<< Chapter < Page Chapter >> Page >

Learners frequently exchange hands because they are unable to cross over the middleline of the body. Problems around such middleline crossing results in continuous repositioning of the body, which has a negative effect on concentration and work speed and leads to tiredness.

  1. SPECIFIC APPLICATION IN LEARNING AREAS
  2. LITERACY

Examples of activities:

  • Dramatisation of stories / everyday activities
  • Telling of simple stories with the help of pictures
  • Children to arrange pictures from a story in the correct sequence and tell the story accordingly
  • Fine coordination activities (see paragraph 3.1.2)
  • MATHEMATICS

Examples of activities:

  • Counting activities
  • Recognition, description and representation of figures 1 to 9
  • Comparing and arranging numbers
  • Using terms such as more, less, heavier, lighter, shorter, longer
  • Problem solving, e.g. more / less / equal to
  • Making numbers 1 more, e.g. 6 ⇐ 7
  • Counting on, e.g. the first child counts to 3; a second child counts on to 6; etc.
  • Sorting objects according to different qualities (e.g. all the red ones).
  • LIFE SKILLS

Learners show that they are able to apply what they have learnt in different situations in the community. Help them with the challenges that life offers so that they can play an active and productive role in the community. Discussing situations can help to develop problem solving skills, logical thinking and reasoning, as well as creative and critical thinking.

Examples of activities:

  • Create situations under which their potential and skills can be developed fully, so that they will be able to make a contribution to the community, e.g. “emergency situations”, class discussions and dramatisations.
  • Opportunities for entrepreneurship, e.g. making cards to sell
  • REPORT FOR FIRST QUARTER

An example of an (optional) elementary report on the learner’s progress during the first quarter is included for educators who regard it as desirable to report to parents.

MODULE FRAMEWORK
LEARNING OUTCOMES ASSESSMENT STANDARDS
NUMERACY(LO 1)NUMBERS, OPERATIONS AND RELATIONSHIPSThe learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.(LO 2)PATTERNS, FUNCTIONS AND ALGEBRAThe learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.(LO 5)DATA HANDLINGThe learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation.LITERACY(LO 1)LISTENINGThe learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations(LO 2)SPEAKINGThe learner will be able to communicate confidently and effectively in spoken language in a wide range of situations.(LO 3)READING AND VIEWINGThe learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.(LO4)WRITINGThe learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.(LO 5)THINKING AND REASONINGThe learner will be able to use language to think and reason, as well as to access, process and use information for learning. We know this when the learner:1.2 counts to at least 10 everyday objects reliably;1.3 says and uses number names in familiar contexts;1.4 knows the number names and symbols for 1 to 10.We know this when the learner:2.1 copies and extends simple patterns using physical objects and drawings (e.g. using colours and shapes);We know this when the learner:5.2 sorts physical objects according to one attribute (property), e.g. red shapes.We know this when the learner:1.1 listens attentively to questions, instructions and announcements, and responds appropriately;1.4 develops phonic awareness:
  • recognises that words are made up of sounds;
  • distinguishes between different sounds, especially at the beginning and ends of words;
  • segments oral sentences into individual words (using words of one syllable at first);
  • segments spoken multi-syllabic words into syllables (e.g. ba-na-na), using clapping or drumbeats;
  • recognises some rhyming words in common rhymes and songs such as ‘We are going to the zoo zoo zoo, you can come too too too’;
We know this when the learner:2.5 asks questions when he/she does notunderstand or needs more information andresponds clearly to questions asked of him/her;2.8 tells own stories and retells stories of others in own words.We know this when the learner:3.1 uses visual cues to make meaning:
  • looks carefully at pictures and photographs to recognise common objects and experiences;
  • identifies a picture or figure from the background;
  • makes sense of picture stories;
  • matches pictures and words;
  • uses illustrations to understand simple captions in story books;
3.5 begins to develop phonic awareness:
  • recognises initial consonant and short vowel sounds;
  • recognises and names some common letters of the alphabet such as the letter the learner’s name begin with;
  • recognises some rhyming words in common rhymes and songs such as ‘We are going to the zoo zoo zoo, you can come too too too’.
We know this when the learner:4.1 experiments with writing:
  • creates and uses drawings to convey a message, and as a starting point for writing;
  • forms letters in various ways (e.g. by using own body to show the shapes, writing in sand);
  • understands that writing and drawing are different;
  • ‘writes’ and asks others to give the meaning of what has been written;
  • talks about own drawing and ‘writing’;
  • role-plays ‘writing’ for a purpose (e.g. telephone message, shopping list);
  • uses known letters and numerals (or approximations) to represent written language, especially letters from own name and age;
  • ‘reads’ own emerging writing when asked to do so;
  • shows in own writing attempts beginning awareness of directionality (e.g. starting from left to right, top to bottom);
  • copies print from the environment (e.g. labels on household items, advertisement);
  • makes attempts at familiar forms of writing, using known letters (e.g. in lists, messages or letters);
  • manipulates writing tools like crayons and pencils.
We know this when the learner:5.2 uses language to think and reason:
  • identifies and describes similarities and differences;
  • matches things that go together and
compares things that are different;
  • classifies things (e.g. puts all toys in box, books on shelves, crayons in tins);
  • identifies parts from the whole (e.g. parts of the body).
5.3 uses language to investigate and explore:
  • asks questions and searches for explanations;
  • gives explanations and offers solutions;
  • offers explanations and solutions;
  • solves and completes puzzles
LIFE ORIENTATION(LO 1)HEALTH PROMOTIONThe learner will be able to make informed decisions regarding personal, community and environmental health.(LO 3)PERSONAL DEVELOPMENTThe learner will be able to use acquired life skills to achieve and extend personal potential to respond effectively to challenges in his or her world. We know this when the learner:1.2 describes steps that can be taken to ensure personal hygiene;1.4 demonstrates precautions against the spread of communicable diseases.We know this when the learner:3.1 says own name and address.

Fine coordination

Logical Thinking and Reasoning

  • Take a look at an example of our National Flag and colour the picture accordingly. Cut it out and glue it to a stick.

Discussion:

Discuss the basic concepts associated with human rights of the child according to the justice system (for example, food, health, education and shelter).

Life Skills LO : 2.2

THE CLASSROOM

Closed questions

  • What are the children on the carpet doing?
  • How many children are in the classroom?
  • What is the little girl at the bin doing?

Open-ended questions

  • What feelings did you experience on the first day of school?
  • How do you feel now?
  • Which activities in the classroom do you like most? And the least.
  • Do you have any spesific task in the classroom?
  • Why is it important to be in time for school in the morning?
  • Do you prefer playing in a group or with just one friend?
  • What must you do when you are thirsty or need to go to the toilet?

Bridging (Application of what has been learned in other situations, for instance at home or in the community)

  • Where else is it very important to be in time?

Discussion

  • Discuss three safety precautions to be followed when a child gets hurt, or where blood is involved and why it is important not to touch another person’s blood (HIV).

Logical Thinking and Reasoning

Creative Thinking

Life Skills LO : 3.4

Questions & Answers

Is there any normative that regulates the use of silver nanoparticles?
Damian Reply
what king of growth are you checking .?
Renato
What fields keep nano created devices from performing or assimulating ? Magnetic fields ? Are do they assimilate ?
Stoney Reply
why we need to study biomolecules, molecular biology in nanotechnology?
Adin Reply
?
Kyle
yes I'm doing my masters in nanotechnology, we are being studying all these domains as well..
Adin
why?
Adin
what school?
Kyle
biomolecules are e building blocks of every organics and inorganic materials.
Joe
anyone know any internet site where one can find nanotechnology papers?
Damian Reply
research.net
kanaga
sciencedirect big data base
Ernesto
Introduction about quantum dots in nanotechnology
Praveena Reply
what does nano mean?
Anassong Reply
nano basically means 10^(-9). nanometer is a unit to measure length.
Bharti
do you think it's worthwhile in the long term to study the effects and possibilities of nanotechnology on viral treatment?
Damian Reply
absolutely yes
Daniel
how to know photocatalytic properties of tio2 nanoparticles...what to do now
Akash Reply
it is a goid question and i want to know the answer as well
Maciej
characteristics of micro business
Abigail
for teaching engĺish at school how nano technology help us
Anassong
Do somebody tell me a best nano engineering book for beginners?
s. Reply
there is no specific books for beginners but there is book called principle of nanotechnology
NANO
what is fullerene does it is used to make bukky balls
Devang Reply
are you nano engineer ?
s.
fullerene is a bucky ball aka Carbon 60 molecule. It was name by the architect Fuller. He design the geodesic dome. it resembles a soccer ball.
Tarell
what is the actual application of fullerenes nowadays?
Damian
That is a great question Damian. best way to answer that question is to Google it. there are hundreds of applications for buck minister fullerenes, from medical to aerospace. you can also find plenty of research papers that will give you great detail on the potential applications of fullerenes.
Tarell
what is the Synthesis, properties,and applications of carbon nano chemistry
Abhijith Reply
Mostly, they use nano carbon for electronics and for materials to be strengthened.
Virgil
is Bucky paper clear?
CYNTHIA
carbon nanotubes has various application in fuel cells membrane, current research on cancer drug,and in electronics MEMS and NEMS etc
NANO
so some one know about replacing silicon atom with phosphorous in semiconductors device?
s. Reply
Yeah, it is a pain to say the least. You basically have to heat the substarte up to around 1000 degrees celcius then pass phosphene gas over top of it, which is explosive and toxic by the way, under very low pressure.
Harper
Do you know which machine is used to that process?
s.
how to fabricate graphene ink ?
SUYASH Reply
for screen printed electrodes ?
SUYASH
What is lattice structure?
s. Reply
of graphene you mean?
Ebrahim
or in general
Ebrahim
in general
s.
Graphene has a hexagonal structure
tahir
On having this app for quite a bit time, Haven't realised there's a chat room in it.
Cied
what is biological synthesis of nanoparticles
Sanket Reply
Got questions? Join the online conversation and get instant answers!
Jobilize.com Reply

Get the best Algebra and trigonometry course in your pocket!





Source:  OpenStax, Grade r - a learning programme. OpenStax CNX. Nov 03, 2009 Download for free at http://cnx.org/content/col11135/1.1
Google Play and the Google Play logo are trademarks of Google Inc.

Notification Switch

Would you like to follow the 'Grade r - a learning programme' conversation and receive update notifications?

Ask