a school readiness/preparatory …...grade 1 readiness/preparatory programme (5 weeks) page 4...

Republic of Namibia

MINISTRY OF EDUCATION

JUNIOR PRIMARY PHASE

A SCHOOL READINESS/PREPARATORY PROGRAMME

(5 WEEKS)

TEACHERS’ MANUAL

GRADE 1

ENGLISH VERSION

2015

Grade 1 Readiness/Preparatory Programme (5 Weeks) Page 1

Ministry of Education National Institute for Educational Development (NIED) Private Bag 2034 Okahandja Namibia © Copyright NIED, Ministry of Education, 2011 A School Readiness/Preparatory Programme (5 weeks)

ISBN: 978-99945-2-028-2 Printed by NIED Website: http://www.nied.edu.na Publication date: 2011 First Edition


TABLE OF CONTENTS

ACKNOWLEDGEMENTS…………………………………………………………………………………….... 3

INTRODUCTION……………………………………………………………………………………………………………………. 4

SECTION 1: THEORY AND PRACTICE SUPPORTING SCHOOL READINESS……………... 5

1.1 The ‘Whole Child’ Approach………………………………………………………………………………. 5

1.2 Physical Development……………………………………………………………………………………….. 6

1.3 Social and Emotional Development……………………………………………………………………. 7

1.4 Cognitive Development……………………………………………………………………………………… 8

1.5 Some School Readiness Indicators ……………………………………………………………………. 9

1.6 Procedures to Follow Every Day Throughout the Year........................................... 10

1.7 What Is Phonological Awareness and Why Is It Important? .................................. 10

SECTION 2: FIVE WEEK ACTIVITY PLAN

Week 1…………………………………………………………………………………………………………………………… 11

Week 2…………………………………………………………………………………………………………………………… 15

Week 3…………………………………………………………………………………………………………………………… 22

Week 4…………………………………………………………………………………………………………………………… 28

Week 5…………………………………………………………………………………………………………………………… 34

SECTION 3: ASSESSMENT…………………………………………………………………………………………………. 40

Rationale……………………………………………………………………………………………………………………….. 40

Readiness/Preparatory Assessment Record (Example)………………………………………………….. 41

Readiness/Preparatory assessment Record (Blank)……………………………………………………….. 43

REFERENCES………………………………………………………………………………………………………………………….. 45


ACKNOWLEDGEMENTS

This manual was developed under the auspices of the National Institute for Educational Development (NIED). The following people are acknowledged:

Alina Niipare EO Lower Primary - NIED Jo Coghlan VSO volunteer junior primary literacy advisor – NIED Junior primary panel members Junior primary advisory teachers Grade 1 teachers who participated in the consultative process

The worksheet activities in the Teachers’ Resource Book support this manual and have been used with permission from original authors. NIED wishes to acknowledge the following publishers and developers of websites:

Maskew Miller Longman (Pty) Ltd Pearson Holdings South Africa (Pty) Ltd Longman Namibia (Pty) Ltd www.shirleys-preschool-activities.com www.teachervision.com (Family Education Network) www.yourparenting.co.za www.dltk-kids.com www.first-school.ws www.abcteach.com www.k-3teacherresources.com www.lessonsense.com www.activityvillage.co.uk www.kidzone.ws www.kidslearningstation.com www.tlsbooks.com

http://www.shirleys-preschool-activities.com/

http://www.teachervision.com/

http://www.yourparenting.co.za/

http://www.dltk-kids.com/

http://www.first-school.ws/

http://www.abcteach.com/

http://www.k-3teacherresources.com/

http://www.lessonsense.com/

http://www.activityvillage.co.uk/

http://www.kidzone.ws/

http://www.kidslearningstation.com/

http://www.tlsbooks.com/


INTRODUCTION School readiness is a stage when a child is able to grasp those concepts and skills that are necessary

for more formal learning in Grade 1.

This manual has been written in response to the recognition that many learners have not acquired

school readiness before they start school.

The concepts and ideas in the manual are intended to help teachers prepare their learners for

more formal learning.

The readiness manual is divided into three sections:

Theory and Practice Supporting School Readiness

Five Week Activity Plan

Assessment

The manual is intended as a guide for the first 5 weeks of Grade 1 and should be used together

with the preparatory activities in the Curriculum for the Junior Primary Phase Grades 1-3,

Integrated Planning Manual Grade 1 and Syllabus Guides. It is also designed to be used in

conjunction with the Teachers’ Resource Book that contains a variety of worksheet examples

corresponding to activities in the five week plan.

The manual does not cover every aspect of school readiness that a learner completes in a full year

of Pre-primary. Therefore, only major concepts have been selected and teachers are strongly

encouraged to add further activities as they see fit.

Some of the activities and worksheets could be used as they are, while others could serve as

examples for teachers to design and develop their own ideas. Teachers need to be creative and

innovative in their planning to suit the particular needs of their learners.

NB The examples given for First Language (L1), particularly rhymes, poems and songs will not be

relevant for First Languages other than English. Teachers are encouraged to use appropriate

examples while retaining the skill being taught, e.g. rhyming


1.1 THE ‘WHOLE CHILD’ APPROACH

The manual is based on the ‘Whole Child’ approach. The ‘Whole Child’ approach means valuing every aspect of the child and planning learning activities that consider a child’s physical development, social and emotional development and cognitive development.

Aesthetic, and spiritual and ethical development should also be considered.

SECTION 1: THEORY AND PRACTICE SUPPORTING SCHOOL READINESS


Body Image Learners need to know how their bodies move and come to know if they are right-handed or left-handed. Practise moving parts of the body (right arm, left leg); distinguish right from left and top from bottom. Do lots of throwing, catching, kicking, drawing and writing to determine right-hand or left-hand dominance.

1.2 PHYSICAL DEVELOPMENT

g,

Gross Motor Control This is control over big muscles in arms, legs and whole body. Provide activities like dancing, running, walking, balancing, jumping, climbing, swinging, hopping and skipping.

Fine Motor Control This is control over small muscles such as eyes, fingers, toes and tongue. Provide activities like drawing, colouring in, using scissors, buttoning, zipping, unzipping, tying knots, hammering a nail and building with small pieces. Sing songs, say poems and tell news to exercise the tongue, mouth and lips to promote speech development.

Spatial Awareness This is the way learners perceive relationships between themselves and objects. Provide activities where learners must place themselves behind, in front of, under, over, inside or outside of objects. Practise placing objects to the right and left of learners, up, down, beside, close and far away.

PHYSICAL DEVELOPMENT Children who are ready for Grade 1 have learned how to control GROSS and FINE MOTOR skills. They understand SPATIAL AWARENESS and they have good BODY IMAGE.


1.3 SOCIAL AND EMOTIONAL DEVELOPMENT

Play games where co-operation, Give learners simple directions Read to your learners every sharing and establishing friends to follow: “Go outside and find day to encourage listening, and relationships is required. 3 stones. Put them on my table.” attentiveness and sitting for short periods of time.

Encourage independent and responsible behaviour: Establish classroom routines and rules and “Please tidy the books.” practise following them. Encourage and “Please go and ask Mrs Maiba in room 2 for a box of praise. chalk.”

Children who are socially and emotionally ready for grade 1 are confident,

friendly, able to develop good relationships, able to concentrate on and persist

at challenging tasks, can communicate emotions and can follow instructions.

They have good listening skills and are attentive.

They can participate in a group and are learning to co-operate, compromise and

share. They have good self-concept and can understand how their actions affect

others. They are beginning to think and act independently and responsibly and

can handle some problems.

Within the first 5 weeks of school you need to

provide many opportunities for your learners

to develop the above skills.


1.4 COGNITIVE DEVELOPMENT

LANGUAGE DEVELOPMENT is very important at this stage. Children need to develop: phonological awareness – ability to manipulate sounds of speech receptive skills – paying attention to what is said; understanding what is said; remembering what they hear incidental skills – linking the sounds they hear with the words or letters they see expressive skills – speaking clearly using sentences in the correct order and with appropriate vocabulary Provide activities where learners: listen to and respond to stories match speech sounds, words and numbers to their symbols e.g. names, objects, letters of the alphabet and numbers talk about their experiences, art work, games and emotions

PREPARATORY MATHEMATICS is also crucial at this stage and learners should be exposed to many activities which involve: classification - grouping of objects with the same properties sequencing - arranging of objects in a pattern or order number - comparing and describing groups of objects using words like more, less, fewer, the same time - differentiating between periods of time, e.g. day/night, morning/afternoon, long/short space - describing the position of their bodies in relationship with surroundings, e.g. behind, next to, in front of measurement - manipulating materials and using vocabulary to show comparisons between objects, e.g. long/short, heavy/light, full/empty, bigger/smaller, more than/less than

PERCEPTION Children who are ready for grade 1 are beginning to develop good visual, auditory, tactile, smelling and tasting perception. Provide activities where learners develop skills in: visual discrimination – find similarities and differences like size, shape and colour of objects visual sequencing – sequence objects and pictures to make patterns and stories figure-ground differentiation – select a particular shape from many different shapes form consistency – differentiate between shapes and symbols even when they are a different size, shape or colour visual memory – show objects and learners recall what they’ve seen visual analysis and synthesis – break up pictures like jigsaws and put them back together to make a whole auditory discrimination – identify differences between sounds e.g. sounds of letters, clapping, stamping, coughing auditory sequencing – copy a sequence of sounds or patterns heard auditory analysis and synthesis – break up words into sounds e.g. d-o-g and put together again auditory closure – complete words or phrases e.g. one, two, put on my _____(shoe) auditory memory – play games where learners must remember and retell what they’ve heard auditory-visual linking – hear the sound of a letter or number and link it with its symbol touching (tactile), smelling and tasting things.


1.5 SOME SCHOOL READINESS INDICATORS

(adapted from Love and Reilly 2003)

1. Knows how to handle books

2. Recognises some letters of the alphabet by name

3. Recognises some letter sounds

4. Tells a simple story and recounts events in sequence

5. Knows some nursery rhymes, songs and chants

6. Has early phonological awareness, e.g. rhyming and initial sound awareness

7. Is beginning to link some letters with sounds they make, e.g. ‘m’ says ‘mmm’

8. Enjoys listening to stories and joining in discussions

9. Understands concepts like night/day, big/small, numbers (at least 1-5), colours, simple

patterns and directional words, e.g. up/down; under/over

10. Demonstrates one-to-one correspondence

11. Groups objects to make sets

12. Finds the ‘odd one out’ in sets

13. Recognises simple shapes like circles, squares and rectangles

14. Matches identical objects

15. Finds differences between similar pictures

16. Follows simple two-stage instructions, e.g. Pick up the pencil and put it on the table.

17. Recognises name and is learning to write it (capital for initial letter followed by lower case)

18. Demonstrates left-to-right eye and hand movements

19. Establishing hand dominance

20. Beginning to develop pencil control

21. Traces simple patterns

22. Persists at simple tasks independently

23. Shares with others

24. Demonstrates correct body posture and pencil grip

Finally, children entering grade 1 must be able to observe and give meaning to everything around them. They need to be able to remember and use knowledge, learn how to solve problems and evaluate their actions to know right from wrong and what is and is not allowed.


1.6 PROCEDURES TO FOLLOW EVERY DAY THROUGHOUT THE YEAR THINGS YOU SHOULD DO EVERYDAY THROUGHOUT THE YEAR

Daily news Read stories to your learners Include many listening and speaking opportunities for Language 1. Revise previous work before introducing new concepts. Emphasise left and right, body posture and pencil hold. Rhymes, songs and games Continuously assess your learners by making written comments on checklists.

1.7 WHAT IS PHONOLOGICAL AWARENESS AND WHY IS IT IMPORTANT?

Plan and do daily news Read stories to your learners Include many listening and speaking opportunities for Language 1 and 2 Revise previous work before introducing new concepts Emphasise left and right, body posture and pencil grip Teach rhymes, songs and games Continuously assess your learners by making written comments on checklists Practise inclusive education and cater for all learners of different abilities Emphasise participation in groups, co-operation, attentiveness, sharing and persistence Provide many opportunities for learners to develop phonological awareness

Phonological awareness is the ability to recognise, combine and manipulate sounds in spoken words. Research shows that phonological awareness is part of effective reading instruction and is highly predictive of reading and spelling success (Share and Stanovich 1995). Therefore, during the readiness programme and throughout grade 1 and lower primary grades it is vital that learners are exposed to a wide variety of phonological experiences. All these experiences should be oral (no written activities) and follow a progression as Chard and Dickson (1999) recommend:

1. Rhyming words (e.g. sun, run, fun, bun ….) and alliteration (e.g. Maria makes mud muffins on Mondays). Give lots of practice in substituting different sounds to make new words, e.g. substitute ‘s’ sound in ‘sun’ with ‘f’ sound to make the new word ‘fun’.

2. Segment sentences into words and clap each word (e.g. I run, you run and we all run home.) Only use words with one syllable for this activity.

3. Syllable segmentation (e.g. cray-on; pen-cil) and blending of single syllables (e.g. sun – sssuuunnn).

4. On-set and rime blending and segmentation (e.g. b…at; d…og; st…and; sh…ip)

5. Blending and segmentation of individual sounds (e.g. b…a…t; t…a…ble). During the readiness programme concentrate on steps 1 and 2 but introduce steps 3-5 as needed.


THEME 1: MYSELF

WEEK 1: Self-awareness

DEVELOPMENTAL AREA

RESOURCES

SUGGESTED ACTIVITIES COMPETENCY TO BE ASSESSED Learners should be able to:

SOCIAL AND EMOTIONAL social skills; independence COGNITIVE Language phonological awareness Language receptive skills; expressive skills

list of learners’ names

Listening & Speaking (L1) Talk about being at school Discuss how to behave in class (rules and procedures) Encourage learners to understand that rules apply to everyone Ask learners to tell their names and ask others’ names, age, gender, likes and dislikes, e.g. What is your name? My name is Andreas and what is your name? Practise this by singing a name song ‘My name is ________ and what’s your name?’ Learners listen to others’ names Encourage learners to sit properly and listen attentively Make a list of the learners and call their names Stick learners’ names on their tables (link sound of name with written words) Explain toilet routine. Ask learners to line up for the toilet Discuss and explain how to use the toilet Encourage learners to wash their hands after using the toilet Explain how to ask for things, e.g. May I please have a crayon/ pencil? Ask for permission to leave the class, e.g. Excuse me, may I please leave the room? Listen and respond to simple greetings correctly e.g. Good morning, Teacher. How are you? I’m fine, thank you, and how are you? Sing a greeting song ‘Good Morning, Teacher’

Respond with understanding to instructions Describe themselves using name, age, gender, what they like/dislike Explain how to use the toilet correctly Practise courtesies Respond correctly to simple greetings

SECTION 2: FIVE WEEK ACTIVITY PLAN


WEEK 1 continued …

DEVELOPMENTAL AREA

RESOURCES


COGNITIVE Language receptive skills; expressive skills; incidental reading reading Perception visual discrimination figure/ground perception Language phonological awareness

big book/ picture book or readers pictures Worksheet 1 Worksheet 2

Pre-reading (L1) Model good reading habits by showing how to care for books, opening book and turning pages carefully, left to right. Model orientation: eyes moving from left to right and back again across a line of print Discuss picture books Invite learners’ participation by asking for clues, guessing what will happen next and what they should do if they find themselves in the same situation as the character in the book Find objects that are the same/different Colour the object that is the odd one out Look for and discuss details in picture books. Find the blue crayon among all the different coloured crayons Find and colour in the rabbits Say learners’ names and sound out the first sound. Make up simple alliterations, e.g. Lenny likes lollies. Emphasise initial sound

Understand how to care for books Demonstrate eye movement from left to right across line of print Use oral language appropriately and confidently Find the object that is different from the others Find specific objects within pictures Sound out initial sounds



DEVELOPMENTAL AREA

RESOURCES


PHYSICAL Gross and fine motor control

pictures scissors glue scrap paper to cut

Pre-writing (L1) Move the dominant hand and fingers rhythmically, making left to right hand movements in the air, in sand and on the table Discuss and show correct pencil grip and body posture Draw and colour themselves. Colour different pictures; cut and paste their drawings Practise cutting straight lines and curved and zigzag lines

Demonstrate left to right rhythmic movement; correct pencil grip and body posture; drawing between outlines; cutting along lines; pasting carefully

COGNITIVE Language phonological awareness Perception auditory discrimination;

picture books

Listening & Speaking (L2) Look at and discuss pictures in L2 books Expose learners to L2 by using simple greetings: Good morning, Teacher. How are you? I’m fine, thank you. How are you?

Use L2 to demonstrate prior knowledge Use simple greetings in L2

COGNITIVE receptive skills; expressive skills; incidental skills Perception auditory sequencing

pictures rhymes

Pre-reading and writing (L2) Colour pictures of themselves and complete L2 caption, e.g. My name is _______ Repeat sounds , patterns and rhymes, e.g. Jack and Jill Clapping games, e.g. listen to sounds and repeat a clapping pattern

Complete sentence by writing own name and ‘reading’ L2 sentence Demonstrate ability to clap patterns

COGNITIVE Language expressive skills Mathematics number number; measurement

counting poems, e.g. ‘Ten Little Monkeys’, ‘One, Two, Three, Four, Five’ buttons, pegs, counters and coloured building blocks Worksheet 3

Pre-mathematics Recite counting poems Manipulate and explore material to show few/many, and more/less. Use correct terminology More or less

Recite poems Describe groups of objects using correct terminology. Demonstrate difference between more and less



DEVELOPMENTAL AREA

RESOURCES


shapes Worksheet 4 Worksheet 5

Pre-mathematics continued … Give practice in finding objects that are the same, e.g. cut out different-sized squares and find two that match Find the shapes that are the same size Use one-to-one correspondence to match identical frogs

Find objects that are the same size Match the corresponding frogs Use one-to-one correspondence

classification Language expressive skills; receptive skills

concrete material, clothing, bold-coloured fruit, crayons

Teach colours. Show objects and discuss the colours of each Show crayons and talk about each colour. Sort out and group objects according to their colour Complete pictures using a specific colour

Distinguish between colours and use correct names Classify objects according to colour Complete drawings using correct colour

COGNITIVE Language expressive skills

pictures, drawings photos, items of like/dislike

Environmental Studies Discuss ‘myself’ (who I am, what I like/dislike, personal information, e.g. My name is Maria. I am a girl. I like ice cream. etc)

Describe themselves Give information about themselves

AESTHETIC awareness; self-expression

clay songs

Arts Play with clay to create models of themselves Listen to music and songs and clap beat and rhythm, e.g. My name’s Natalia and what’s your name?

Show creativity Clap beat and rhythm

PHYSICAL Gross motor control

Physical Education Syllabus Guide p6 large balls

Physical Education Provide activities that allow learners to: hop, jump, skip, climb, dance (imitative games) Flying birds etc Catch and throw balls

Demonstrate accurate movement of large muscles of the body Catch a large ball with two hands Throw a large ball accurately

SPIRITUAL AND ETHICAL COGNITIVE Language expressive skills

RME Guide p2

RME The ‘Me’ that God Made

Participate in songs and prayer about the body


THEME 1: MYSELF

WEEK 2: Self-awareness

DEVELOPMENTAL AREA

RESOURCES ACTIVITIES COMPETENCY TO BE ASSESSED Learners should be able to:

Revision

See week 1

Revise routines and rules Revise pre-reading and pre-writing activities Revise responding to simple greetings in L1 and L2 Revise introducing self (What is your name? My name is ____) L1 and L2 Revise preparatory mathematics activities

See week 1

COGNITIVE Language receptive skills; expressive skills; phonological awareness

Learners’ contact details

Listening and Speaking (L1) Talk about themselves and listen to others: My name is ____ I am a girl. I live in ____ I like___ I dislike ___ Ask learners to bring written information from home about their birthdays, telephone numbers and addresses. Check that learners know this information

Give information orally State name and address correctly

COGNITIVE Language receptive skills; expressive skills; incidental reading skills Perception auditory discrimination;

picture books

Pre-reading (L1) Model good reading habits by showing how to care for books, opening books and turning pages carefully, reading from left to right Model orientation: moving from left to right and back again across a line of print

Demonstrate left-to-right eye movements when reading; caring for the book; reading from front cover to back



DEVELOPMENTAL AREA


auditory-visual linking

Pre-reading (L1) continued … Discuss picture books Invite learners’ participation by asking for clues, guess what will happen next and what they should do if they find themselves in the same situation as the character in the book

Express themselves using logical sentences

Language phonological awareness; expressive skills Perception auditory memory auditory sequencing Language phonological awareness Perception auditory closure

picture books drum games and nursery rhymes

Discuss stories and picture books, e.g. look at cover of book: ‘What do you think this story is about?’ Read stories to learners every day Give practice in rhyming words, e.g. cat, mat; sun, run Play a game with rhyming words, e.g. which one rhymes? Learners stand up and listen to words. They sit down when they hear the word that rhymes, e.g. sat, run; sat, pig; sat, hat (sit down) Listen to sounds and repeat patterns, e.g. beat simple patterns on drum and learners copy Play listening games like ‘Simon Says’ and ‘I Spy’ Learn nursery rhymes (e. g Jack and Jill; Hey Diddle Diddle; One, Two Put on Your Shoe; Insey Winsey Spider; Humpty Dumpty) Leave out rhyming words for completion (closure), e.g. Jack and Jill went up the _____ Say letter names of alphabet and introduce‘s’ and ‘a’ sounds, e.g. give words beginning with ‘s’ and ‘a’ sounds

Make simple predictions about stories Recognise words that rhyme Demonstrate correct repetition of Patterns Respond correctly to instructions Recite poems and rhymes from memory Give rhyming word Name words beginning with sounds ‘s’ and ‘a’ Distinguish between the names and sounds of letters



DEVELOPMENTAL AREA


auditory-visual linking

labels

Pre-reading (L1) continued … Label objects around the room. Learners ‘read’ the labels and say sentences, e.g. This is a desk

Say sentence while looking at label

visual analysis and synthesis visual sequencing visual memory

jigsaws/puzzles pictures Worksheet 6 Worksheet 7, 8 objects

Complete simple jigsaws/puzzles Cut up pictures and build them again Arrange a number of pictures in order to tell a story in the correct sequences Play Kims’ Game - Study 5 objects. Take one away (eyes closed!) Which object is missing? Make more difficult by removing two or three objects at once

Construct jigsaws/puzzles/cut up pictures Sequence pictures correctly Remember up to 5 objects at a time

PHYSICAL Fine motor control

pictures crayons Worksheets 9, 10 pictures

Pre- writing (L1) Play games and sing songs while wriggling fingers and opening and closing hands Free scribbling on unlined paper Draw patterns using thick crayons Give practice demonstrating ‘left’ and ‘right’, e.g. hold up your right hand; stamp your left foot Sing ‘Hokey Cokey’ Circle objects on the left/right Trace over shapes, over patterns and between lines

Wriggle fingers; open and close hands Demonstrate left-to-right rhythmic movement Distinguish between ‘left’ and ‘right’ Demonstrate control of pencil while tracing



DEVELOPMENTAL AREA


COGNITIVE Language expressive skills; receptive skills phonological awareness

rhymes songs

Listening and Speaking (L2) Listen and respond to simple greetings: e.g. Good morning, Teacher. How are you? I’m fine, thank you, and how are you? Sing a greeting song ‘Good Morning, Teacher’ Emphasise the difference between L1 and L2 by code switching Say nursery rhyme ‘Jack and Jill’ Talk about themselves: My name is ______ What is your name? I am a boy. I live in ______I like ______ I dislike _____ Sing a name song, e.g. ‘My name is Linus, Linus, Linus, my name is Linus and what’s your name?’

Respond to simple greetings Recite rhymes Express simple information in a sentence

COGNITIVE Language receptive skills; expressive skills; incidental reading skills Perception auditory discrimination; auditory-visual linking PHYSICAL Fine motor control

picture books, colouring pictures, songs, e.g. Twinkle, Twinkle Little Star

Pre-reading and writing (L2) Take tour of school and discuss things found in the environment Point out to print found in the environment, e.g. staff room, toilet, library, principal’s office Talk about pictures in L2 books Colour pictures with L2 captions, e.g. I am a boy Exercise fingers while singing songs

Start to make connections between sounds of words and print Use basic vocabulary Colour pictures Wriggle fingers



DEVELOPMENTAL AREA


COGNITIVE Mathematics sequencing; number number classification

building blocks beads string concrete material pictures; objects clay Worksheets 11, 12

Pre-mathematics Explore colours and order patterns using different materials such as blocks and beads, e.g. 1 red bead, 1 yellow bead, 1 red bead, 1 yellow bead … Match equivalent and non-equivalent sets using one-to-one correspondence, e.g. share beads between two learners Use pictures and objects to show comparisons of objects, e.g. big/small; light/heavy Use clay to make big/small; long/short; thick/thin objects and heavy/light objects, e.g. clay balls Circle big/small and long/short objects

Demonstrate creativity with patterns; follow patterns Demonstrate one-to-one correspondence Demonstrate equal/unequal values using concrete material Use correct vocabulary to describe comparisons of objects Make objects to show comparisons

pictures Worksheet 13

Discuss 2D shapes, e.g. circle and square Show pictures; trace shapes; finish incomplete shapes Compare shape, size and colour

Differentiate between circles and squares

number

counting rhymes, e.g. ‘One Finger, One Thumb’ Worksheet 15

Teach counting rhymes Show many different objects to demonstrate ‘one’, e.g. one shoe, one flower, one leaf … Learners point to each object in turn and say ‘one’. Show card with numeral 1. Show how to write. Write with finger in the air, in sand, on desk and on unlined paper Colour in the sun to show ‘one’. Practise tracing and writing numeral 1

Demonstrate one-to-one correspondence using the number ‘one’ Demonstrate understanding of ‘one’ by colouring/tracing one object and practising writing the numeral



DEVELOPMENTAL AREA


SOCIAL AND EMOTIONAL emotional awareness

COGNITIVE Language expressive skills receptive skills

Worksheets 16, 17 pictures

Environmental Studies Discuss feelings and emotions. Ask learners to use sentences to express how they feel. ‘I feel happy when I play with my friends and sometimes I feel bad because _____’ Use worksheets as flash cards, make up a game or a miming activity Discuss pictures that depict emotions Recognise and describe feelings Tell stories that depict emotions

Describe and demonstrate various feelings and how they can change

AESTHETIC self-expression; exploration

seeds, glue, paper paper plates scissors crayons songs

Arts Construct face using seeds glued to paper. Include eyes, nose, hair and mouth Use paper plates to make masks that show emotions Sing songs and clap beats and rhythms, e.g. ‘If You’re Happy and You Know It Clap Your Hands’ Mime emotions, e.g. show a happy face; walk like you feel tired Express emotions and feelings using the entire body through dramatised play

Create face with correct features Use symbols on masks to show emotions, e.g. mouth turned down, eyebrows arched in surprise Clap beats and rhythms Mime emotions

PHYSICAL Gross motor control co-ordination; balance

Physical Education Syllabus Guide p75 large balls

Physical Education Gallop like a horse, jump like a frog etc Play games rolling a large ball in different directions. Use right and left hands

Perform skilled foot-eye co-ordination movements Demonstrate ball control and hand-eye co-ordination



DEVELOPMENTAL AREA


Spatial awareness COGNITIVE Mathematics Space

Physical Education continued … Move behind, in front, to the right, to the left, beside, up, down, close, far away. Describe position

Demonstrate understanding of spatial relationships Describe position in relation to surroundings, e.g. in front of

SPIRITUAL AND ETHICAL

RME Guide p2

RME Revise The ‘Me’ that God Made

Participate in songs and prayer about the body


THEME 2: MY BODY WEEK 3: Body Parts

DEVELOPMENTAL AREA


Revision

See weeks 1 & 2

Revise pre-reading, writing and mathematics concepts as necessary

See weeks 1 & 2

COGNITITVE Language expressive skills; receptive skills

flash cards - parts of body Worksheet 18 posters Worksheet 19

Listening and Speaking (L1) Daily news (think, pair, share); learners share their piece of news with their partners and report back to class Sing with actions, e.g. ‘Heads, Shoulders, Knees and Toes’ Name and discuss body parts Play ‘Simon Says’ game to practise parts of the body Discuss missing body parts on worksheet Learners complete

Speak fluently, in sentences and use appropriate vocabulary Respond by asking and answering questions Name body parts Distinguish between parts of the body Respond to verbal instructions Draw body parts that are missing

COGNITIVE Language expressive skills: receptive skills Perception visual discrimination; form consistency

‘Domino’ body parts cards Worksheet 20, 21

Pre-reading (L1) Demonstrate modelled reading, e.g. stories on ‘My Body ‘ Play dominoes using picture cards Learners must match pictures exactly Find the picture that is exactly the same as the one shown

Listen attentively and respond to the story Match pictures



DEVELOPMENTAL AREA


PHYSICAL Fine and gross motor control COGNITIVE Perception auditory discrimination LANGUAGE phonological awareness COGNITIVE Perception visual sequencing

pictures showing rhyming words Worksheet 22 story: Planting Seeds Worksheet 23

Pre-reading (L1) continued … Learn song, ‘Open, Shut Them, Open Shut Them’ Each time, change the noise made, e.g. give a little (clap, click, flick, slap) Learners shut eyes and work out the sound made by the teacher Learners take turns to determine the noise made by others Use other parts of body and identify different sounds, e.g. stamp feet, tap head, hop, jump Play rhyming games Show pictures of words that rhyme Say each word and find odd one out, e.g. cat, bat, hat, pig Find pictures/words that rhyme Say learners’ names. Ask learners to substitute initial sounds to make new names, e.g. change the ‘j’ sound in Jenny with ‘p’ sound to make ‘Penny’ Tell made-up story called ‘Planting Seeds’. Re-tell story. Show picture cards and learners put pictures in sequence

Distinguish between sounds Recognise words that rhyme/do not rhyme Demonstrate sound substitution Demonstrate sequence of story using pictures



DEVELOPMENTAL AREA


COGNITIVE Language expressive skills incidental reading skills Perception auditory-visual linking PHYSICAL Fine motor control tracing

learners’ news Worksheets 24, 25

Pre-writing (L1) Shared writing: Use at least two pieces of news learners reported Scribble, trace patterns, dot-to-dot following guidelines from left to right, trace lines to connect one object to another, find pathway from one object to another between border lines Trace ‘s’ and ‘a’ (lower case only) and introduce ‘t’

Make connections between sounds and written words Trace patterns from left to right on dotted lines; trace pathways between border lines Trace accurately

COGNITIVE Language phonological awareness; expressive skills; receptive skills

stories games rhymes, games and songs

Listening & Speaking (L2) Use own story to introduce body parts Play ‘Simon Says’ to practise the names of the body parts Tell a simple story and encourage learners to re-tell Say rhymes, sing songs and play games for learners to hear and practise the language

Say names of body parts Re-tell simple story Practise L2 through rhymes, songs and games

COGNITIVE Language expressive skills receptive skills phonological skills PHYSICAL Fine motor control

stories and picture books pictures

Pre- reading and writing (L2) Discuss stories and picture books, e.g. cover, characters, authors ‘What do you think this story is about?’ ‘What is the boy doing?’ Model good reading habits by showing how to care for books, opening books and turning pages carefully, reading from left to right Colour pictures with L2 captions and ‘read’ and clap simple words in the captions, e.g. The cat is fat.

Express simple L2 vocabulary Show how to handle books carefully; Turn pages from front cover to back ‘Read’ sentences (captions) and clap individual words Control pencil when colouring



DEVELOPMENTAL AREA


COGNITIVE Mathematics number COGNITIVE Perception auditory-visual linking Mathematics number space time measurement classification

numbers 1-3 counting rhymes, e.g. ‘Three Blind Mice’ cards showing numerals 1 - 3 Worksheet 26, 27 Worksheet 28 large boxes paper thin strips of paper shapes

Pre- mathematics Teach the counting poems and count objects to show one, two and three, e.g. one thumb, two shoes, three pencils Match sound of numbers with written numerals. Learners say

‘two’ and find card showing ‘2’. Say ‘three’ and find ‘3’

Practise writing 2 and 3 in the air, in sand and on paper Colour in 2 watering cans and 3 clouds. Practise writing 2 and 3 Colour in circles to show the number of each animal in the picture Play games where learners must place themselves behind, in front of, under, over, inside or outside objects such as boxes Use appropriate vocabulary (integrate with Physical Education) Draw pictures to show what learners do in the day/night, e.g. playing/sleeping and in the morning/ afternoon, e.g. school/home Measure each other’s heights using arbitrary units, e.g. strip of paper Determine who is the tallest and shortest. Discuss comparisons between different learners. Who is shorter than Maria? Who is taller? Glue strips of paper in order of height Introduce the ‘triangle’ shape. Find triangles among other 2D shapes

Express orally understanding of number sequences 1-3 Listen to each number and find correct symbol (and vice-versa) Demonstrate understanding of 2 and 3 Demonstrate counting to 2 and 3 Show awareness of space and relationships between learner and object Demonstrate understanding through pictures Use terms like ‘tallest’, ‘shortest’, ‘taller’, ‘shorter’ Arrange heights from shortest to tallest Distinguish between a triangle and other shapes



DEVELOPMENTAL AREA


measurement; sequencing classification

Worksheet 29 various objects, e.g. food, clothes, Worksheets 30, 31

Pre- mathematics continued … Cut out giraffes and order from shortest to tallest Group objects to show which belong and why, e.g. apple, bread, cake, carrot (all can be eaten) Find the object that does not belong and why, e.g. dress, shirt, chair and shoes (chair cannot be worn) Draw and discuss pictures of objects that belong together Circle and explain which object does/does not belong

Demonstrate understanding by correctly sequencing pictures Show and explain why some objects belong/do not belong together

COGNITIVE Language expressive skills PHYSICAL Gross motor skills

poster of my body

Environmental Studies Name body parts and the activities the body can perform, e.g. run, walk, sit, stretch, balance

Distinguish between the body parts Explain how body parts work

PHYSICAL Fine motor control cutting and pasting Gross motor control

thick crayons scissors, glue, pictures

Arts Make pictures of ‘my body’ Cut and paste body parts Sing own songs about body parts, e.g. ‘Heads, Shoulders, Knees and Toes’ Move to the rhythm of the songs

Cut along an outline and paste with accuracy Demonstrate control over large muscles

SOCIAL/EMOTIONAL participation in group; listening skills; attentiveness PHYSICAL Spatial awareness Body image

Physical Education Play games: Simon Says; Fruit Bowl using body parts (integrate with L 1 & 2)

Respond with understanding



DEVELOPMENTAL AREA


SPIRITUAL AND ETHICAL COGNITIVE Language expressive skills; receptive skills

learners’ prayers RME Guide p4

RME Say prayers of learners Tell the story of ‘The Birth of Moses’

Explain how and why they pray for others


THEME 2: MY BODY WEEK 4: Body Parts and their Functions

DEVELOPMENTAL AREA


Revision

See weeks 1 - 3

Revise pre-reading, writing and mathematics activities as needed See weeks 1 - 3

COGNITIVE Language phonological awareness; receptive skills; expressive skills

Songs and rhymes

Listening and Speaking (L1) Daily news (think, pair, share) Discuss ‘my body’ action words/verbs, e.g. I can _____ I am able to _____ I can’t _____ Play the game ‘Simon Says’ to practise the body parts and action words Rhyme/Song, ‘This is the way I walk to school’

Express news using simple sentences in sequence Give action words to describe body functions Respond with understanding and do actions Sing simple songs

Perception visual memory; visual sequencing Language incidental reading skills COGNITIVE Perception auditory memory; visual memory

pictures big book jointed figure of GM sequence cards Worksheet 32, 33, 34 big book

Pre-reading (L1) Modelled reading: ‘The Gingerbread Man’ – use Big Book Read the story then use pictures to sequence story Learners retell the story using pictures Read big book, ‘My Body’ Model reading from left to right Learners follow the text using left-to-right eye movement Play memory games: Do a series of actions, e.g. hands on head, touch toes and fold arms Learners then copy

Sequence pictures and retell the story Follow text using left-to-right eye movements Copy simple visual actions in sequence



DEVELOPMENTAL AREA


auditory memory Language phonological awareness Perception auditory discrimination; phonological awareness

Pre-reading (L1) continued … Tap simple rhythms. After each one, learners copy Tell a simple story. Learners re-tell Find the rhyme change Learners stand in circle. Say words that rhyme. Give a word that does not rhyme and learners must sit down, e.g. hat, cat, sat, mat, dog (sit down), fat, chat, lion (sit down) Which word rhymes with ‘sit’? e.g. cat, bell, hit, bed (hit) What sound do you hear at the beginning of these words? e.g. head, leg, toe, mouth, finger Play ‘I spy with my little eye something beginning with b’ (GIVE SOUND NOT NAME OF LETTER) Say sentences and clap each word. Use words with only one syllable, e.g. My cat is called Sam (5 claps)

Copy simple rhythms/stories in sequence Recognise the word that does not rhyme Recognise the word that rhymes Give initial sound Recognise words starting with given initial sounds Recognise individual words in spoken sentences


Worksheet 35

Pre-writing (L1) Continue with scribbling, drawing lines from one object to another and finding pathways. Emphasise left-to-right directionality Revise ‘s’, ‘a’, ‘t’ and introduce ‘p’

Draw lines and pathways accurately



DEVELOPMENTAL AREA


COGNITIVE Language expressive skills; receptive skills; phonological awareness Perception auditory sequencing PHYSICAL Gross motor control

games

Listening & Speaking (L2) Do daily news (think, pair, and share) Encourage learners to share their news in pairs Listen to and repeat clapping patterns Discuss functions of the body parts and mime the actions, e.g. jump, hop, walk, look, taste, listen, smell Play ‘Simon Says’ and ‘Fruit Bowl’ to practise recognition of body parts

Express simple sentences. Repeat clapping patterns accurately Show understanding of body parts and their functions by miming and playing games

COGNITIVE Language incidental skills; Perception visual sequencing; auditory-visual linking

labels in L2 picture cards of story

Pre- reading and writing (L2) Label objects around the room Learners ‘read’, e.g. desk, table, door, book Arrange a number of pictures in order to tell a story in the correct sequence

‘Read’ labels while looking at words Sequence pictures correctly

COGNITIVE Mathematics measurement; classification

outlines of learners’ hands concrete objects counters, rhymes and counting songs, e.g. ‘Five Little Ducks’, ‘Five Currant Buns’

Pre-mathematics Make comparisons between sizes of hand prints This print is long but this is short; This print is big but this is small Use concrete objects to sort on the basis of one attribute, e.g. colour, shape, size Count body parts up to 5 Use counters to show how many are 1, 2, 3, 4 and 5 Recite rhymes and counting songs with actions

Use vocabulary to describe comparisons between prints Group objects according to colour, shape and size Demonstrate one-to-one correspondence Make sets of numbers Recite poems and songs



DEVELOPMENTAL AREA


number; sequencing number classification

cards with dots (1-5) concrete objects Worksheet 36, 37 Worksheets 38, 39 game – Swat It pictures

Pre-mathematics continued … Show numerals 1 – 5 using dots. Teach number that corresponds with dots. Match numerals with dots. Match dots with objects, e.g. •• •• (4 mice) Match number of dots with number of objects Learn sound and symbol relationship of numbers 1 – 5 Practise writing the numerals 4 and 5 in the air, in sand and on paper Colour in 4 gloves and 5 pots. Practise writing the numerals 4 and 5 Use numbers 1 - 5 for game of Swat It Introduce the ‘rectangle’ shape Find rectangles among other 2D shapes

Match dots and numerals Demonstrate one-to-one correspondence Match sound and symbol of numbers 1-5 Recognise symbols 1-5 Demonstrate understanding of 4 and 5 Distinguish between a rectangle and other shapes

Perception visual memory; visual sequencing

Worksheet 40

Draw patterns on chalkboard, e.g. O∆O∆__ What comes next? Also use colours, e.g. red circle, blue square, red circle What comes next? Show simple patterns as above Learners complete patterns

Draw/colour last object to show understanding of simple patterns Show understanding of patterns by completing next symbol in pattern



DEVELOPMENTAL AREA


COGNITIVE Language receptive skills; expressive skills

items to taste, feel, smell and hear, e.g. an orange to feel, smell, taste; a bell to hear

Environmental Studies Show parts of body and discuss functions Identify the five senses using items

Distinguish between body parts and their functions Name the sense used to identify specific items, e.g. smell the orange; hear the bell ring

AESTHETIC exploration; awareness; self-expression PHYSICAL Fine motor control

crayons, paper, clay

Arts Make hand/foot prints Draw a picture of The Gingerbread Man

Manipulate crayons and clay

PHYSICAL Gross motor control eye-hand co-ordination; eye-foot co-ordination Body image right/left dominance Gross motor control

beanbags balls markers songs and poems, e.g. ‘Hokey Cokey’ Physical Education Syllabus Guide p7

Physical Education Jump, run, skip and hop Throw and catch using ball/beanbag Kick ball to each other; to hit a target; between two markers Move parts of the body – right leg, left arm, touch your head (top) and touch your toes (bottom) Imitative games, e.g. flying birds, jumping frogs Sing songs with actions Explore large body movements, e.g. caterpillar walking, sparrow hopping Include balancing activities, e.g. walking along plank of wood; hopping on one leg, then the other; skipping and dancing

Use parts of body in co-ordinated way Throw and catch accurately using dominant hand Kick ball accurately using dominant foot Distinguish between right and left; top and bottom Use large muscles with co-ordination



DEVELOPMENTAL AREA


SPIRITUAL AND ETHICAL COGNITIVE Language Expressive skills

RME Guide p5

RME Sing own songs with actions, e.g. ‘Father Abraham’ Dramatise and mime the actions in the songs Tell a story of ‘The Good Shepherd’ Discuss the story and bring out the idea of caring

Sing with confidence Participate freely in movement and activities


THEME 2: MY BODY WEEK 5 – Sensory Functions

DEVELOPMENTAL AREA


Revision

See weeks 1-4 Revise activities as needed See weeks 1-4

COGNITIVE Language receptive skills; incidental skills; expressive skills Perception auditory-visual linking tactile

pictures, stories Labels, charts … ‘feely bag’

Listening and Speaking (L1) Daily news (think pair share) Tell or read a story on the five senses (own made-up story) Learners respond to questions about the story Discuss differences and similarities in our bodies, what can/cannot change Learners ‘read’ sentences daily Using the ‘feely bag’, learners feel an object and transfer the ‘feel’ into words

Listen and respond with understanding Express understandings in simple sentences ‘Read’ print around the room Use appropriate vocabulary to express what an object ‘feels’ like

COGNITIVE Perception visual memory Language phonological awareness incidental reading skills; expressive skills

Worksheet 41 paper, crayons

Pre-reading (L1) Play game of ‘Concentration’ Mix 18 cards and turn face down in rows Learners take turns to reveal two cards at a time to make a match Learners say simple sentences and clap each word Only use words with one syllable: e.g. There are boys and girls in our class (8 claps) Learners draw pictures of themselves doing actions, e.g. hopping, drawing, playing Learners describe the picture (I can _____) and teacher writes the sentences under the picture, e.g. I can play with my brother. Learners ‘read’ the sentences

Match pictures Clap each word in sentence Use simple sentences in correct language structure (I can _____) Incidentally recognise and associate the written word with the spoken word



DEVELOPMENTAL AREA


Perception auditory-visual linking auditory memory

Pre-reading (L1) continued … Modelling good habits, learners practise ‘reading’ books from book corner/reading box Read stories and learners re-tell

Demonstrate ‘reading’ of sentences Re-tell a story in sequence


Worksheet 42

Pre-writing (L1) Do shared writing of the learners’ news Continue with scribbling, drawing lines from one object to another and finding pathways Emphasise left-to-right directionality

Share written news with each other Draw lines and pathways accurately

COGNITIVE Language expressive skills; receptive skills; phonological awareness

rhymes and songs

Listening & Speaking (L2) Daily news Listen to and repeat simple action rhymes and songs, e. g This is the Way We Brush Our Teeth

Use simple sentences in L2 Sing action songs in L2

COGNITIVE Language expressive skills; incidental skills Perception auditory-visual linking PHYSICAL Fine motor control

pictures

Pre- reading and writing (L2) Colour pictures with L2 captions and ‘read’ and clap simple words in the captions, e.g. I smell with my nose (5 claps) I see with my big eyes (6 claps) I hear with my ears (5 claps) I taste with my long, pink tongue (7 claps) (Use words with only one syllable)

Control pencil when colouring ‘Read’ simple L2 sentences (captions) Clap words in sentences

COGNITIVE Perception visual discrimination

Worksheet 43

Pre-mathematics Play dominoes where learners match number patterns

Match numerals represented by dots (1-5)



DEVELOPMENTAL AREA


Mathematics number; sequencing number classification number classification

Worksheets 44, 45, 46, 47 Worksheet 48 Worksheet 14 Worksheet 49 picture of face sense objects

Pre-mathematics continued … Continue with more advanced patterns Put on chalk board, e.g. →→↓→→↓ What comes next? Ѳ•—Ѳ•— What comes next? Complete patterns Match written numerals 1-5 with pictures and dots Count animals to five and write correct number Give practice connecting dot-to-dot pictures using numerals 1-5 Trace and name circle, square, triangle and rectangle Make equivalent sets using pictures Count senses in the picture, e.g. nose (smell), eyes (sight) Classify different sense objects

Draw/colour last symbol in pattern to show understanding Recognise and match numerals, words and pictures depicting 1-5 Count to 5; write correct number Connect 1-5 dots in sequence Name 2D shapes correctly Trace accurately Draw the same number of objects to make equivalent sets (numerals 1-5) Correctly count the senses Classify objects associated with senses



DEVELOPMENTAL AREA


COGNITIVE Language receptive skills; expressive skills AESTHETIC appreciation SOCIAL AND EMOTIONAL emotional awareness

Worksheet 50 Worksheet 51, 52, 53 radio/cell/tape, mirror, food, hot/cold, pictures

Environmental Studies Name and identify the five senses Match body parts with the correct sense Cut and paste face parts onto face of boy or girl Investigate the functions of the five senses

Distinguish between the different senses Cut and paste accurately Recognise the feelings and emotions of the 5 senses

PHYSICAL Gross motor control COGNITIVE Perception auditory-visual linking

poster with song

Arts Sing song on senses, e.g. My Eyes Can See Revise ‘The Gingerbread Man’ and role play the story

Participate in singing and actions

PHYSICAL Gross motor control SOCIAL AND EMOTIONAL social skills; co-operation

Physical Education Syllabus Guide pp76-79

Physical Education Games: Jacob, Jacob where are you …? Frog in the Sea Magic Carpets Snakes Farmers and Rabbits

Demonstrate gross motor control Demonstrate co-operation and good teamwork



DEVELOPMENTAL AREA


SPIRITUAL AND ETHICAL COGNITIVE Language receptive skills; incidental skills; expressive skills

Poster with prayer

RME Teach how to pray Discuss prayer and five senses, e.g. close eyes, listen, talk Revise the story of ‘The Good Shepherd’ and ‘The Birth of Moses’

Respond to questions on the five senses in the prayer


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RATIONALE No assessment of a child’s strengths and weaknesses is of any use unless results are recorded. The readiness/preparatory assessment record is designed for use during the first five weeks of the school year. Each learner has an individual record form where the teacher records both Informal and Formal Continuous Assessment. Although all the learning areas should be assessed, the emphasis is on the developmental areas as shown on pages 5-8 and on the assessment record form on pages 41-42 of this document. Learners should be assessed for school readiness in the language determined by the school as the medium of instruction (L1).

Informal continuous assessment for all developmental areas is completed through observation and written notes. For each skill, two opportunities to record these observations are given on the assessment record form, although many observations will be made. It is not necessary to write a comment for every skill. A tick may be all that is needed to show a learner has acquired a skill. However, written evidence is required when a learner is struggling and needs further assistance. This not only informs teachers but is useful when reporting to parents. Formal continuous assessment for the cognitive area of development is done only after teaching has been completed. For each skill, one opportunity has been given on the assessment form to record progress but teachers may complete several formal continuous assessment assessments throughout the readiness period. It is not intended that the final grade is a result of a complicated calculation. Rather, it is a grade based on a combination of teacher observation and judgement. For example:

A learner with excellent performance in a skill will receive a A A learner with very good performance in a skill will receive a B A learner with good performance in a skill will receive a C A learner with fair performance in a skill will receive a D A learner with a minimum performance in a skill will receive a E A learner with poor performance in a skill will receive a U

A simple YES or NO is required when assessing the physical, and social and emotional developmental areas. Again, this will be the result of five weeks of observation, teaching and in some cases, re-teaching. Because readiness is so important, teachers should be teaching and re-teaching where necessary throughout the weeks in order to give all learners the best opportunity to be prepared for formal learning. When weaknesses are identified, the teacher must assist learners to overcome those problems before giving a formal continuous assessment where marks are allocated. Although the five week programme is a basis on which to make judgements, teachers should recognise that, for some learners, this will be insufficient time and readiness activities may need to be continued for some before formal learning is introduced.

SECTION 3: ASSESSMENT


READINESS/PREPARATORY ASSESSMENT RECORD (Example)

NAME: Derra Elongo GRADE: 1B DATE OF BIRTH: 29th May 2005

DEVELOPMENTAL AREA Date Informal Continuous Assessment Observation 1

Date Informal Continuous Assessment Observation 2

Date Formal Ass

COGNITIVE

Language

Phonological awareness:

rhymes words 26/1/12 Doesn’t recognise rhymes 10/2/12 Can choose correct rhyme most of the time 17/2/12 C

says words given initial sounds 27/1/12 Knows ‘mmm’ and ‘sss’ 10/2/12 Knows ‘t’, ‘p’ and ‘a’ 17/2/12 D

substitutes initial sounds 26/1/12 Fair – more work needed 10/2/12 Can substitute most sounds 17/2/12 C

claps words in sentences 26/1/12 √ 10/2/12 √ 17/2/12 B

Receptive:

follows instructions 20/1/12 √ 9/2/12 √ 17/2/12 B

responds to questions 20/1/12 √ 9/2/12 √ 17/2/12 C

Expressive:

speaks clearly 20/1/12 Very shy; hardly speaks 3/2/12 Much better but still lacks confidence 17/2/12 D

uses appropriate vocabulary 20/1/12 Not yet 3/2/12 Beginning to show improvement 17/2/12 D

tells news using sentences 20/1/12 Not yet 3/2/12 Starting to use sentences; good sequence 17/2/12 D

Perception

Visual perception

(a) visual discrimination 20/1/12 √ 3/2/12 √ 15/2/12 C

(b) visual sequencing 25/1/12 √ Very good 3/2/12 √ 14/2/12 B

(c) visual memory 25/1/12 √ 3/2/12 √ 14/2/12 B

(d) figure/ground differentiation 19/1/12 √ 6/2/12 √ 13/2/12 B

(e) form consistency 18/1/12 √ Very good 1/2/12 √ 14/2/12 B

Auditory perception

(a) auditory discrimination 25/1/12 √ Excellent 6/2/12 √ 13/2/12 A

(b) auditory sequencing 25/1/12 √ 6/2/12 √ 13/2/12 B

(c) auditory memory 25/1/12 √ Very good 6/2/12 √ 13/2/12 A

(d) auditory-visual linking 27/1/12 Can’t match oral 1,2,3 with written numbers 10/2/12 Improved; can match sounds with letters 15/2/12 D

Pre-mathematics

classification 3/2/12 More practice grouping similar objects 7/2/12 √ good skills 16/2/12 C

sequencing 31/1/12 √ 8/2/12 √ 16/2/12 C

number 2/2/12 Needs work on one-to-one correspondence 10/2/12 √ improved skills; can count beyond 5 16/2/12 2

time 1/2/12 √ day/night √morning/afternoon 9/2/12 √ 17/2/12 B

space 26/1/12 √ behind/in front of 9/2/12 √ 17/2/12 C

measurement 30/1/12 Trouble recognising tallest/shortest 6/2/12 Still unsure 17/2/12 D

KEY for Formal Assessment: A – Excellent B – Very Good C – Good D – Fair E – Minimum U - Poor

1 - Poor


DEVELOPMENTAL AREA Date IC Assessment - Observation 1 Date IC Assessment - Observation 2 Date YES/NO

PHYSICAL

Gross motor control

jumps, skips, hops, gallops 25/1/12 √ 2/2/12 √ 13/2/12 Y

throws and catches 25/1/12 More practice needed; maybe left-handed? 2/2/12 Still can’t catch; improved throwing skills 13/2/12 N

kicks a ball 25/1/12 √ 2/2/12 √ 13/2/12 Y

balances on one leg 25/1/12 √ 2/2/12 √ 13/2/12 Y

Fine motor control

holds pencil correctly 27/1/12 Needs constant reminding 8/2/12 Improved; still needs reminding 14/2/12 Y

can write name 27/1/12 All uppercase letters; most letters missing 8/2/12 √ 14/2/12 Y

shows left-to-right eye/hand mvmnt 27/1/12 √ 8/2/12 √ 14/2/12 Y

traces accurately 30/1/12 Finds task difficult. Needs left-hand scissors 1/2/12 √ Uses l/h scissors; much improved 13/2/12 Y

uses scissors correctly 31/1/12 √ 1/2/12 √ 13/2/12 Y

draws line between borders 27/1/12 √ 1/2/12 √ 16/2/12 Y

colours within a shape 27/1/12 √ 1/2/12 √ 17/2/12 Y

opens/closes hand; wriggles fingers 26/1/12 √ 2/2/12 √ 15/2/12 Y

Spatial awareness

moves behind, in front, 24/1/12 √ 3/2/12 √ 16/2/12 Y

beside, up, down, under, 24/1/12 √ 3/2/12 √ 16/2/12 Y

over, close, far away … 24/1/12 √ 3/2/12 √ 16/2/12 Y

Body image

shows hand dominance 20/1/12 Uses either hand; left-handed? 2/2/12 Left-handed 15/2/12 Y

knows right and left 25/1/12 Confuses these 2/2/12 √ 15/2/12 Y

knows top and bottom 25/1/12 √ 2/2/12 √ 15/2/12 Y

SOCIAL AND EMOTIONAL

shows confidence 20/1/12 Lacks confidence; won’t try anything new 9/2/12 Still lacks confidence 17/2/12 N

concentrates on tasks 20/1/12 √ √ Y

keeps trying (is persistent) 27/1/12 √ √ Y

plays well with others 27/1/12 √ √ Y

co-operates with others 27/1/12 √ √ Y

solves simple social problems 27/1/12 Shifted herself away from annoying child √ Y

makes friends 20/1/12 Very shy; needs encouragement Has made two friends Y

sits and attends 26/1/12 √ √ Y

shows responsibility 26/1/12 √ Very reliable √ Y

follows routines/rules 26/1/12 √ √ Y

shows independence 27/1/12 √ Likes to work by herself √ Y

shares toys 20/1/12 √ √ Y

knows name and address 20/1/12 Doesn’t know full address; knows name √ Y


READINESS/PREPARATORY ASSESSMENT RECORD

NAME: _____________________________GRADE: ________ DATE OF BIRTH:

DEVELOPMENTAL AREA Date IC Assessment Observation 1 Date IC Assessment Observation 2 Date Formal Ass COGNITIVE

Language

Phonological awareness:

rhymes words

says words given initial sounds

substitutes initial sounds

claps words in sentences

Receptive:

follows instructions

responds to questions

Expressive:

speaks clearly

uses appropriate vocabulary

tells news using sentences

Perception

Visual perception

(f) visual discrimination

(g) visual sequencing

(h) visual memory

(i) figure/ground differentiation

(j) form consistency

Auditory perception

(e) auditory discrimination

(f) auditory sequencing

(g) auditory memory

(h) auditory-visual linking

Pre-mathematics

classification

sequencing

number

time

space

measurement

KEY for Formal Assessment: A – Excellent B– Very Good C – Good D – Fair E – Poor

1 - Poor


DEVELOPMENTAL AREA Date IC - Observation 1 Date IC - Observation 2 Date YES/NO

PHYSICAL

Gross motor control

jumps, skips, hops, gallops

throws and catches

kicks a ball

balances on one leg

Fine motor control

holds pencil correctly

can write name

shows left-to-right eye/hand mvmnt

traces accurately

uses scissors correctly

draws line between borders

colours within a shape

opens/closes hand; wriggles fingers

Spatial awareness

moves behind, in front,

beside, up, down, under,

over, close, far away …

Body image

shows hand dominance

knows right and left

knows top and bottom

SOCIAL AND EMOTIONAL

shows confidence

concentrates on tasks

keeps trying (is persistent)

plays well with others

co-operates with others

solves simple social problems

makes friends

sits and attends

shows responsibility

follows routines/rules

shows independence

shares toys

knows name and address


REFERENCES

Chard, D. J. and Dickson, S. V. 1999, Phonological Awareness: Instructional and Assessment Guidelines. Available online at: http://www.Idonline.org/article/Phonological_Awareness:_Instructional_and_Assessment_Guidelines (accessed 12 Dec 2010).

Love, E. and Reilly, S. 2003, School Readiness and Early Literacy, Newsletter No 7, November 2003. Available

online at: http://www.loveandreilly.com.au (accessed 15 March 2011).

Share, D. L. and Stanovich, K. E. 1995, ‘Cognitive process in early reading: accommodating individual

differences into a mode of acquisition’. Issues in Education: Contributions from Educational Psychology, Vol. 1

http://www.idonline.org/article/Phonological_Awareness:_Instructional_and_Assessment_Guidelines

http://www.loveandreilly.com.au/


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