1. Describe and compare the heights of objects using phrases such as shorter than , longer than & taller than .
Content
Objects have different lengths / height. Some are short and some are long or tall. When comparing them in terms of length and height we use phrases such as longer than , shorter than and taller than.
For example: 1. 🥛☕️ the glass is taller than the tea cup.
2. 🍶the tea cup is shorter than the jug.
3. 🪱🐛 the snake is longer than the caterpillar
Activities
1. Students will sit and watch a short video 👩🏾💻which compares the lengths of objects using the correct phrases mentioned above.
Click on the link below
👇🏾
2. Students will discuss 🗣what they saw in the video. For example: Mario’s 🐒 rope was longer than Ticco’s🐒rope.
3. Students will engage in a “ Scavenger Hunt” 🏃🏾♀️to find three objects longer than their pencil and three objects shorter than their pencil.
4. They will draw ✍️ these objects in the appropriate coloums on the “Scavenger Hunt” worksheet provided below. (1️⃣2️⃣marks)
5. Students will use play dough to form any object of their choice. They will compare the lengths of the objects by placing the longer / taller ones next to the shorter ones.
(SEE PICTURE BELOW FOR A BETTER UNDERSTANDING)
(4️⃣marks)
🔚Culminating Activity🔚
6. Students will complete worksheet 2 where they will compare the lengths of objects and animals using numbers from 1-3. ( 1️⃣2️⃣marks) 🔺. 1 represents the longer one 🔺. 2 represents the long one 🔺3. represents the short one
1. Click on the link below to listen to the video. 👇 2. Make the sound of letter " M m " 3. Go on a treasure hunt around/inside your house. Search for three things beginning with the sound of letter " Mm ". 4. Draw pictures of the three things that you found on your treasure hunt. Colour them neatly. 5. Students will write uppercase M and lowercase m in their double line exercise books. *Writing/ Penmanship* : _Objectives_ ✓ Students will view a video, to help with the proper penmanship of _uppercase_ * M * and _ lowercase_ * m *. ✓ Students will use their index finger to form the _ uppercase_ * M * and _ lowercase_ * m * , in the air. ✓ Students will write the *uppercase " M " * three ( *3* ) times on their double - lined exercise book. ✓ Students will write the *lowercase " M ", * three ( *3)* times on their double - lined exercise books. ✓ *Fun Activity:* Students will form the _ uppercase_ * M * and _ lowercase_ m, * using any i...
Activity One 1. Students will view a video about the “ ad ” word family. 2. Students with guidance from the video will blend the sound of letter “ a ” and letter “ d ” to make the proper sound of “ ad. ” 3. Students will then blend other letter sounds to create words with the sound “ ad ”. 4. Lastly students will replay the video and write down 4 of these words in their double line exercise books. 5. Click on the link below👇🏾for “ ad ” word family video. Reading Writing Spelling Visually Representing Activity Two STORY ENTITLED “ MY DAD ” is attached below. It is a reading passage . Please write this story on bristol board and place it up so the girls can read it. OR Please print with a big enough font. 1. Students will read the story twice. 2. They will then identify the words in the ‘ ad ’ family, from the story by circling them. 3. Finally they will blend the sounds together and say the words out loud. Reading , Speaking , Visually Representin...
1. Click below👇🏽to view the video. 2. Make the sound of letter Dd . 3. Students will collect three things/items (from around their house) beginning with letter " Dd ." 4. Students will write the names of the items. Place each name next to the correct item. 5. Students will take a picture of the three items and their written names and post to their teacher. *Writing/ Penmanship* : _ Objectives_ ✓ Students will view a video, to help with the proper penmanship of _uppercase_or. capital * D * and _lowercase or small_ * d *. ✓ Students will use their index finger to form the _uppercase_ * D * and _lowercase_ * d * , in the air. Encourage the girls to say _uppercase_ or _capital_ * D * and _lowercase or small_ * d * , as soon as they begin to shape the letter. ✓ Students will write the *uppercase " D "* three ( *3* ) times on their double - lined exercise books. Encourage the girls to say _uppercase or capital_ * D * , as soon as their pencils begin to shape the lett...
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