4.2 Holiday fun - ames  (Page 2/2)

Rainy day games:

Ask the children what games they play when they have to be indoors.

If any of them have board games, ask them to bring them to school. Let them have a session where they play with the games. They can teach each other how to play. Walk around the groups and listen to the instructions and help to clarify where necessary.

In a class discussion, work out a format for telling someone how to play a game.

For example:

1. Object of the game

2. Procedure

3. Rules and penalties

4. Scoring

Let each learner choose a game. As a class, follow your format and explain how it is played - use bullet points. The learners can then use these as notes to 'teach' a partner how to play the game. Use the following sheet as a guide to the process.

LO 1.3.4 LO 2.1

Leaner section

Content

Name of the game: ……………………………………………………………………..

Aim of the game: ……………………………………………………………………….

…………………………………………………………………………………………..

You need: ………………………………………………………………………………

…………………………………………………………………………………………..

How to play:

• ………………………………………………………………………………….
• ………………………………………………………………………………….
• ………………………………………………………………………………….
• ………………………………………………………………………………….
• ………………………………………………………………………………….

How to score:

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

• Put a tick in the box to show how many times you had to explain.
• Put a tick in the box to show how your partner understood the instructions.

• Did children always play?
• Read the following information about playing.

Children learn through playing. Think how you spent most of your time in pre-primary. You played every day, but the teachers chose games that would help you learn.

Long ago, children had to learn to do the jobs that their parents did. Little boys would play near their fathers as they worked and they would start learning how to do that kind of work. If the father was a carpenter, he might make a small saw for his son to use and then the boy would play with that. At the same time, he was learning how to saw.

The girls would watch their mothers and copy them. That is why so many girls played with dolls. Their most important job was to bring up the children.

In poor families there was not much time to play because the children had to help the adults with the work.

If the family was rich, then they had time to play and the parents would have toys made for them. Most toys were made of wood.

We know what early Egyptians’ toys were like because they have been found in the pyramids. Some of the games have also been drawn on the walls in the tombs. They played a game similar to checkers or chess called Senet. The pictures also show children playing other games.

Now there are so many toys to choose from. Make a shopping list of toys that you would like your mum to buy. Call it your Wish List. You can decorate the border of your page with pictures of all the toys you would like.

Assessment

Learning outcome 3: reading&Viewing: the learner is able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment Standard 3.3: We know this when the learner recognises and makes meaning of letters and words in longer texts:

3.3.1 reads with increasing speed and fluency;

3.3.4 uses self-correcting strategies e.g. re-reading. pausing, practising a word before saying it aloud;

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

Assessment Standard 4.5: We know this when the learner builds vocabulary and starts to spell words so that they can be read and understood by others:

4.5.1 experiments with words drawn from own language experiences;

Assessment Standard 4.6: We know this when the learner writes so that others can understand, using appropriate grammatical structures and writing conventions;

4.6.2 uses basic punctuation (capital letters and full stops);

Learning Outcome 6: LANGUAGE STRUCTURE AND USE The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

Assessment Standard 6.2: We know this when the learner works with words:

6.2.1 spells familiar words correctly;;

Assessment Standard 6.3: We know this when the learner works with sentences:

6.3.4 uses simple past, present and future tenses correctly.