOLE CLASS:
STUDIE-AREA:
ACTIVITY:
RESOURCES:
DAY:
Shared Reading:
Text: Poster
Poster
Daily
Emergent Reading
-Matches words
Flash Cards
-‘Read’ the matching words
Items on theme table
Different colours and
shapes of transport
Simple phrases /
captions
Wed.
Picture Book
Thurs.
Story with text
Fri.
-Recalls details and states main idea of
story read by teacher.
Story book
Fri.
- Uses language to develop concepts in
all subjects such as (Colour, shape, age,
time: aeroplanes from long ago till now.)
Items on theme table
Daily
-makes use of pictures to understand
simple captions and sentences in
books/text e.g. the car drives
-“reads” picture books of increasing
complexity
-Points to words rather than pictures
during “reading”.
Listening &
Speaking
-Participates in discussions and asks
questions.
Pictures of
aeroplanes from long
ago till now
-Listens to a range of complex instructions
and performs these.
5
- Visual analysis & synthesis: (the ability to
Thurs.
Fri.
differentiate between parts and whole objects
e.g. letters that make up a word or many words
that make up one sentence)
Clap a short sentence, e.g. the sky is blue.
Identifies words beginning with o.
Word & Sentence
level work
(Phonics):
Sand tray in which to
write letters
Repeat it aloud.
Text where the letter
o can be found.
Ask learners to identify beginning sound in
word (auditory)
o letter
Daily
Write letter in the air/in the sand/on one
another’s back.
Identifies the o in a text (magazines,
newspaper, story)
HOME LANGUAGE FOCUS LESSON
TERM: 4
WEEK: 2
CONTEXT: Air
SMALL GROUP SESSION:
STUDY AREA:
ACTIVITY:
RESOURCES
Shared Reading:
Texts: Poster
Poster
Emergent Reading
- Add matching words
Matching words
-‘Read’ the matching words
Items on theme table
-makes use of pictures to understand simple
captions and sentences in books/text e.g. the
car drives
Simple phrases
/captions
Uses language to develop concepts in all
subjects such as (Colour, shape, age, time:
aeroplanes from long ago till now.)
Items on theme table
Listening & Speaking
- Participates in discussions and asks questions
Pictures of
aeroplanes from long
ago till now
6
Word & Sentence level
work (Phonics):
Identifies words beginning with o.
Letter o
Identifies the o in a text ( e.g. magazine,
newspaper, story)
HOME LANGUAGE FOCUS LESSON:
TERM: 4
WEEK:2
CONTEXT: Air
GROUP WORK:
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
Cut out two sides
of an air balloon.
Colour in with
pastels and cut
out. Fill with
cotton wool and
staple sides
together. Stick
string below it
and attach to
painted box to
create the basket.
Fine motor skills:
finger muscles:
Thread a frame.
Cut out a picture
of a aeroplane
and stick it in the
middle of the
page. Colour
some background
with khoki’s.
Draw an air
balloon and
“write” its name
below.
Play dough: create
the letter o with
play dough on an
example. Work
from L to R and
top to bottom.
Now create
something
beginning with o
from the dough
e.g. orange, Olive
oil
Construction
work: create an
aeroplane from a
toilet roll holder
and waste
materials. Paint
with a colour of
your choice.
Copies letters and
numerals from
the classroom
environment
when “writing”.
HOME LANGUAGE FOCUS LESSON:
TERM: 4
WEEK:2
CONTEXT: Air
INDEPENDENT PLAY:
READING CORNER INDEPENDENT
PLAY
CREATIVE
‘Reads’
independently
and for pleasure
in the READING
-Words to copy
e.g. air balloon,
aeroplane
Fine Motor Skills:
balls & tweezers.
Clown Around:
Opposites
WORK
-Draw and colour
HOME
LANGUAGE
FOCUS TABLE
FANTASY CORNER
-Pattern sheets to
complete
Fantasy clothing
-Writing pattern –
board to practice
Eg. For spaceman,
pilot
7
CORNER
What does not
belong?
in work
on.
REFLECTION:
8
HOME LANGUAGE FOCUS LESSON:
TERM:4
WEEK:3
CONTEXT: My Beautiful Country
FOCUS FOR THE WEEK: Match things that go together and compares things that are different.
WHOLE CLASS:
STUDY AREA:
ACTIVITY:
RESOURCES:
DAY:
Shared Reading:
Texts: Recipe
Recipe
Daily
Emergent Reading
-Arrange pictures of recipe in logical
sequence and “read” recipe
Pictures of recipe in
sequence.
-Add matching words
Matching words
- Makes links with own experiences when
reading text with teacher
Names of ingredients
-Recognise beginning sound e.g. j for jam
Thurs.
Visual memory:
What did you see?
Allow learners to look at ingredients. Cover
it with a dish cloth and allow them to recall
which items they have seen.
Listening &
Speaking
-matches things that go together and
compares things that are different: Which
ingredients in front of us matches with
today’s recipe and which does not match?
-Asks questions and looks for explanation:
Why does some of the ingredients not
match today’s recipe and what can one do
with it?
Fri.
Ingredients
Ingredients
Daily
Tues
-Identifies and discuss differences and
9
similarities
-Classifies ingredients according to own
criteria e.g. which ingredients comes from
animals? Which comes from plants?
Word & Sentence
level work
(Phonics):
Identifies words beginning with p.
Wed
Ingredients
Daily
Repeat it aloud.
Ask learners to identify beginning sound in
a word (Auditory)
Sand tray to write
letters in.
Write letters in the air/in the sand/on each
other’s back.
Text where p can be
found.
Identify The p in a (e.g. Magazine,
Newspaper, story)
Letter p
HOME LANGUAGE FOCUS LESSON
TERM:4
WEEK: 3
CONTEXT: My Beautiful Country
SMALL GROUP SESSION:
STUDY AREA:
ACTIVITY:
RESOURCES
Shared Reading:
Text: Recipe
Name of ingredients
Emergent Reading
-Arrange pictures of recipe in logical sequence
and “read” recipe
-Add matching words
Listening & Speaking
-Matches things that go together and compares
Ingredients
things that are different: Which ingredients in
front of us matches with today’s recipe and which
does not match?
Word & Sentence level
work (Phonics):
Identifies words beginning with p.
Identifies the p in text (e.g. magazine, newspaper,
story)
Texts where p can be
found
Letter p
10
HOME LANGUAGE FOCUS LESSON:
TERM: 4
WEEK: 3
CONTEXT: My Beautiful Country
GROUP WORK:
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
Recipe:
Cut picture of a
Protea out and
stick on
background page.
Colour in with
pastels. Eye –
hand
coordination:
Thread a frame
around your page.
Also thread large
wooden beads
into the wool you
are using to
thread your
frame.
Every child
receives a book.
They look at
cover and
illustrations to
predict story line.
Discuss with one
another. Copy the
name of the story
on a strip of paper
and draw a
picture of what
you think the
story is about.
INDEPENDENT
PLAY: Spot the
difference
Play dough: Shape
the p with play
dough. Create
something
beginning with p..
e.g. pot
Scrambled egg on
french bread.
Decorate with
parsley and cherry
tomatoes and
grated cheese.
HOME LANGUAGE FOCUS LESSON:
TERM:4
WEEK:3
CONTEXT: My Beautiful Country
INDEPENDENT PLAY:
READING CORNER INDEPENDENT
PLAY
KREATIEWE
WERK
HOME
LANGUAGE
FANTASIE-HOEKIE
FOKUSTAFEL
Books about our
country
Pictures about our
country
Shadows
Memory Card
Game
10 Rules
-Collage with
different kinds of
scrap
-Paint : easel
-Writing patterns
Masks
Board for
practicing
Clothing
Shoes
-Shape alphabet
11
Puppet theatre
And then?
letters with clay
wigs
Gloves
REFLECTION:
12
HOME LANGUAGE FOCUS LESSON:
TERM: 4
WEEK: 4
CONTEXT: Wild Animals
FOCUS FOR THE WEEK: Tell stories and retell stories in own words. Listens without interrupting, shows
respect for the speaker and takes turn to speak. Draws pictures to convey a message and uses this as
a starting point for writing. (Can add a word or phrase with assistance)
WHOLE CLASS:
STUDY AREA:
ACTIVITY:
RESOURCES:
DAY:
Shared Reading:
Text: Big Book
Big Book
Daily
Emergent Reading
-Read enlarged text as a whole class
Matching words
- Read texts generated in class /group
e.g. sentences teacher wrote while
children dictates.
Short sentences
Look, speak & dictate
- Relates sounds to letters and words and
understands that words consist of more
than one sound: e.g. duck is d-u-ck
(done aurally)
Listening &
Speaking
Big Book
-Tell and retells stories in own words
Daily
-Listens without interrupting, shows
respect for speaker and take turns
Group
work
-Build a 20 piece or more puzzle
(Read)
-Find objects hidden in class amongst
other items and guide friends to the items
through simple directions.
Word & Sentence
level work
Tues.
Recognise some words & understands
that words consist of more than one
Puzzle
Fri.
Objects in the class
Daily
13
(Phonics):
sound e.g. d-u-ck
Identifies words beginning with q
Repeat this aloud.
q-sound
Ask learners to identify beginning sound in
words (auditory)
Chalkboard and chalk
Write letters in the air/on the board/ on
someone’s back
Identifies the q in a text (e.g. Magazines,
newspaper, story)
HOME LANGUAGE FOCUS LESSON
TERM: 4
WEEK: 4
CONTEXT: Wild Animals
SMALL GROUP SESSION:
STUDIE-AREA:
ACTIVITY:
RESOURCES
Shared Reading:
Text: Big Book
Big Book
Emergent Reading
-Read enlarged text as a whole class
Matching words
- Read class generated text e.g. sentences
teacher wrote down while learners dictated.
Short sentences
Look, speak, dictate
Listening & Speaking
-Tell and retell stories in own words.
- Listens without interrupting, shows respect for
speaker and take turns
Word & Sentence level
work (Phonics):
Identifies words beginning with q.
q-sound
Repeat it aloud.
Board and chalk
Write on chalk board.
text
Identifies the q in text (Magazine, Newspaper,
story)
14
HOME LANGUAGE FOCUS LESSON:
TERM: 4
WEEK: 4
CONTEXT: Wild Animals
GROUP WORK:
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
Draw the main
idea of story from
Big Book we have
read. Colour in
with crayon and
paint over with
ink/food colouring
-Draws pictures
to convey a
message like own
news.
INDEPENDENT
PLAY: Puzzle
Cut and paste
letters from
magazine. Draw
something
beginning with
that sound e.g.
dog and colour it
in.
Play dough: own
choice
(20 piece or more)
- Writes
observing
conventions of
directionality:
writes L to R and
top to bottom.
‘Write’ below
your picture by
copying what
teacher has
written.
HOME LANGUAGE FOCUS LESSON:
TERM:4
WEEK: 4
CONTEXT: Wild Animals
INDEPENDENT PLAY:
READING CORNER INDEPENDENT
PLAY
CREATIVE WORK
HOME
LANGUAGE
FANTASY CORNER
FOCUS TABLE
Books about wild
animals
Pictures of
Next up
Join up
-Chalk board and
chalk
-Play dough with
Words to copy
Masks
Poster with
different wild
Animal costumes
15
different wild
animals (with
captions/names
of animals)
And then?
Before and after
rollers and cookie
cutters
animals and
matching words
which children
can match and
place and “read”
themselves
Items made from
animal hides
REFLECTION:
16
HOME LANGUAGE FOCUS LESSON:
TERM: 4
WEEK: 5
CONTEXT: Pollution
FOCUS FOR THE WEEK: ‘”Writes’ and asks others to give meaning to what has been written. Makes
attempts at familiar forms of writing, using known letters e.g. writes a letter home. Understands that
pictures and photographs convey meaning about events, people, places and things and talk about
these.
WHOLE CLASS:
STUDY AREA:
ACTIVITY:
RESOURCES:
DAY:
Shared Reading:
Texts: Picture book /Big book
Daily
Emergent Reading
-Describes the characteristics of
characters in stories or television and
gives opinions
Stories from Big
books
Big Book
Daily
-Discusses book handling and care
-‘Reads’ personal texts such as sentences
written by the teacher
Listening &
Speaking
-Understands that pictures and
photographs convey meaning about
events, people, places and things and
talks about these.
Photo’s
Tues.
-Asks questions and looks for
explanations.
-Listens to longer stories and shows
understanding by answering questions
related to the story.
Thurs.
17
Word & Sentence
level work
(Phonics):
Form letters with their bodies in pairs or
on their own. (Handwriting)
Identifies words beginning with u.
Repeat it aloud.
Learners
Daily
u- sound
Chalkboard and chalk
Ask learners to identify beginning sound in
words (auditory)
texts
Write letters in the air/ on chalkboard/on
one another’s back.
Identifies the u in a text (e.g. Magazine,
newspaper, story)
HOME LANGUAGE FOCUS LESSON
TERM:4
WEEK: 5
CONTEXT: Pollution
SMALL GROUP SESSION:
STUDY AREA:
ACTIVITY:
RESOURCES
Shared Reading:
Texts: Picture books /Big book
Story from Big Book
Emergent Reading
-Describes the characteristics of characters in
stories or television and gives opinions
-Discusses book handling and care
-‘Reads’ personal texts such as sentences
written by the teacher
Listening & Speaking
Word & Sentence level
work (Phonics):
-Understands that pictures and photographs
convey meaning about events, people, places
and things and talks about these.
Big Books
Photo’s
- Form letters with their bodies in pairs or on
their own. (Handwriting)
-Groups pictures of rhyming words such as such,
much & munch, crunch
U -sound
18
Identifies words beginning with u.
Chalkboard and chalk
Repeat it aloud.
Ask learners to identify beginning sound in words
(auditory)
text
Write letters in the sky/on the board/on one
another’s backs.
Identifies the u in the text (magazine, newspaper,
story)
HOME LANGUAGE FOCUS LESSON:
TERM: 4
WEEK: 5
CONTEXT: Pollution
GROUP WORK:
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
Draw pictures of
story read during
Shared Reading.
Groups pictures
of rhyming
words. Stick
matching words in
three separate
blocks e.g. Pan&
man, pool & fool,
no, go. Thread a
frame around
your work.
Stick small boxes
above one
another to
represent many
factories. Draw
chimneys with
smoke coming out
representing
pollution. Paint
boxes with dry
powder paint.
Create a
background page.
Paint your entire
page with water,
sprinkle dry
powder paint over
and observe what
happens. Keep
the page for next
time.
Paint a river and
draw fish and
other living
organisms which
lives in water in it.
Cut out pictures
of items from
magazines which
can represent
pollution and stick
it in the River.
Write below:
Stop pollution!
(Copies print from
environment
when playing)
Writes’ and asks
others to give
meaning to what
has been written.
Makes attempts
at familiar forms
of writing.
Learners ‘write’
the names of
story below their
drawing. “Read “
it to their friends.
19
HOME LANGUAGE FOCUS LESSON:
TERM: 4
WEEK: 5
CONTEXT: Pollution
INDEPENDENT PLAY:
READING CORNER INDEPENDENT
PLAY
CREATIVE WORK
Books about
pollution
Puzzles
-Weaving
Barney Memory
Game
-Paint and Scrape
patterns on
background page.
Pictures
Poster of pollution Where do I live
and what do I
Books about
eat?
global warming
Thread: plastic
shapes
HOME
LANGUAGE
FOCUS TABLE
-Vis.
Discrimination
worksheet: which
picture does not
fit?
Writing patterns
and letters
practice board.
FANTASY CORNER
Clothing
Wigs
Watering can
Plants to plant
and wet.
REFLECTION:
20
HOME LANGUAGE FOCUS LESSON:
TERM: 4
WEEK: 6
CONTEXT: Reptiles
FOCUS FOR THE WEEK: Sing songs and recite rhymes and performs actions on own with confidence.
Recognises visually and auditory some initial consonants and vowels at the beginning of common
words. Use pictures to make up own story, “read” the pictures.
WHOLE CLASS:
STUDIE-AREA:
ACTIVITY:
RESOURCES:
DAY:
Shared Reading:
Text: Picture of Reptiles
Pictures of Reptiles
Daily
Emergent Reading
-Matching words
Matching words
- Use picture to make up own story,
“read” the pictures
Pictures
-Distinguishes between pictures & text:
Points to word and asks its meaning.
-Identifies the sequence of events in
simple stories
--Visual Memory: What have you seen in
the picture?
Listening &
Speaking
-Listens to problems & offers solutions
-Identifies the foreground and
background in pictures as separate
elements
- Sing songs and performs actions on own
with confidence
Fri.
Pictures of reptiles
(with busy
backgrounds)
Tues
Song
Daily
-Auditory discrimination:
Which sound does not fit, e.g. p p t p
Rhyming words
- Analysis & synthesis: (the ability to
21
differentiate between parts and whole objects
e.g. letters that make up one word or many
words that make up one sentence)
Analysis:
How many words do you hear?
‘The snake is long’
Which word do you hear?
Tor - toise
Word & Sentence
level work
(Phonics):
Recognises visually and auditory some
initial consonants and vowels at the
beginning of common words.
Identifies words beginning with x.
Daily
flashcards
Repeat it aloud.
Ask learners to identify beginning sound in
word (auditory)
x-sound
Write letters in the air/on the board/on
one another’s backs.
Chalkboard & chalk
Identifies the x in a text (e.g. magazine,
newspaper, story)
Daily
text
HOME LANGUAGE FOCUS LESSON
TERM: 4
WEEK: 6
CONTEXT: Reptiles
SMALL GROUP SESSION:
STUDIE-AREA:
ACTIVITY:
RESOURCES
Shared Reading:
Text: Picture of Reptiles
Emergent Reading
-Matching words
Big Books and
pictures
- Use picture to make up own story, “read” the
pictures
Matching words
22
Listening & Speaking
Sing songs and rhymes and performs actions on
own with confidence
Word & Sentence level
work (Phonics):
Recognises and names some letters of the
alphabet such as letters in own name
Identifies words beginning with x.
Song
x-sound
Repeat it aloud.
Write letters in the air/on the board/on one
another’s backs.
Identifies the x in a text (e.g. magazine,
newspaper, story)
Chalk board and chalk
text
HOME LANGUAGE FOCUS LESSON:
TERM:4
WEEK:6
CONTEXT: Reptiles
GROUP WORK:
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
Traces simple
outlines of
pictures, patterns
and own names
where the correct
starting point and
writing direction
are indicated on
letters.
Learners cut out
snakes. Paint the
bodies with ink,
draw patterns on
the body with Jik,
decorate with
glitter & glue.
Tear and Paste a
tortoise shell. Add
the rest of his
body with wax
crayons and
colour with
colouring. Sprinkle
a sand-frame
around your work.
INDEPENDENT
PLAY: Pick up
small pom-pom
balls with
tweezers.
Salt Clay: Create a
Reptile of your
choice. Paint it
when complete.
Teacher provides
beads and other
materials to
create texture on
the body of the
Reptiles.
Form the letter on
the example
provided: Finger
paint. Decorate
with
glitter/sequencing
and spray paint.
23
HOME LANGUAGE FOCUS LESSON:
TERM: 4
WEEK: 6
CONTEXT: Reptiles
INDEPENDENT PLAY:
READING CORNER INDEPENDENT
PLAY
CREATIVE WORK
HOME
LANGUAGE
FANTASY CORNER
FOCUS TABLE
Books about
Reptiles
Memory card
game
Scrap book about
Reptiles
Something’s
different
Puzzle
What does not
fit? - game
Play dough
Paint background
page with thick
paint and scrape
patterns on it.
Role Play
“writing” in play
situations, e.g.
create a shopping
list of food to buy
for reptiles.
-Form a x – sound
with roller paint
on example page.
Masks
Fantasy Clothing
Foreground/
Background work
sheet: Only colour
in the tortoise
REFLECTION:
24
HOME LANGUAGE FOCUS LESSON:
TERM:4
WEEK: 7
CONTEXT: Space
FOCUS FOR THE WEEK: Recognise and names some letters of the alphabet such as letters in own
name. ‘Read’ the writing of others.
WHOLE CLASS:
STUDIE-AREA:
ACTIVITY:
RESOURCES:
DAY:
Shared Reading:
Text: Big Book
Big Book
Daily
Emergent Reading
-Join in Shared Reading of texts with
increasing confidence and enjoyment
-Answers a range of questions based on
story read.
Tues
-Segments oral sentences into individual
words. For example, clap on each word in
a sentence using words of one syllable
first e.g. The moon is yellow.
Listening &
Speaking
Wed.
- Recognise and names some letters of the
alphabet such as letters in own name
Alphabet letters
Daily
Sing songs and rhymes and performs
actions in a group.
Rhyme
Fri
Poster/ books of last
5 themes dealt with
Tues
-Talk about pictures in posters, theme
charts, books etc. related to a minimum
of five themes per TERM.
-Auditory memory: Game e.g. I am going to
25
the moon, I packed.........
(Learners repeats sentence and add their
own ending)
Word & Sentence
level work
(Phonics):
Identify words beginning with y – yarn,
yellow, yearn, yes etc.
Fri
y-sound
Daily
Repeat it aloud.
Ask learners to identify beginning sound in
word (auditory)
Write letter in air/on board/on one
another’s back.
Chalk board and
chalk
Identify the y in a text. (eg. Magazine,
newspaper, story)
text
HOME LANGUAGE FOCUS LESSON
TERM: 4
WEEK: 7
CONTEXT: Space
SMALL GROUP SESSION:
STUDIE-AREA:
ACTIVITY:
RESOURCES
Shared Reading:
Text: Big Book
Big Book
Emergent Reading
-Join in Shared Reading of texts with increasing
confidence and enjoyment
-Answers a range of questions based on story
read.
Recognise and names some letters of the
alphabet such as letters in own name
Letters in alphabet
Listening & Speaking
- Talk about pictures in posters, theme charts,
books etc. related to a minimum of five themes
per TERM.
Pictures, books
Word & Sentence level
Identifies words beginning with y. E.g. yellow,
y- sound
26
work (Phonics):
yarn, yearn
Write letter in air/on board/on one another’s
back.
Board and chalk
texts
Identify the y in a text. (e.g. Magazine,
newspaper, story)
HOME LANGUAGE FOCUS LESSON:
TERM:4
WEEK:7
CONTEXT: Space
GROUP WORK:
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
Use a range of
writing tools such
as finger paint,
paint brush, wax
crayons. Forms
letters with a
variety of writing
tools such as
crayons, pencils,
chalk, etc. Forms
letters correctly.
Draw a picture of
the story we
listened to.
“Write” the name
of your story
below. Friends
read what you
have written.
Collage a
Spaceship with
scrap paper and
tops. Colour in
with paint and
print frame
around.
-Identifies parts
of a whole e.g.
Use a picture or
pattern to create
a construction:
Make a 3D Space
Ship with toilet
roll holders.
Decorate with
paint and scrape
materials.
INDEPENDENT
PLAY: Letter cards
(Word building).
Build your own
words with 3
letters. Write the
letters down.
Draw a picture of
the word you
tried to write.
(‘Reads’ another’s
writing)
Forms the y sound
with finger paint.
Cut and paste a
lovely frame
around your page.
Decorate with
chalk.
27
HOME LANGUAGE FOCUS LESSON:
TERM: 4
WEEK: 7
CONTEXT: Space
INDEPENDENT PLAY:
READING CORNER INDEPENDENT
PLAY
CREATIVE
WORK
HOME
LANGUAGE
FANTASY CORNER
FOCUS TABLE
Books about
Space
Fine motor
coordination:
Scrap book about
Space
Balls (pom-pom)
and tweezers
-Collage of seeds:
Create own
picture
- Stuffed Planet:
Cut out shape,
stuff with cotton
wool and staple
sides together.
Stick beads to
represent craters.
-Eye -hand
coordination:
Draw a line
between outside
lines without
touching lines.
Connect the
beginning sound
with the correct
picture e.g. m --moon
Fantasy clothing
e.g. Space Suit
-Form the letter y
REFLECTION:
28
HOME LANGUAGE FOCUS LESSON:
TERM:4
WEEK: 8
CONTEXT: Dinosaurs
FOCUS FOR THE WEEK: Consolidation
WHOLE CLASS:
STUDIE-AREA:
ACTIVITY:
RESOURCES:
DAY:
Shared Reading:
Text: Poster of Dinosaurs
Poster of dinosaurs
Daily
Emergent Reading
-Flash cards
Matching
pictures/words
-‘Read’ Flascards and matches with
matching picture
-Divides multisyllabic words into
syllables:di – no- ssaurs
Listening &
Speaking
Identifies rhyming words in well known
rhymes and songs and in sequences of
rhyming words e.g. one, two, three, four,
There is someone knocking at the (d) oor.
(door)
Daily
Song/rhyme
-Rhyming Words: Which word rhymes
with......
Pig.... big etc.
-Plural: one dinosaur,many
........(dinosaurs), etc.
Word & Sentence
level work
(Phonics):
Identifies words beginning with z.
Daily
Repeat it aloud.
Ask learners to identify beginning sound in
the word (Auditory)
Write letters in the air/on the board/on
one anothers back.
Identifies beginning sound (e.g. Beginning
sound in text e.g. magazine, newspaper,
story)
z-sound
Text
Blackboard and chalk
29
TERM: 4
WEEK: 8
CONTEXT: Dinosaurs
SMALL GROUP SESSION:
STUDY AREA:
ACTIVITY:
RESOURCES
Shared Reading:
Texts: Poster of dinosaurs
6x small posters
Emergent Reading
-Flash cards
Matching words
-‘Read’ Flash cards and match with corresponding
picture
Listening & Speaking
Identifies rhyming words in well -known rhymes
and songs and in sequences of rhyming words
e.g. one, two, three, four, There is someone
knocking at the (d) oor. (door)
Song/Rhyme
-Rhyming Words: Which word rhymes with......
Pig.... big etc.
Word & Sentence level
work (Phonics):
Identifies words beginning with z
z- sound
Write letters in the air/on the board/on one
another’s back.
Chalk board and Chalk
Identifies beginning sound (e.g. Beginning sound
in text e.g. magazine, newspaper, story)
Text
HOME LANGUAGE FOCUS LESSON:
TERM: 4
WEEK: 8
CONTEXT: Dinosaurs
GROUP WORK:
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
Use writing tools
with increased
confidence and
ease: Make a
collage of your
choice. Use a
range of writing
tools to create a
picture e.g.
scissor, glue,
crayon, paint
-Hold crayons
correctly showing
preference for a
particular hand:
left/right hand
dominance.
Choose the names
of 2 dinosaurs
which you would
like to paint.
Copies on your
page. Ensure you
leave a space
between 2 words.
Educational game:
build a puzzle
Spatter Paint the
template of a
dinosaur. Allow to
dry and add
drawing next time
with pastels. Drip
hot candle wax to
represent course
his skin.
-Displays correct
seating posture
when “writing”
30
brushes, glue
sticks etc.
(use a range of
writing tools)
Draw a dinosaur
of your choice,
colour in with wax
crayons. Spray
colouring over
with spray can.
HOME LANGUAGE FOCUS LESSON:
TERM: 4
WEEK: 8
CONTEXT: Dinosaurs
INDEPENDENT PLAY:
READING CORNER INDEPENDENT
PLAY
CREATIVE WORK
HOME
LANGUAGE
FANTASY CORNER
FOCUS TABLE
Books about
dinosaurs
Scrapbook of
Dinosaurs
Join up
Paint easel
Same and
different
Play dough
Shadows
What comes
next?
Collage with scrap
material
-Shape letters on
example
provided,
indicating the
beginning & end.
Masks
Fantasy Clothing
-Visual Closure:
Complete the
half- pictures
REFLECTION:
31
HOME LANGUAGE FOCUS LESSON:
TERM:4
WEEK: 9
CONTEXT: Off to School
FOCUS FOR THE WEEK: Consolidation
WHOLE CLASS:
STUDY AREA:
ACTIVITY:
RESOURCES:
DAY:
Shared Reading:
Text: Big Book
Big Book
Daily
Emergent Reading
-Add matching words and ” read’
Matching Words
-Read high frequency words used in the
class e.g. days of the week.
High frequency
words
- Arrange pictures in correct sequence
and tell the story
Picture of story
Fri.
-Recognise that words are made up of
sounds such as beginning letters of their
names
Listening &
Speaking
-Auditory Memory: Listen to and recalls 3
simple words e.g. cat, mat, can
Pictures and words
of a story
-Match pictures and words
Plays direction games: e.g. Snakes&
ladders
Daily.
Tues
Snakes and ladders
Daily
-Identifies selected information from an
oral description e.g. Listen to the
announcement of the starting time of a
function/event
Wed.
Auditory Closure: Complete friends names
e.g. Brink.......ley
Fri
32
Word & Sentence
level work
(Phonics):
N, o, p- sound
Daily
Identifies words beginning with n, o, p.
Repeat it aloud.
Ask learners to identify beginning sound in
words (Auditory)
Write letters in the air/ on the board/ on
each other’s back.
Identifies the beginning sounds in text (e.g.
magazine, newspaper, story)
Chalk board and
chalk
Text
HOME LANGUAGE FOCUS LESSON
TERM: 4
WEEK: 9
CONTEXT: Off to school
SMALL GROUP SESSION:
STUDIE-AREA:
ACTIVITY:
RESOURCES
Shared Reading:
Text: Big Books
Big Books
Emergent Reading
-Add matching words and “read”
Matching words
- Read high frequency words used in the class
e.g. days of the week.
High frequency words
-Play direction games e.g. Snakes and Ladders
Snakes and Ladders
Listening & Speaking
--Identifies selected information from an oral
description e.g. Listen to the announcement of
the starting time of a function/event
Word & Sentence level
Identifies words beginning with n, o, p.
N, o, p -sound
33
Write letters in the air/ on the board/ on each
other’s back.
work (Phonics):
Identifies the beginning sounds in text (e.g.
magazine, newspaper, story)
Blackboard and chalk
Text
HOME LANGUAGE FOCUS LESSON:
TERM:4
WEEK: 9
CONTEXT: Off to school
GROUP WORK:
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
Use a template to
trace a school
dress or school
shirt.
Educational
Games: Friends
play snakes and
ladders two by
two.
Background page:
Thread a frame.
Bubble blow the
page and keep for
next time.
Box Construction
Create a big
school with boxes.
Decorate with
scrap material.
Play dough: Own
Choice.
Draw a face, cut it
out and add to
dress/shirt. Add
the rest of body
with wax crayons.
Colour
background with
ink colouring.
Also provide
Collage material
for the learners to
create a picture.
34
HOME LANGUAGE FOCUS LESSON:
TERM:4
WEEK: 9
CONTEXT: Off to school
INDEPENDENT PLAY:
READING CORNER INDEPENDENT
PLAY
CREATIVE WORK
HOME
LANGUAGE
FANTASY CORNER
FOCUS TABLE
Books about going
to school
What comes
next?
-pastels and
colouring
Before and after
-Paint
Writing patterns
Practice
Board/letter
writing
-Visual
Fantasy Cloths
discrimination.
Worksheet: Which School bags
satchel looks
Books
different?
Chalk Board
-Using dough
form the sound
with which your
name begins.
REFLECTION:
35
HOME LANGUAGE FOCUS LESSON:
TERM:4
WEEK: 10
CONTEXT: Festivals and Special Days
FOCUS FOR THE WEEK: Revision
WHOLE CLASS:
STUDY AREA:
ACTIVITY:
RESOURCES:
DAY:
Shared Reading:
Text: Recipe
Recipe
Daily
Emergent Reading
-Add matching words
Flash cards
-‘Read’ the recipe
-Arrange pictures of ingredients in the
correct sequence
Pictures of
ingredients
-Visual memory: (the ability to recall what we
have seen)
Teacher flashes name cards of learners in
the class. Who can read which name?
-Visual sequence memory: Teacher packs
a few ingredients in a row, mixes it up
again. Ask learners to arrange it in the
original sequence.
Listening &
Speaking
-Share experiences of baking with the
class.
Daily
-Takes turns to speak
-Listens attentively
Rhyme words: Which words rhyme with
Bake? Cake etc.
-Categories:
Which word does not fit? Shoe, sock,
36
flower, trousers (flower)
-Synthesis:
Which word do you hear? Snow and flake =
Snowflake
Word & Sentence
level work
(Phonics):
Identifies words beginning with u and y.
Daily
Repeat it aloud.
Ask learners to identify beginning sound in
words (auditory)
Write the letter in the air/on the board/ on
one another’s back.
Identifies the u, y in a text (e.g. magazine,
newspaper, story)
U, y- sound
Chalk board and
chalk
Text
HOME LANGUAGE FOCUS LESSON
TERM:4
WEEK: 10
CONTEXT: Festivals and special days
SMALL GROUP SESSION:
STUDIE-AREA:
ACTIVITY:
RESOURCES
Shared Reading:
Text: Recipe
6 x small recipe cards
Emergent Reading
-Add matching words
Flashcards
-‘Read’ the recipe
Pictures of
ingredients
-Arrange pictures of ingredients in correct
sequence
Listening & Speaking
-Share own experience of baking with the class.
-Takes turns to speak
-Listens attentively
Word & Sentence level
work (Phonics):
Identifies word beginning with u, y.
U, y- sound
Write the letter in air/on a chalk board/ on one
another’s back.
Text
Identifes the u, y in a text (e.g. Magazine,
newspaper, story)
Chalk board and chalk
37
HOME LANGUAGE FOCUS LESSON:
TERM: 4
WEEK:10
CONTEXT: Festivals and Special days
GROUP WORK:
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
Recipe: Baking
activity
Thread a frame:
Look for words in
a text beginning
with u, y and
stick it in the
middle of your
page. Now draw
something
beginning with Y
or U and colour it
in e.g. Yarn
(wool), umbrella
Play dough: Free
choice
INDEPENDENT
PLAY: Shadow
pictures
Paint: Create a
background page
with thick paint,
scrapers and
sequencing. Keep
for next time.
Each learner
receives his/her
own recipe to
follow.
HOME LANGUAGE FOCUS LESSON:
TERM:4
WEEK:10
CONTEXT: Festivals and special days
INDEPENDENT PLAY:
READING CORNER INDEPENDENT
PLAY
Story book
Scrap book
Albums
Where do I live
and what do I
eat?
CREATIVE WORK
White boards and
khokis
And then?
Salt clay and
cookie shapers
Climbing Pictures
Draw and paint
HOME
LANGUAGE
FOCUS TABLE
Match beginning
sounds with the
correct pictures
e.g. C with
cupcake
FANTASY CORNER
Clothing
Kitchenware
Dolls
Pram
REFLECTION:
38
HOME LANGUAGE FOCUS LESSON:
TERM: 4
WEEK:11
CONTEXT: REVISION
FOCUS FOR THE WEEK: REVISION
WHOLE CLASS:
STUDY AREA:
ACTIVITY:
RESOURCES:
DAY:
Shared Reading:
Text: Rhyme
Rhyme
Daily
Emergent Reading
-Matching words
Matching words
-‘Read’ the matching words
-What do you see in the picture?
Reasoning: Why?
What would you do if…….?
Pictures/Poster
What do you think will happen next?
Listening &
Speaking
-Closure: How can you complete the
word? Birth…..Christ……..Valen…….
Daily
-Auditory memory:
Teacher calls out a few words, learners
must repeat it e.g. six, eight, ten, three
- Auditory Discrimination:
Which sound does not fit? d t d d
Word & Sentence
level work
(Phonics):
Revise phonic sounds learnt this Term: n,
o, p, q, u, x, y, z
Identifies words beginning with above –
mentioned sounds.
Cards with sounds
Daily
Text for identification
Repeat it aloud.
Ask learners to identify initial sound in
words (auditory)
Write the letter in air/on a chalk board/ on
one another’s back.
Identifies words in text beginning with
above –mentioned sounds (in newspaper,
story, magazines)
39
HOME LANGUAGE FOCUS LESSON
TERM:4
WEEK: 11
CONTEXT: REVISION
SMALL GROUP SESSION:
STUDIE-AREA:
ACTIVITY:
RESOURCES
Shared Reading:
Text: Rhyme
Rhyme
Emergent Reading
-Matching words
Matching words
-‘Read’ the matching words
Pictures
Listening & Speaking
--Closure: How can you complete the word?
Birth…..Christ……..Valen…….
-Auditory memory:
Teacher calls out a few words, learners must
repeat it e.g. six, eight, ten, three
- Auditory Discrimination:
Which sound does not fit? d t d d
Word & Sentence level
work (Phonics):
Revise phonic sounds learnt this Term: n, o, p, q,
u, x, y, z
Cards with sounds
Text for identification
Identifies words beginning with above –
mentioned sounds.
Repeat it aloud.
Ask learners to identify initial sound in words
(auditory)
Write the letter in air/on a chalk board/ on one
another’s back.
Identifies words in text beginning with above –
mentioned sounds (in newspaper, story,
magazines)
40
HOME LANGUAGE FOCUS LESSON:
TERM:4
WEEK:11
CONTEXT: REVISION
GROUP WORK:
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
Draw the main
idea of a rhyme
taught this week.
Colour in with ink
colouring/food
colouring.
Draw your news
and colour in with
wax crayons and
colouring
Traces shapes
and create your
own picture with
it. Colour in with
retractable
crayons, bubble
blow over it.
Create the letter
in the middle of
your page with
roller paint.
Thread a frame
around your page.
Play dough: own
choice
HOME
LANGUAGE
FOCUS TABLE
Forms letter on an
example page
indicating
beginning and
end.
FANTASY CORNER
HOME LANGUAGE FOCUS LESSON:
TERM: 4
WEEK:11
CONTEXT: REVISION
INDEPENDENT PLAY:
READING CORNER INDEPENDENT
PLAY
CREATIVE WORK
Reading books
Threading
Paint Easel
Scrap books
Puzzle
Scrape off crayons
onto page, cover
with colouring for
a background
page.
Shadows
What does not
fit?
Clothing
Shoes
Hats
Telephone
Kitchenware
Dolls
REFLECTION
41