Maze 1a Teaching Guide NCE

Pre-Primary

New Century Education

2010-11

Maze Workbooks Series 1a

New Century Education [Maze Workbooks Series 1a]

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New Century Education

New Century Education is one of the leading publishers of teaching and school curriculum materials. Since we have comprehensive research and development division, we work with teachers, students, educators, educationists, writers and institutions to develop high quality education system to suit the requirements of the new century. Our website (www.nceonline.pk) for teachers and schools is already a leader in its field.

Project Team: Fakhera Aqeel, Abdul Hai Saqib, Sadaf Shoiab, Syed Maqsood Ali, Khaula Ahsan, Hafsa Aqeel

Copyright: New Century Education 2010

All rights reserved

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Contents

1. Introduction

2. Learning Outcomes

3. FAQ’s

4. List of Material

5. Activities


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INTRODUCTION According to Maria Montessori a child’s personality develops before the age of 6 years. It means these are the most important years of his life. A child develops different skills during these years. In which language development is the longest and most wonderful of all periods. Language Development

Language is the way of communication and expression of collective thoughts. Language development takes place in four areas: • Listening • Speaking • Reading • Writing

Receptive Skill Listening, Speaking Productive Skill Reading, Writing

All the four areas are equally important for language development. Reading For the development of reading there are two methods: 1. Photo memory 2. Phonics 1. Photo memory Photo memory is an excellent tool that is used to promote reading at an early age. It does not concentrate on spellings or breaking up of words. It is with the child from birth. It works in the same way as a child recognizes nose, eyes etc. at 4 – 5 months. If a child is shown a word at least 12 – 15 times the word imprints in his mind. He can recognize that word anywhere. Photo memory is the most effective way of reading at an early age.

2. Phonics Phonics is a method in which letters are taught through their sounds. It is also called “decoding”. Children learn the spellings through the sounds.

In Phonics, letters are not taught in alphabetical order but according to a child’s nature. Phonics only develops after 3 years of age. Soon as the child starts school. Concepts and Skills Covered in 1a

– Alphabets • Sound, Vocabulary, Tracing

– Colours (new) • Red, Yellow, Blue, Orange, Purple, Green

– Opposites (new) • Open/Close, Awake/Asleep, Wet/Dry,

Clean/Dirty, On/Under, In/Out – Action Words (new)

• Eating, Drinking, Writing, Reading, Walking, Standing, Sitting, Running.


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Learning Outcomes

At the end of Maze Workbook Series 1a, a child should be able to:

• follow the instructions on a page through Icons independently.

• colour the pictures neatly in up and down movement.

• recognize all the objects given in the book.

• identify the beginning sounds of objects.

• pronounce the letters’ sounds correctly.

• recognize all letters’ shapes given in the book.

• trace the hollow letters in correct letter formation.

• recognize different colours i.e; red, yellow, blue, orange, purple, green

• recognize the concept of “opposites” i.e; ‘open-close’, ‘awake - asleep’, ‘wet - dry’, ‘clean –

dirty’, ‘under – on’, in – out

• recognize and demonstrate actions through ‘Action Words’ i.e.

‘eating’, ‘drinking’, ‘writing’, ‘reading’, ‘walking’, ‘standing’, ‘sitting’, ‘running’.


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FREQUENTLY ASKED QUESTIONS FAQ’s Maze 1a

Question no 1: Why does this book start with letter “C”?

• Maze 1a is based on “Easy to Difficult approach.” At this age it is easy for a child to trace letter “C” due to the natural movement of his/her hand. Many other letters originate from this shape. By tracing or writing the letter “C” a child can easily write many other letters too.

Question no 2: Why does this book not follow the letters’ sequence?

• This book does not follow the letter sequence because for a child it is very difficult to learn the vowels; the vowels also have limited vocabulary. Children in Pre-Nur and Nur do not need to know the letter sequence because the main object of letter sequence or Alphabetical order is for dictionary usage or filing at higher level.

Question no 3: Why does this book not have capital shapes of letter?

• Capital letters are only needed for special names or sentence writing. The children of Pre-Nurs or Nurs do not write words or sentences.

Question no 4: Why is this book not being taught in old fashion i.e. Alphabetical Method like A for Apple?

• The new method of phonics is 100% activity based so it cannot be taught in memorization style.

Question no 5: What is Phonics?

• “Phonics is a method in which letters are taught through their sounds not their names.” This method helps children to learn language effectively with proper pronunciation, and is excellent for learning spellings.

Question no 6: Why is this book not colourful?

• Colouring is a tool that is used not only to develop fine motor skills of a child but to give him pleasure of accomplishing something. It also helps him to learn the vocabulary thoroughly as he is colouring. According to experts it is necessary that a child should stay at one page for at least seven minutes. This target is achieved through maximum space provided for colouring.


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Question no 7: Why are hollow shapes of letters introduced? Are they for colouring?

• Hollow letter shapes with arrows are introduced to make a child well aware of proper letter formation. Children will not colour these hollow shapes, they will just trace at least “5 to 7” times in hollow shapes and the teacher will sing a rhyme like “C” is curvy. The arrows guide the child where to go and the hollow shapes keep him within the limits, which results in perfect letter formation.

Question no 8: Can a child at this level learn the difficult vocabulary like “Octopus” and “Ostrich” given in this book?

• Answer: At this age, a child has the skill of “Photo Memory” he can learn any words with this skill. He directly reads the whole word, without spelling it. Early reading gives children a strong foundation, which develops confidence and independence.

Question no 9: Why is letter “X” not introduced in this book?

• This book is phonetic based, so there are no English words that start with the sound ‘x’ but there are words like x-ray that start with the letter name not the sound. We introduce the letter sound x in Nurs as ending sound e-g box, ox, six, fix etc.

Question no 10: What is the use of the small pictures given at the top left side of every page?

• These small pictures are called “Icons”. These Icons are pictorial guides that are introduced to make a child independent and self reliant. They are taught through photo memory method and a great help for teachers.


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LIST OF MATERIAL

1a 1) Real Objects

2) Letter Flash cards

3) Vocabulary Flash Cards

4) Sand Paper letter

5) Sand Tray

6) Icons

7) Cutouts for soft-boards

8) Colors Flash Cards

9) Opposites Flash Cards

10) Actions Flash Cards


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ACTIVITIES Activity 1 VOCABULARY BASKET Introduction of vocabulary Objective:

The idea is to introduce children to the names of objects that are used in their everyday life. Material:

Five common objects, basket. Method:

3 Period lesson (T.P.L) This is …….. Where is …… What is …….

Demo:

1. Children look here. “I have a basket and in this basket I have something to show you”. This is a pencil (Repeat 3 Times) This is a cup (Repeat 3 Times) This is a bag (Repeat 3 Times) This is a marker (Repeat 3 Times) This is a duster (Repeat 3 Times)

2. Say the names of all the objects. Ask the children to repeat every time.

Put all the objects on the table/mat and ask one “Where is the Pencil”. The child will point to the pencil. Shuffle all the object and ask again “where is the pencil”.

3. Take any object in your hand and ask.

What is this? Pencil. Good Pencil, Pencil, Pencil What is this? Bag. Good Bag, Bag, Bag

This activity should be repeated whole year but always with different objects.


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Activity 2 KNOCK KNOCK Concept of Sound Objective:

The main purpose of this step is to give an understanding to the children that everything has a sound, which is different from each other.

Material:

Table, door, black board Demo:

1. Today we are going to play a very interesting game. You have to listen very carefully to the sounds. Knock on the table, door, and black board and then ask the children “Can you hear the sounds”. All are different from each other. Now close your eyes children. I am going to knock on the things and then you will recognize the sounds.

2. Teacher knocks on the door and says “tell me children, What was the knocking sound off?.” Children say “Table”, Appreciate them… “Good. This is the sound of table.”

3. Knock on the cupboard and say “Now, tell me what was I knocking on?”

Children say “Cupboard.” Appreciate them “Good. This is the sound of cupboard.”

The above mentioned activity can be done with:

a) Animal sounds b) Dropping objects on the floor c) Pouring water, etc.

Activity 3 I SPY GAME Concept of Beginning Sound Objective:

In this activity children learn the beginning sound. The activity which is used to give the concept of beginning sound is called “I spy game”.

I spy game

I. In the hand II. On the table

III. Inside the classroom


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IV. Outside the classroom (I) IN THE HAND Objective:

Introduce the beginning sounds of a letter. Material:

Any five objects. Demo:

1. Children I have some objects, now tell me What is this? Marker Good I will give this marker to sana. What is this? Bag Good, I will give this bag to Ahmed.

2. Give all the objects to the children. Each child must have one object in his/ her hand.

Now children I’m going to sing a poem and in this poem you will hear the name of a child and the beginning sound of an object that they will be holding in their hands. Now you have to look at the child, whose name is in the poem and then say the name of the object.

I spy with my little eyes

Something in Sana’s hand Beginning with the sound “m”

Marker

Very good m-marker (Repeat 3 Times) Do this activity with all the objects. (ii) ON THE TABLE Objective: Introduce the beginning sounds of a letter. Material: Five different sound of objects, table Demo:

1. Put five objects on the table. Ask the names of the objects and then sing a poem.

I spy with my little eyes


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Something on the table Beginning with the sound “d”

2. The children will look at the object and say “duster”. Then teacher will pick up the object

and say : d-duster (Repeat 3 Times) (iii) IN THE CLASS ROOM Objective: Introduce the beginning sounds of a letter. Material: Things in the classroom Demo:

1. Ok children, “Today again we are going to play the “I spy game” but in a different way and I will ask about the things in the classroom.

I spy with my little eyes Something in the classroom

Beginning with the sound “b”

2. If children guess right in first attempt, say “very good” b-book. 3. If they don’t, then tell them “yes, you are right but I have something else in my mind”

Keep on asking till you get the requested answer. (iv) OUTSIDE THE CLASSROOM Objective: Introduce the beginning sound of a letter. Material: Any five objects Demo:

1. Take children outside the classroom in a garden or play ground and play this game over there.

2. Children we are going to play “I spy game” in the garden and I’m going to ask the things

which are present in the garden.

I spy with my little eyes. Something in the garden.

Beginning with the sound “f”


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f- flower (Repeat 3 Times)

Activity 4 LETTER BASKET &Flash card of a Letter Introduction through objects Objective: Introduce the written letter of the sound. Material: Five same sound objects. Flashcard of “C” Demo:

1. Ok children. “I have a basket with some objects now tell me: What is this? Candle, Good What is the beginning sound of candle? “C” Good. What is this? Carrot, Good What is the beginning sound of carrot? “C” Good. What is this? Cup, Good What is the beginning sound of cup? “C” Good. What is this? Can, Good. What is the beginning sound of can? “C” Good.

2. The beginning sound of all these objects is “C” 3. Children, Do you want to meet “C”? Yes. 4. OK here comes “C” (Repeat 3 Times)

C- Carrot (Repeat 3 Times) C- Candle (Repeat 3 Times) C- Cup (Repeat 3 Times) C- Cat (Repeat 3 Times) C- Can (Repeat 3 Times)

Hold the flash card in right hand and object on left hand. Activity 5 FLASH CARDS Identification through vocabulary Flash cards


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Objective: Introduce the written letter of the sound. Material: 4 vocabulary cards, letter flash card. Demo:

1. Ok children, look here I have some cards for you What is this? C, Good. What is this? Cat C- Cat (Repeat 3 Times) What is this? C- Candle C- Candle (Repeat 3 Times) What is this? Cup C- cup (Repeat 3 Times) What is this? Carrot C- Carrot (Repeat 3 Times)

Activity 6 SAND PAPER LETTER Objective: Introducing the correct formation of a letter thru tracing. Material: Sand Paper letter Demo:

1. Children, Look here Can you tell me what is this? C- Good

2. Do you want to trace “C”

Join your two fingers and trace “C”

3. “C is curvy “(Repeat 3 Times) Then do tracing in the air, on the table, on the hand and give them sand tray.

Activity 7 ICONS


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Icons are symbols. The instructions are given at the top of each page thru the icons. Children can recognize the icons thru photo memory. Then they can understand the icons and work independently. Put a print out of these icons on the board. Introduce thru three period lessen. Demo:

1. Look at the picture. These are two hands matching two things. It means “match” match (repeat 3 times) Look at the picture. There are some lines and a finger pointing to the lines. It means “read” (repeat 3 times) Look at the picture. There is a pencil and an apple. It means “trace” trace (repeat 3 times) Look at the picture. There is a ball being coloured. This means “colour” the picture. Colour (repeat 3 times)

2. Put these icons in front of the children and ask: Where is trace? Children will answer then shuffle the picture and again ask where is trace? Do this step with all the icons.

3. In the third step hold the icons in your hand and ask:

Children tell me what is this? Trace, good What is this? Colour, good

Activity 8 Instruction of Workbook 1a Introduction of a letter on book Before teaching page 1 do the activities of letter recognition thru real objects and sand paper.

1. First motivate the children. 2. Draw the page on the board and explain in detail. 3. Introduce the icons and write the date.

Look children here are two pictures, it means we have to do two things on this page “trace and colour” and here we have to write the date and today’s date is …….

4. Tell me children What is this? cat Good and what is the beginning sound of cat? “c” good. What is this? candle Good and what is the beginning sound of candle? “c” good.


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What is this? carrot Good and what is the beginning sound of carrot? “c” good. What is this? cup Good and what is the beginning sound of cup? “c” good. Where is “c”? This is “c” very good “c” (repeat 3 times) c- cat (repeat 3 times) c- candle (repeat 3 times) c- carrot (repeat 3 times) c- cup (repeat 3 times)

5. Now children let’s start tracing put your crayon at the starting point “c” is curvy’ trace 10 to

15 times over next work is coloring and remember coloring should be done with up and down movement.

Introduce all the pages of introduction of sounds in the same way. Activity 9 SOFT BOARD DISPLAY Objective: The purpose of this activity is to review the sound and their vocabulary and reading of words thru photo memory. Material: 4 cuts of vocabulary with written strip Letter cut out Demo:

1. Stand near the soft board and say “Look children here are some pictures tell me: What is this? Cat, Good. What is this? Candle, Good. What is this? Cup, Good. What is this?


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Clock, Good.

2. Now tell me what is the beginning sound of all these pictures? C- Good C- Cat (Repeat 3 Times) C- Candle (Repeat 3 Times) C- Clock (Repeat 3 Times) C- Cup (Repeat 3 Times)

When the teacher relates the sound of the picture the finger should be at the written strip. Activity 10 STORY Objective: The purpose of this story is to review the sound. Material: Props Demo: Children, would you like to listen to a story. This is a story of “C” C was a very nice boy. One day he invited his classmates to his castle. His cook baked cookies, made custard and candy biscuits for his friends. Suddenly the lights went off. Then “C” had to light the candles. All his classmates clapped for “C”.

Activity 11 Instruction of Workbook 1a Identification of Letter Before doing this page do tracing activities and soft board display.


OK children, here are 3 icons. It means we have to do three things on this page match, trace and color. And here we have to write the date and today is…….

4. Tell me, children.


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What is this? carrot Good and what is the beginning sound of carrot? “c” good. What is this? c- good. Shall we match “c” with “carrot”? Yes. OK, let’s match it. What is this? can Good and what is the beginning sound of can? “c” good. Shall we match “can” with “c”? Yes. OK, let’s match it. What is this? axe, Good and what is the beginning sound of axe? “a” good. Shall we match “axe” with “c”? No. OK, leave it.

Do the same procedure for rest of the pictures.

5. Now let’s start tracing Put your crayon at the starting point say the rhyme “C is curvy” (Trace 5 Times)

6. Now, let’s start colouring and remember children colouring should be done with up and

down movement only. Introduce all the pages of identification of sounds in the same way. Activity 12 Instruction of Workbook 1a Practice of letter sounds Before doing this page review the sounds of c, o, a, l and ask children names of objects beginning with these sound.

1. First motivate the children.


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2. Draw the page on the board and explain in detail. 3. Introduce the icons and write the date.

4. Read all the letters and all the pictures and then ask:

What is this? ox, good. What is the beginning sound of ox? o, good. Look children, “o” matches ox with a line it means we have to do matching of sound with the pictures. What is this? Cone, good. What is the beginning sound of cone? c, good. Let’s match “c” with cone with the help of a line.

Follow the same procedure for rest of the pictures.

5. Now children let’s do our next work that is tracing. Put your crayon at the starting follow the arrow “c is curvy.” Put your crayon at the starting points follow the arrow “o is round and round”. Put your crayon at the starting point follow the arrow “make a“c” go up and come down. Put your crayon at the starting point “l is down and down”

6. Now children let’s start colouring and remember your colouring should be done in up and

down movement only. Introduce all the pages of practice of sounds in the same way. Activity 13 Instruction of Workbook 1a Review of letter Before doing this page children will do tracing on sand paper and sand tray.

1. First motivate the children. 2. Draw the page on the board and explain in detail. 3. Introduce the icons and write the date. 4. Ask the children

What is this? “c” good. Here is another “c” matches with a line we have to match the same sounds with a line. What is this?


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“o” good. Let’s match it with another o What is this? “a” good. Let’s match it with another a. What is this? “l” good. Let’s match it with another l.

5. Now start tracing

Put your crayon at the starting point follow the arrow “c is curvy”. Put your crayon at the starting points follow the arrow “o is round and round”. Put your crayon at the starting point follow the arrow “make a“c” go up and come down. Put your crayon at the starting point “l is down and down”

Activity 14 Introduction of color: First of all introduce colour through material. For this purpose take red colour objects and put them in a basket e.g. balloon, pencil, and crayon.

1. Give demo in front of the children.

Children look here. I have a balloon. A Pencil A Crayon The color of all these things is red. Red balloon Red pencil Red crayon Red, Red, Red.

2. Can you tell me what else do you see red in the class room. 3. Flashcards Activity

Activity 15 Instruction of Workbook 1a Introduction and Identification of color on book page



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4. Introduce the page

This is an apple This is a strawberry This is a lady bird This is a tomato. The colour of all these things is red so color the pictures with “red” crayon.

Do some activist with red color. Pasting, painting, printing. At the end of the month celebrate “Red Day”. Activity 16 Introduction of Open and Close

1. For this concept teacher gives a demo in front of the children thru material Children look here The door is open (repeat 3 times) open, open, open The door is closed (repeat 3 times) closed, closed, closed

2. Introduce thru flashcard also

Children look here in this picture This cupboard is open (repeat 3 times) open, open, open

This cupboard is closed (repeat 3 times) closed, closed, closed

3. Now involve the children and ask

Which marker is open? This marker is open, good Which marker is closed? This marker is closed, good

After these activities start the page Activity 17 Instruction of Workbook 1a Page # 12

1. First motivate the children. 2. Draw the page on the board and explain in detail.


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3. Introduce the icons and write the date. 4. Introduce the page

Children look here, in this picture The window is open open, open, pen. In this picture The window is closed closed, closed, closed.

5. Now colour these pictures with up and down movement.

Activity 18 Introduction of awake and sleep: For this concept teacher gives demo in front of the children.

1. Teacher closes her eyes and says: I’m asleep (Repeat 3 Times) asleep, asleep, asleep.

Then open the eyes and say: I’m awake (Repeat 3 Times) awake, awake, awake.

2. Introduce through flashcard also:

Look children, in this picture. The cat is asleep (Repeat 3 Times) asleep, asleep, asleep

In this picture The cat is awake (Repeat 3 Times) awake, awake, awake.

3. Now involve the children, call one child and say to him/her to close/open their eyes and say:

Ali is asleep. Ali is awake.

Do this activity with other children. After these activities then start the page.


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Activity 19 Instruction of Workbook 1a Page # 24.


4. Look children in this picture.

The boy is awake. awake, awake, awake. In this picture The boy is asleep asleep, asleep, asleep.

5. After that color the pictures neatly.

Activity 20 Introduction of wet and dry: For this concept gives demo in front of the children through material.

1. Teacher takes a bowl of water, puts one hand in the water and says: My hand is wet (Repeat 3 Times) wet , wet, wet

2. Show the next hand and say:

This hand is dry. (Repeat 3 Times) dry, dry, dry

3. Introduce through flash card also.

Children look here in this picture. The hairs of the boy are wet. (Repeat 3 Times) wet, wet, wet In this picture The hairs of the boy are dry. (Repeat 3 Times) dry, dry, dry Now involve the children and ask: Which sponge is wet? This sponge is wet, good. Which sponge is dry? This sponge is dry. Good.


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Activity 21 Instruction of Workbook 1a Page # 36


4. Children look at this picture This shirt is wet wet, wet, wet. In this picture This shirt is dry. dry, dry, dry.

5. Now children colour these pictures with up and down movement.

Activity 22 Action Words Eating For introduction of action word give demo in front of the children

1. Look here children Aunty is eating an apple Aunty is eating chips eating, eating, eating


Children look here in this picture Boy is eating a cake eating, eating, eating

3. Now involve the children give them something to eat and say

Sana is eating Omer is eating

Drinking:

1. Look children Aunty is drinking tea. Aunty is drinking juice. Aunty is drinking water. drinking, drinking, drinking.


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2. Introduce thru flash card also.

Children in this picture Zebra is drinking water Girl is drinking a juice.

3. Now involve the children give them something to drink and say :

Hiba is drinking. Ali is drinking.

Introduce all the action words through these activities and then start the page. Activity 23 Instruction of Workbook 1a Book page of Action Words

1. First motivate the children. 2. Draw the page on the board and explain in detail. 3. Introduce the icons and write the date. 4. Children look at these pictures

In this picture The boy is eating eating, eating, eating. In this picture The boy is drinking drinking, drinking, drinking. In this picture The boy is writing. writing, writing, writing. In this picture A man is reading reading, reading, reading.

5. Now colour these picture neatly.

Activity 24 Introduction of Clean and Dirty: For this concept teacher gives demo in front of the children.

1. Children Look This handkerchief is clean (repeat 3 Times) clean, clean, clean.


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This handkerchief is dirty (repeat 3 Times) dirty, dirty, dirty


Children in this picture The socks are clean (repeat 3 Times) clean, clean, clean. The socks are dirty. (repeat 3 Times) dirty, dirty, dirty.

3. Now involve the children and ask:

Which cup is clean? This cup is clean. Good. Which cup is dirty? This cup is dirty. Good.

After these activities than start the page. Activity 25 Instruction of Workbook 1a Page # 49


4. Children, look here in this picture

This boy is clean clean, clean, clean. In this picture This boy is dirty. dirty, dirty, dirty.

5. Now colour the pictures neatly.

Activity 26 Introduction of on and under For this concept teacher gives demo in front of the children.

1. Children work here. The ball is on the table (repeat 3 Times)


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on, on, on.

The ball is under the table (repeat 3 Times) under, under, under.

2. Introduce through flashcard also

Look here children in this picture The pencil is on the table (repeat 3 Times) on, on, on. The pencil is under the table (repeat 3 Times) under, under, under.

3. Now involve the children and ask.

Where is the car? Car is on the chair. Good. Now tell me where is the car now? The card is under the chair, good.

After these activities then start the page. Activity 27 Instruction of Workbook 1a Page # 61.


4. Children look at this picture

The cat is on the table. on, on, on. In this picture The cat is under the table. under, under, under.

5. Now children color the pictures neatly.

Activity 28 Introduction of in and out For this concept teacher gives demo in front of the children.

1. Children look here


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The pencil is in the box (repeat 3 Times) in, in, in .

The pencil is out of the box. (repeat 3 Times) out, out, out.

2. Introduce through flashcard also.

Children in this picture The flowers are in the vase (repeat 3 Times) in, in, in . The flowers are out of the vase (repeat 3 Times) out, out, out.

3. Now involve the children and ask. Where is a duster? Duster is in the basket. Good. Now again tell me Where is the duster? Duster is out of the basket. Good.

After these activities than start the page. Activity 29 Instruction of Workbook 1a Page # 73

1. First motivate the children. 2. Draw the page on the board and explain in detail. 3. Introduce the icons and write the date. 4. Children look at this picture.

In this picture The parrot is in the cage. (repeat 3 Times) in, in, in . In this picture. The parrot is out of the cage. (repeat 3 Times) out, out, out.

5. Now children colour the pictures neatly.


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Activity 30 Instruction of Workbook 1a Page # 80 Before doing this page play “I spy game” for review of the sounds.

1. First motivate the children. 2. Draw the page on the board and explain in detail. 3. Introduce the icons and write the date. 4. Children tell me,

What is this? ox, Good What is the beginning sound of ox? “o” Good.

Maze 1a Teaching Guide NCE

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Transcript of Maze 1a Teaching Guide NCE