4.13 Pleased to meet you! 03  (Page 2/2)

When they know the story, they can read the abridged version on the next page.

Encourage the learners to read the story sums carefully and to say orally what the “story” is about. They must know what they are trying to find out. They can suggest different ways of finding the answers, e.g. by drawing the picture or by using counters, etc.

Question them to see whether they have the insight into the story before trying to solve the problem, e.g. How many pancakes did Mom bake?

How many people are to share the pancakes? etc.

More examples can be given.

Leaner section

Content

1. Mummy made 16 pancakes. She gave Baby, Willy, Daddy and me the same number of pancakes.

How many pancakes did each one get? .......... pancakes

(Draw the plates if you like).

2. The Toobies live 10 km from the Wops. I rode on Walter’s back for 8km. I had to walk another .......... km to get to the Toobies.

(Use the number line if you like).

3. We travelled to the mall in Mr Mole’s underground train. It took us 20 minutes to reach the mall. How long did it take us to go there and back? .......... minutes.

• These words begin with th as in this.
• Sound the word.
• Write the word.

• Complete the sentences.

1. ……………………………………………………………………. is my book.

2. Give me ………………………………………………………………….. pen.

3. She will tell …………………………………………………………… a story.

4. ………………………………………. or ……………………………………..

5. Baby can count to ……………………………………………………………..

• Help Snow White to get to the dwarfs’ house.
• Take turns with a friend to cross the mountain.
• If you make a mistake you must start from the beginning again.
• The first one to read all the words correctly is the winner.

• Colour in the cups that you can read.

Assessment

Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.4: We know this when the learner uses language imaginatively for fun and fantasy;

Learning Outcome 3: READING AND VIEWING : The learner is able to read and view for information and enjoyment and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment Standard 3.4: We know this when the learner recognises letters and words and makes meaning of written text:

3.4.1 reads simple written materials for different purposes;

3.4.3 uses phonic and word recognition skills to decode new or unfamiliar words in context (e.g. visual cues like shape of word and letter patterns, picture clues, context clues, and letter-sound relationships);

Assessment Standard 3.5: We know this when the learner develops phonic awareness:

3.5.9 recognises common consonant diagraphs (single sounds spelt with two letters) at the beginning and end of words (e.g. sh, th, ch);

3.5.10 recognises some high-frequency sight words.

Learning Outcome 4: WRITING : The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.6: We know this when the learner begins to build vocabulary and starts to spell words so that they can be read and understood by others:

4.6.3 attempts to spell unfamiliar words using knowledge of phonics;

Learning Outcome 5: THINKING AND REASONING : The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.1: We know this when the learner uses language to develop concepts:

5.1.1 demonstrates developing knowledge of concepts such as quantity.