Cycle1NewSchoolModel

SupportDocuments&Appendices
FluencyAppendix

WhatisFluencyinLiteracy?

Fluencyinreadingandwritinginvolves:
Performing motor actions rapidly, easily, and without conscious attention (eyes in
readingandhandmovementsandeyesinwriting).
Using the conventions of print (lefttoright directionality, spaces between words,
etc.)withautomaticity.
Being able to navigate all levels of languageletter, word, sentence, paragraph,
text.
Usingprocessingsystemswithautomaticity.
Achievingcomprehension,expression,andvoice.
FluencyisNOTspeed.

Animportantaspectrelatedtofluencyisthedependencyontheleveloftextthatthereader
isattemptingtoprocess.Agoalofliteracyinstructionistheabilitytogetstudentstoread
books at their independent and instructional levels fluently. Students are not expected to
read books outside of their instructional level fluently. In fact, any capable readeradults
includedmay sound dysfluent when attempting to read a high level complex text or a
technicalpaperoutsidetheirfieldofinterestorstudy.

TheDimensionsofFluency
Pausing Thereaderpausesatappropriatepointsin
thetexttoreflectthepunctuation.
Punctuationprovidesvisualinformation
thatcuesthereaderandaddsto
comprehension.
Phrasing Theplacementandlengthofthereaders
pausesparsethelanguageintomeaningful
units.Thiskindofpausinggoesbeyond
acknowledgingthepunctuation.Ingood
reading,thepausesarelogicallyandwell
paced;inoralreading,theyhelpthe
listener.
Intonation/Rhythm Thereaderemploysarhythmictonal
qualitythatisnotmonotonousbut
capturesthepatternsofthelanguage.The
voicegoesupanddown,reflectingthe
punctuationandthemeaning.Theremay
bevariationsinthewayindividuals
interpretatext.
Stress Variationsinthereadersvoicecontribute
 tofluency.Thereaderstresseswordsby
sayingthemslightlyloudertoindicatethis
interpretationofthemeaningofthetext.
Rate Thereadermovesalongatanappropriate
paceforthepurposeofthereading,
varyingpaceasneeded.Thereadingisnot
toofastandnottooslow.
Integration Thereadermovessmoothlyfromoneword
toanotherandfromonesentenceto
another,incorporatingpausesthatarejust
longenoughtoperformtheirfunction.
Thereisnospacebetweenwordsexceptas
partofmeaningfulinterpretation.Whenall
dimensionsoffluencypausing,phrasing,
intonation/rhythm,stress,andpaceare
workingtogether,thereaderisreading
withexpression,clearlyshowingevidence
ofunderstandingandthinkingbeyondthe
meaningofthetext.

AssessingFluencyandPhrasingSixDimensionsofFluencyRubric
Description Usethisrubrictoobserveandrecorda
studentsoralreadingfluencyofa
benchmarkbookorotherleveledtext.
YouNeed Abenchmarkbookorotherbookatan
independentlevel
SixDimensionsRubric
WhyUseIt Thefluencyrubrichelpsyounoticeand
thinkaboutthecharacteristicsoforal
readingthatastudentcontrolsandneeds
todevelop.
HowtouseIt Administertherubricindividually.
Havethestudentreadaloudtheselected
text.
Considerrate,phrasing,pausing,intonation
andstressasseparatedimensionsandrate
eachofthemfrom0to3ontherubric.
Thenrateintegration,youroverall
impressionofthestudentsorchestration
ofalltheelementsinthereading.
WhattoNotice Dimensionsoffluencythereaderis
demonstratingandthoseneglected.

 SixDimensionsofFluencyRubric
Pausingreferstothewaythereadersvoiceisguidedbypunctuation(forexample,short
breathatacomma;fullstopwithvoicegoingdownatperiodsandupatquestionmarks;full
stopdashes).
0 1 2 3
Almostnopausing Somepausingto Mostofthereading Almostallthereadingis
toreflect reflectthe evidencesappropriate characterizedby
punctuationor punctuationand pausingtoreflectthe pausingtoreflect
meaningoftext. meaningofthe punctuationand punctuationand
Needsintensive text. meaningofthetext. meaningofthetext.
teachingand/or Needsexplicit Needssomeprompting Teachingnotneeded
textnot teaching, andreinforcing
appropriate promptingand
reinforcing
Phrasingreferstothewayreadersputwordstogetheringroupstorepresentthe
meaningfulunitsoflanguage.Sometimesphrasesarecuedbypunctuationsuchascommas,
butoftentheyarenot.Phrasedreadingsoundslikeorallanguage,thoughmoreformal.
0 1 2 3
Noevidenceof Someevidenceof Muchofthereading Almostallofthereading
appropriate appropriate evidencesappropriate isappropriately
phrasingduring phrasingduring phrasing. phrased.
thereading. thereading. Needssomeprompting Teachingnotneeded
Needsintensive Needsexplicit andreinforcing
teachingand/or teaching,
textnot promptingand
appropriate reinforcing
Stressreferstotheemphasisreadersplaceonparticularwords(loudertone)toreflectthe
meaningasspeakerswoulddoinorallanguage.
0 1 2 3
Almostnostress Somestresson Mostofthereading Almostallofthereading
onappropriate appropriatewords evidencesstresson ischaracterizedby
wordstoreflect toreflectthe appropriatewordsto stressonappropriate
themeaningofthe meaningofthe reflectthemeaningof wordstoreflectthe
text. text. thetext. meaningofthetext.
Needsintensive Needsexplicit Needssomeprompting Teachingnotneeded
teachingand/or teaching, andreinforcing
textnot promptingand
appropriate reinforcing
Intonationreferstothewaythereadervariesthevoiceintone,pitchandvolumeto
reflectthemeaningofthetextsometimescalledexpression.
0 1 2 3
Almostnostress Somestresson Mostofthereading Almostallofthereading
onappropriate appropriatewords evidencesstresson ischaracterizedby
wordstoreflect toreflectthe appropriatewordsto stressonappropriate
themeaningofthe meaningofthe reflectthemeaningof wordstoreflectthe
text. text. thetext. meaningofthetext.
Needsintensive Needsexplicit Needssomeprompting Teachingnotneeded
teachingand/or teaching, andreinforcing
textnot promptingand
appropriate reinforcing
Ratereferstothepaceatwhichareadermovesthroughthetextnottoofastandnottoo
slow.Thereadermovesalongsteadilywithfewslowdowns,stopsorpausestosolvewords.
Ifthereaderhasonlyafewshortpausesforwordsolvingandpicksupthepaceagain,look
attheoverallrate.
0 1 2 3
Almostno Someevidenceof Mostofthereading Almostallofthereading
evidenceof appropriaterate evidencesappropriate evidencesappropriate
appropriaterate duringthe rate. rate.
duringthereading. reading. Needssomeprompting Teachingnotneeded
Needsintensive Needsexplicit andreinforcing
teachingand/or teaching,
textnot promptingand
appropriate reinforcing
Integrationinvolvesthewayareaderconsistentlyandevenlyorchestratesrate,phrasing,
pausing,intonationandstress.
0 1 2 3
Almostnoneofthe Someofthe Mostofthereadingis Almostallofthereading
readingisfluent. readingisfluent. fluent. isfluent.
Needsintensive Needsexplicit Needssomeprompting Teachingnotneeded
teachingand/or teaching, andreinforcing
textnot promptingand
appropriate reinforcing
GuidingPrinciplesforRatingtrytofocusononeaspectatatimebutgiveyouroverall
impression.
0 1 2 3
Needsintensive Needsexplicit Needssomeprompting Teachingnotneeded
teachingand/or teaching, andreinforcing
textnot promptingand
appropriate reinforcing

TextTyp
peAppendix

In
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oldtexttypes.
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urpose,supportsreade
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omprehensionofwhattheyarereading.
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ntendedmessagewitheffect.
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ofwords,figurativvelanguaage,
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wordchains

senttencestructure consisten
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references,c
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 DISCUSSIONTEXTTYPEScaffold1

1. PlanningMyDiscussion
Whatismydiscussionabout?_____________________________________
Whoismyaudience?___________________________________________
WherecanIfindinformationaboutmytopic?________________________
2. MyIntroduction
WhatgeneralinformationaboutthetopicdoIwanttoinclude?
__________________________________________________________________
__________________________________________________________________
Whatismyopinion?AmIwithoragainst?
__________________________________________________________________
__________________________________________________________________
3. MyEvidence
Point1
__________________________________________________________________
_________________________________________________________________
Point2
__________________________________________________________________
_________________________________________________________________
Point3
__________________________________________________________________
_________________________________________________________________
4. Conclusion
Asummarythatremindsthereaderofmyopinion
__________________________________________________________________
_________________________________________________________________

 DISCUSSIONTEXTTYPEScaffold2

Purpose:toexaminemorethanonesideofanissue

Discussiontextforms:twosidedargument,featurearticle,debateclassdiscussion

TITLE Language

Identifytheissue Nouns
*generalizedparticipants
egstudents,builders
Introductionto
theissue Pronouns
*refertopeople,places,
Point/sfor thingseghe,she,it,this

Verbs
*thinkingverbstoexpress
Support/ apointofviewegfeel,
Evidence believe,hope,think,want
*relatingverbs
egspeedingisdangerous
*variedmodalityeg
perhaps,might,should,
must
Point/sagainst
Conjunctions
*Conjunctionsshowing
causeandeffecteg
therefore,so
*opposingargument
linkingconjunctions
Support/ egontheotherhand,
evidence however,whereas,yet,
but,either

*comparinglanguageeg
similarly,instead,alike,
Summaryand/or although
recommendation
Tense
*usuallypresenttense


 EXPLANATIONTEXTTYPEScaffold1

1. PlanningMyExplanation
Whatismytopic?___________________________________________________
WhatamIgoingtoexplain?___________________________________________
Whoismyaudience?___________________________________________
WherecanIfindinformationaboutmytopic?________________________
2. MyIntroduction
WhatgeneralinformationaboutthetopicdoIwanttoinclude?
__________________________________________________________________
__________________________________________________________________
Whyisthistopicimportant?
__________________________________________________________________
__________________________________________________________________
3. ExplainingMyTopicinSteps
First______________________________________________________________
__________________________________________________________________

Second____________________________________________________________
__________________________________________________________________

Then______________________________________________________________
__________________________________________________________________

Finally____________________________________________________________
_________________________________________________________________
 EXPLANATIONTEXTTYPEScaffold2

Purpose:toshowhow/whysomethinghappensorworks

Explanationtextforms:brochure,flowchart,interview,essay,presentation

TITLE Language

Identifythe Nouns
phenomenon *abstractandgeneral
Introductionto nounsegbenefit,
thephenomenon hospitals
*technicalwordstopic
Explainin relatedegsolids,liquid,
sequence: gases
howandwhy
Adjectives
*tobuilddescription
classifying,factual,
howandwhy comparingegplant
species

Verbs
*actionverbstodescribe
behavioregcrawls,sleeps
*verbstoshowcauseeg
howandwhy willformaasaresult
of,leadingto
*relatingverbsegiceis
frozenliquid

Adverbs
howandwhy *explainhowtheactionis
performedegthewaves
breakevenlyonthereef
Connectives
*conjunctionsoftime,
Summary/ causeandeffectand
closingstatement sequenceegwhen,as,
next,then,following,asa
consequence,because
Tense
*timelesspresenttense
egare,happens,turns
 NARRATIVETEXTTYPEScaffold1

1. PlanningMyNarrative
Whatismystory,poem?____________________________________________
WhyamIwritingaboutthis?_________________________________________
Whoismyaudience?_______________________________________________
2. MyIntroduction
Astrongstart____________________________________________________
Who?___________________________________________________________
What?___________________________________________________________
Where?__________________________________________________________
When?___________________________________________________________
3. WhatHappened?
Event1
First,________________________________________________________________
____________________________________________________________________
Event2
Then,_______________________________________________________________
____________________________________________________________________
TheEnd
Attheend,__________________________________________________________
___________________________________________________________________

 NARRATIVETEXTTYPEScaffold2

Purpose:toentertainandinstruct,showamoral

Narrativetextforms:story,play,poem

TITLE Language

Orientation Nouns
whowhatwhere *particularnounsand
when adjectivestorefertoand
describedefinedcharacters
egAhmedwasayoungboy
Pronouns
Complication *personalpronounseghe,she,
it,youI,we,they,me,us,they
them
Adjectives
*describescharacters,setting
quality,comparing,classifying,
Aseriesofevents quantity,opinionegthenew
thatdevelopthe painteddoor
complication *descriptivelanguageofmood
egexcitement,fear,happiness
*figurativelanguageto
describeegsimileashotas
thesun
egmetaphortreesarethe
lungsoftheearth
egpersonification
Resolution thesearoared
normalityreturns Verbs
*actionverbsegcurledup,
slammedshut
Adverbs
*describesactionsmannerand
Coda(optional) timeegheranquickly
Conjunctions
*timeandsequence
connectivesegwhen,then,
next,after,earlier
Tense
*usuallypasttense
*canhavedialogue
 PROCEDURETEXTTYPEScaffold1

1. PlanningMyProcedure
WhatamImaking?_________________________________________________
WhyamIwritingaboutthis?_________________________________________
Whoismyaudience?_______________________________________________
WillIgivemystepsnumbersorletters?Orsomethingelse?________________
2. Goal
Ifyoufollowmystepsyouwillget_____________________________________
3. Materials
Whatmaterialsdoyouneedtomakeyourthing?

4. Thisishowyoudoit?
Step1____________________________________________________________

Step2_____________________________________________________________

Step3_____________________________________________________________

Step4____________________________________________________________

Step5_____________________________________________________________

Step6____________________________________________________________

 PROCEDURETEXTTYPEScaffold2

Purpose:toachieveagoalbyfollowingcertainsteps

Proceduretextforms:instructions,experiments,recipes

TITLE Language

Statementofgoal Nouns
oraim *commonnounsegknife,
bunsenburner
Whatyouwill
need Pronouns
(Ingredients/ *Impliedsecondpersoneg
Materials) (you)putthedishinthe
oven
Adjectives
*arangeofadjectivesto
identifythenoungroup
factual,quantity,
classifyingegthegreen
Stepsinsequence capsicum
Verbs
howwhenwhere *imperative,commanding
whatwhy verbsegput,turn,take
*adverbialphrasesto
detailtime,place,manner
egstirfor5minutes,
placebelowthe,
turncarefully
*detailedinformation
howegcarefully
whereeg5cmfromtop
whenegaftercutting
Conjunctions
*connectivesoftimeand
sequenceegafterthis,tie
off,finally,first,next
*reasonsfordoingthings
Closing egstirthecreamsothatit
statement will
Tense
*simplepresenttense

 RECOUNTTEXTTYPEScaffold1

1. PlanningMyRecount
Whatismyrecount?_________________________________________________
WhyamIwritingaboutthis?_________________________________________
Whoismyaudience?_______________________________________________
2. MyIntroduction
Astrongstart____________________________________________________
Who?___________________________________________________________
What?___________________________________________________________
Where?__________________________________________________________
When?___________________________________________________________
3. ImportantEvents

First
__________________________________________________________________

Second

__________________________________________________________________

Then

__________________________________________________________________

Finally

__________________________________________________________________

4. Conclusion

Asummaryofwhathappened
__________________________________________________________________
__________________________________________________________________
 RECOUNTTEXTTYPEScaffold2

Purpose:retellinorderandevaluateeventsandexperiences

Recounttextforms:letter,diary,journal,email,newsletter,newsreport

TITLE Language

Orientation Nouns
whowhat *person,place,thing,quality,
wherewhen actionegdangerousdriving
why *specificparticipantsegmy
family

Pronouns
*firstorthirdperson
Sequenceof pronounseghe,her,us,I,my
eventsin
chronological Adjectives
order *adjectivestodescribe
factual,classifying,opinion,
quantityeg
theArabianhorse

Verbs
*actionverbsegthecar
swerved
chased,went

Personal Adverbialphrases
comments *indicatingtime,manner,
toevaluatethe accompaniment,reasoneg
eventsthattook helpedthecoachatsoccer
place
Conjunctions
*timeconnectivesto
conclusionand sequenceeg
orfinalpersonal when,then,first,yesterday
comment
Tense
*pasttense


 INFORMATIONTEXTTYPEScaffold1

1. PlanningMyInformationReport
Whatismytopic?_________________________________________________
WhyamIwritingaboutthis?_________________________________________
Whoismyaudience?_______________________________________________
WherecanIfindinformationaboutmytopic?________________________
2. Introduction
WhatgeneralinformationcanIgiveaboutmytopic?
__________________________________________________________________
__________________________________________________________________
3. Description
WhatdoIwanttodescribeaboutthistopic?

First,Iwillwriteabout___________________________________________

Details________________________________________________________

Next,Iwillwriteabout___________________________________________

Details________________________________________________________

Afterthat,Iwillwriteabout_______________________________________

Details________________________________________________________

4. Conclusion

Thisismysummaryaboutthetopic__________________________________

_______________________________________________________________

 INFORMATIONTEXTTYPEScaffold2

Purpose:topresentinformationdefine,describe,classify

Informationtextforms:referencetexts,technicalwriting,biographies

TITLE Language

Identifyand Nouns
classifythe *generalnounseg
subject schoolsratherthanour
Ageneral school
statement *technicaltermstopic
aboutthetopic relatedeglongitudeand
latitudelinesonamap
Descriptionin
bundlesof
information Adjectives
couldhavesub Describesquestionseg
headings whatisitlike?What
1. type?
*descriptionfactual
2. preciseegredand
yellowleaves,straight
lines
*classificationwordseg
similarto,belongsto

3. Verbs
*describebehaviour
egbirdsflynorthin
winter
*relatingverbseglions
aremammals
Adverbialphrases
Indicatelocationand
manneregtakesher
ducklingsdowntothe
water
Tense
*timelesspresenttense
egtherainyseason
alwaysbeginsinMay

 EXPOSITIONTEXTTYPE

Purpose:toargueonesideofanissue

Expositiontextforms:advertisements,persuasivespeech,lettertoeditor,essay,flyer

TITLE Language

Statementofposition Nouns
*generalizedparticipantseg
Introductiontoapointof fisherman,drivers
view *abstractnounsegpoverty,pollution

Seriesofargumentsin Pronouns
orderofimportance *refertopeople,places,thingseg
they,his,her

Adjectives
*classifyingadjectivesegsenior
Support/evidence students

Verbs
*thinkingverbstoexpressapointof
viewegfeel,believe,understand
Argument *relatingverbs
egsmokeisdangerousforhealth
*actionverbseg
wemustsave
Support/evidence *strongmodalverbseg,should,must,
certainly,clearly

Conjunctions
*conjunctionsofcauseandeffecteg
Conclusion because,therefore,as,if
relatestostatedposition Connectives
moreforcefully *argumentlinkingconnectiveseg
first,finally
Tense
*presenttense
*rhetoricalquestionsegishistory
important?

HighFrequencyWordsAppendix

Grade1HighFrequencyWords
the had out than
of by many first
and words then water
a but them been
to not these called
in what so who
is all some oil
you were her sit
that we would now
it when make find
he your like long
was can him down
for said into day
on there time did
are use has get
as an look come
with each two made
his which more have
they she write from
I do number their
at how no if
be will way go
this up could see
or other people may
one about my part

 Grade2HighFrequencyWords
over say set try
new great put kind
sound where end hand
take help does picture
only through another again
little much well change
work before large off
know line must play
place right big spell
years too even air
live means such away
me old because animals
back any turned house
give same here point
most tell why page
very boy asked letters
after following went mother
things came men answer
our want read found
just show need study
name also land still
good around different learn
sentence form home should
man three us Emirate
think small move world

 Grade3HighFrequencyWords
high saw important miss
every left until idea
near dont children enough
add few side eat
food while feet face
between along car watch
own might miles far
below close night blue
country something walked really
plants seemed white almost
last next sea let
school hard began above
father open grow girl
keep example took sometimes
trees beginning river mountains
never life four cut
started always carry young
city those state talk
earth both once soon
eyes paper book list
light together hear song
thought got stop being
head group without leave
under often second family
story run later its

 Grade4HighFrequencyWords
body order listen farm
music red wind pulled
color door rock draw
stand sure space voice
sun become covered seen
questions top fast cold
fish ship several cried
area across hold plan
mark today himself notice
dog during toward south
horse short five sing
birds better step war
problem best morning ground
compete however passed king
room low vowel fall
knew hours true town
since black hundred Ill
ever products against unit
piece happened pattern figure
told whole numeral certain
usually measure table field
didnt remember north travel
friends early slowly wood
easy waves money fire
heard reached map upon

 Grade5HighFrequencyWords
done decided plane filled
English contain system heat
road course behind full
half surface ran hot
ten produce round check
fly building boat object
gave ocean game am
box class force rule
finally note brought among
wait nothing understand noun
correct rest warm power
oh carefully common cannot
quickly scientists bring able
person inside explain six
became wheels dry size
shown stay though dark
minutes green language ball
strong known shape material
verb island deep special
stars week thousands heavy
front less yes fine
feel machine clear pair
fact base equation circle
inches ago yet include
street stood government built

PhonicsAppendix
The44Sounds(phonemes)basedontheInternationalPhoneticAlphabet

Consonants

sound common spellingalternatives

spelling
/b/ b bb
ball ribbon
/d/ d dd ed
dog add filled
/f/ f ff ph gh if ft
fan cliff phone laugh calf often
/g/ g gg gh gu gue
grapes egg ghost guest catalogue
/h/ h wh
hat who
/j/ j ge g dge di gg
jellyfish cage giraffe edge soldier exaggerate
/l/ l ll
leaf spell
/m/ m mm mb mn lm
monkey summer climb autumn palm
/n/ n nn kn gn pn
nest funny knight gnat pneumonia
/ng/ ng n ngue
ring sink tongue
/p/ p pp
pen happy
/r/ r rr wr rh
robot carrot wrong rhyme
/s/ s ss c sc ps st
sun mess circus science psychology listen
ce se
rice horse
/t/ t tt th ed
tap batter thomas tapped
/v/ v f ph ve
van of stephen five
/w/ w wh u o
web why quick choir
/y/ y i
yoyo opinion
/z/ z zz s ss x ze
zebra buzz has scissors xylophone maze

 se
cheese
Digraphs

sound common spellingalternatives

spelling
/zh/ s si
treasure division
/ch/ ch tch tu
cheese watch future
/sh/ sh ce s ci si ch
shark ocean sure special tension machine
sci ti
conscience station
/th/ th
unvoiced thief
/th/ th
voiced feather

ShortVowels

sound common spellingalternatives

spelling
/a/ a ai
cat plaid
/e/ e ea u ie ai amany
egg bread bury friend said
eo ei ae ay
leopard heifer aesthetic say
/i/ i e o u ui y
igloo england women busy build hymn
ie
sieve
/o/ o a ho
orange sawn honest
/u/ u o oo ou
mug monkey flood trouble
/oo/ oo u ou o
book bush could wolf

LongVowels

sound common spellingalternatives

spelling
// ai a eigh aigh ay et
snail baby weigh straight hay croquet
ei au ae ea ey
vein gauge ckae break they
// ee e ea y ey oe
bee me seat lady key phenix
ie i ei eo ay
brief ski receive people quay
// i y igh ie uy ye
spider fly night pie buy rye
ai is eigh ie
aisle island height kite
// oa oe o oe ow ough
boat bone open toe low though
eau oo ew
beau brooch sew
// oo ew ue ue oe ough
moon screw blue flute shoe though
ui o oeu ou
fruit who maneuver croup
/y/// u you ew iew yu eue
uniform you few view yule queue
eau ieu eu
beauty
/oi/ oi oy uoy
coin boy buoy
/ow/ ow ou ough
cow shout bough
//
er ar our or i e
schwa ladder dollar honour doctor dolphin ticket
sound
u ur re eur
cactus centre chauffeur

RControlledVowels

sound common spellingalternatives

spelling
// Air Are Ear Ere Eir Ayer
Chair Square Pear where Their Prayer

// Ar A Au Er Ear
Car Bath Laugh Sergeant heart
// Ir Er Ur Ear Or Our
Bird Term Burn Pearl Word Journey
Yr
Myrtle
// Aw A Or Oor Ore Oar
Paw Ball Fork Door More Board
Our Augh Ar ough Au
four Taught war Bought Sauce
//
Ear Eer Ere Ier
Ear Steer Here Pier
//
Ure Our
Cure Tourist

TrickyGraphemes

Letter
c /k/asincat,cot,cup /s/asincity,cycle,cents
x /k//s/asinbox,fox,fix /g//z/asinexample, /z/asinxylophone
exam
q(u)theqalways /k//w/asinqueen /k/asinbouquet,
pairedwithu cheque


VowelSounds
//cat //bike /oi/boy
//bed //boat //ball
//fish /y/cube //bird
//lock /e/alarm //chair
//duck //moon //car
//cake //book
//feet /ou/house
DiacriticalMarks
Markings Symbol Example
macron //asincake
breve //asincat
tilde ~ //asinpinon
dieresis //asincar
circumflex ^ //asinball
Consonants Vowels

s b w k a
t l n v e
m c d z i
f h g x o
r p j y u
y
q

ConsonantClusters
rblends br cr dr fr gr
brave crab drag frog grape
brace crash drain from grass
brake crown dress Friday grill
bride crunch drink free great
bread cry drive front ground
pr tr
pray track
print trap
prize tree
press tribe
prince try
sblends sc sk sm sn sp
scan ski small snack spin
scat skip smart snap spot
scoop skit smell snip spy
score sky smile snow space
scare skate smog sneeze spill
st sw scr squ str
stop swim screen square strap
step sweep scrub squeak street
star sweet scream squeeze straw
start sway scratch squat straight
stay swat scraper squirt strong
spr spl
spray splash
spring splendid
spread splint
sprinkle splinter
sprout split
lblends bl cl fl gl pl
black clack flag glad place
blast clam flat glass plan
blob clan flip globe plane
blow clap flower glow plant
blue class fly glue play
sl
slam
slap
sleep
slip
slow




additional tw thr qu ngth
twig thread quack
twice thrill queen
twin throat question
tweet throne quit
twenty through quiz
endingclusters ct ft ld lp lt
act draft bald help belt
pact gift bold gulp bolt
 fact left child scalp felt
duct soft gold yelp melt
shift old salt

mp nd nk nt pt
camp and bank ant apt
damp band ink hunt kept
jump bend blink mint slept
hump find drink plant wept
ramp friend sink print
rd rk sk sp st
bird bark ask crisp best
hard dark desk gasp dist
word fork disk wasp east
sword mark mask fast
toward park risk just

DoubleConsonants
ss ll tt ff bb dd pp
class ball butter puff bubble ladder apple
glass bell better letter rabbit saddle happen
dress bill kitten buffet wobble muddy happy
less call glitter coffee cubby puddle pepper
pass fall letter stiff stubble hidden puppy
zz gg
buzz egg
dizzy bigger
fizz baggy
puzzle goggle
dizzy jiggle

ConsonantDiagraphsaretwoconsonantsthatappeartogetherinawordandstandforone
sound
sh ch th wh ph gh ng
she cheese the whale phone ghost ring
sheep chip that wheel telephone tight ding
shoe check then why photo flight fling
shark chip this when photograph through bang
shop chicken they who pharmacy alright rang

VowelDiagraphsalsoknownasvowelpairsorvowelteams(ordipthongs)
ai// ay// ea//,/e/ ee// ey//,//, oa// ow//,/ou/
paint day seat, feet //key, boat snow,how
head convey,
geyser
oi/oi/ oy/oi/ ou/ou/ au// aw// oo//,// ei//,//,//,//
oil boy house haul hawk food,book reign,deceit,
seismic,foreign
ie//,// ew// ui//,//
chief,lie flew fruit,
build

rControlledVowels
// // // //
chair bird car or
air circle arch born
pear fur art corn
care nurse far for
stare purple dark horn

SilentLetters
b debt,doubt,thumb,lamb,climb w who,write,whose,two,answer
c back,pick,lick,scene,science,
g sign,gnaw,gnarl,design
h hour,honor,herb,exhaust
k know,knife,knee,knight
l talk,calm,could,should,would
t listen,castle,ballet,whistle

CVCWordsforInstruction(includebutnotlimitedto)
shorta shorte shorti shorto shortu
bat bet bin cot bug
cat get fin dot dug
fat jet tin got hug
hat let win hot jug
mat met dip lot mug
cap yet hip not rug
map den lip pot bun
lap hen rip cop run
nap men sip hop fun
rap pen tip mop sun
can ten zip top gun
fan bed bit dog but
man fed fit fog cut
pan led hit jog hut
ran red kit log nut
van yes sit box bud
bad big cob bus
mad dig fox mud
pad wig job tub
sad log
dad pop

 CVCeWordsforInstruction
(includebutnotlimitedto)
a_e i_e o_e u_e
(longa) (longe) (longo) (longu)
bake bike bone cube
base bite code tube
cage dive cone cute
cake file dome fuse
came fine hole mule
cane five home use
cape hide hope
case hike hose
cave kite joke
date life lone
face like mole
fake lime nose
gate line note
lake live poke
lane mice pole
late mine robe
made nice rode
make nine rope
name rice tone
race ride vote
rake side woke
take time zone

Phonogramsarecombinationsoflettersthatformasoundandoftenreferredtoasarimeor
wordfamily
longa ace ade age aid ail
brace made age aide fail
face trade cage braid hail
lace fade page paid jail
place shade rage afraid nail
race grade wage maid mail
ain aint aise ait ake
brain faint raise bait bake
chain paint praise strait cake
drain quaint mayonnaise trait make
pain saint wait take
plain taint await lake
ale ame ane ange ape
sale came cane change cape
tale fame lane range grape
pale flame plane strange scrape
male game name arrange tape
whale name flame shape
ase aste ate ave ay
vase waste ate cave day
base taste date gave bay
case paste gate wave may
chase state shave pay
bookcase late grave play
aze eak eigh ey
gaze beak neigh obey
haze leak weigh they
maze peak sleigh hey
blaze weak prey
craze speak grey
longe e each ead eak eal
be beach bead beak deal
he teach knead freak heal
me peach lead leak meal
she reach read peak peal
we bleach plead sneak steal
eam ean eap ear ease
team bean cheap dear peace
dream clean heap clear lease
cream lean leap year cease
scream mean reap rear grease
 steam dean near crease
east eat eath eave ee
beast beat beneath leave bee
feast cheat wreath weave fee
least feat heath heave flee
yeast heat underneath knee
eech eed eek eel eem
speech bleed cheek feel seem
onge breech feed creek peel deem
cont leech greed peek wheel esteem
screech need seek heel
speed week kneel
een eep eer eet eeze
green beep deer beet breeze
queen cheep peer feet freeze
screen creep steer greet sneeze
seen deep sneer meet squeeze
between jeep reindeer sheet wheeze
iece ief ield ea
niece brief field sea
piece chief shield pea
grief yield tea
thief flea
belief plea
longi ibe ice ide ie ied
bribe slice hide tie cried
scribe mice ride die tied
tribe nice side pie dried
describe price wide lie lied
rice tide tried
ier ies ife igh ight
crier cries life high knight
drier dries knife sigh bright
flier flies wife thigh night
lies strife light
skies wildlife right
ike ild ile ime ind
bike child file crime find
hike wild mile time kind
like mild Nile lime mind
alike smile grime grind
spike tile chime blind
ine ipe ire ise ite
 mine pipe fire wise bite
fine ripe tire rise kite
vine wipe wire arise quite
line stripe hire advise mite
nine swipe aspire advertise write



ive uy y ye
dive buy by bye
arrive guy cry eye
drive dry dye
five fly rye
hive sky

longo o oach oad oak oal
go coach load cloak coal
no broach toad croak foal
so poach road oak goal
ago roach overload soak charcoal
yoyo approach
oam oan oast oat obe
foam groan toast boat globe
roam loan boast coat lobe
loam moan coast moat probe
roast goat robe
float earlobe
ode oe oke old ole
code doe broke bold hole
mode foe choke cold mole
rode toe coke fold pole
abode woe joke gold sole
erode tictactoe poke hold whole
oll olt ome one ope
poll bolt Rome bone hope
roll colt dome cone rope
toll jolt home phone scope
eggroll volt chrome stone slope
stroll molt alone antelope
ose ost ote ove ow
rose ghost note stove blow
hose host vote cove crow
nose most wrote clove flow
 close post most drove glow
those almost almost grove grow
own
known
shown
thrown
blown
flown
shorta ab ack act ad aft
crab sack fact bad raft
lab back pact mad craft
stab tack contact fad draft
tab hack impact dad shaft
dab crack subtract had
ag am amp an ance
bag jam ramp ban dance
rag ham vamp can chance
nag ram camp fan France
sag yam lamp man glance
tag clam champ pan lance
anch and ang ank ant
ranch band bang sank pant
blanch hand fang rank plant
brach land gang tank chant
sand hang drank scant
stand clang thank slant
ap ash ask asp ast
cap cash ask clasp cast
gap dash mask gasp fast
lap mash task grasp last
map slash flask past
nap trash grasp
at atch ath ax
bat batch bath ax
cat catch math fax
fat hatch path tax
hat match wrath wax
mat attach relax
shorte ead ealth eath eck ed
bread health death check bed
dead stealth breath deck bled
head wealth neck fed
lead wreck led
 read speck red
edge eft eg eld elf
shorte edge cleft beg held elf
cont wedge left leg weld self
dredge theft peg beheld shelf
ledge withheld itself
pledge herself
ell elp elt em en
bell help belt gem men
cell kelp felt stem pen
sell yelp melt them ten
tell seatbelt then
ence ench end ength ense
fence bench end strength sense
hence clench bend length tense
whence drench lend defense
commence French trend intense
trench spend nonsense
ent ep ept esh ess
bent prep kept flesh bless
dent step slept fresh chess
lent strep swept mesh dress
rent doorstep wept guess
scent bicep accept mess



est et etch ext
best bet etch next
nest get fetch text
pest jet sketch context
rest let stretch
test met
shorti ib ick id iff ift
bib tick bid clif gift
crib lick did sniff drift
fib pick hid stiff lift
rib sick kid whiff shift
sparerib kick lid midriff thrift
ig ilk ill ilt im
big silk bill wilt dim
dig milk dill built him
fig buttermilk fill quilt rim
 twig grill tilt slim
rig kilt swim
imp in ince inch ing
limp win mince inch ding
chimp fin prince pinch king
shrimp pin since finch ring
blimp grin wince flinch sing
wimp thin convince clinch spring
inge ink int ip is
binge pink mint chip his
cringe rink print clip is
fringe sink tint dip
hinge wink hint flip
singe think lint lip


ish isk isp iss ist
dish disk crisp bliss fist
fish risk lisp hiss list
wish brisk wisp kiss mist
swish whisk miss twist
goldfish Swiss wrist
it itch ive ix
bit ditch give fix
fit glitch live mix
hit itch forgive six
kit pitch outlive
sit switch
shorto ob ock od oft og
cob clock cod loft clog
job dock pod soft dog
rob knock nod fog
mob lock rod frog
sob sock log
omp ond op ot
chomp blond chop got
clomp bond mop hot
stomp pond prop knot
beyond stop pot
respond top shot
ox
box
fox
 ox
pox
shortu ome on ough ove ub
come son rough dove club
some ton tough glove cub
become enough love rub
outcome shove scrub
overcome above tub
uch uck ud udge uff
much duck bud budge bluff
such luck crud fudge fluff
struck mud judge huff
truck stud smudge puff
tuck rosebud hotfudge stuff
ug ulk ull um umb
bug bulk dull drum crumb
dug hulk gull gum dumb
hug sulk hull hum numb
jug mull mum thumb
rug skull plum
ump un unch ung unk
bump bun brunch clung chunk
clump fun crunch lung drunk
jump gun lunch rung trunk
pump run munch stung flunk
stump sun punch strung junk
unt up us ush ust
bunt cup bus brush crust
hunt pup plus crush dust
stunt backup thus flush just
manhunt us rush must
shortu fuss slush trust
cont ut utch
but clutch
cut crutch
hut Dutch
nut hutch
shut
/r/ air are ear
air bare bear
chair care pear
fair dare swear
hair fare wear
 pair scare
/r/ earn erb erge erk erm
earn herb merge clerk germ
learn verb serge perk term
yearn adverb verge midterm
proverb diverge
emerge
erve ir ird irk irl
nerve sir bird quirk girl
serve stir third smirk twirl
swerve whir swirl
deserve whirl
observe
urt irst irt irth ur
curt first dirt birth fur
hurt thirst shirt blur
blurt skirt slur
Frankfurt squirt spur
occur
urb urge url urn urk
curb urge curl urn lurk
blurb purge hurl burn murk
disturb splurge churn
turn
urse
curse
nurse
purse
reimburse
/r/ ar ard arge ark arm
bar card barge bark arm
car guard charge dark charm
far hard large lark farm
jar yard discharge park harm
star shark alarm
arn arp art
/r/ barn carp art
cont yarn harp cart
sharp dart
tarp chart
smart
// all alk alt aught aunch
ball chalk halt caught haunch
 call stalk malt fraught launch
fall talk salt naught staunch
mall walk exalt taught
aunt ault aw awl awn
daunt fault claw bawl dawn
flaunt vault draw brawl drawn
gaunt assault flaw crawl fawn
haunt default jaw drawl lawn
taunt law scrawl yawn
ong oss ost oth ought
long boss cost broth bought
song floss frost cloth brought
tong gloss lost froth fought
strong loss moth ought
wrong moss sloth thought
//withr oar oor orch ord ore
roar door porch cord chore
soar floor torch ford core
uproar indoor scorch lord more
outdoor sword score
discord store
ork orm orn ort our
cork dorm born fort four
fork form corn port pour
stork norm horn sort downpour
storm scorn short
uniform torn snort

/oi/ oil oin oint oise oist
boil coin joint noise hoist
broil join point poise moist
coil loin disappoint
foil sirloin checkpoint
oy
boy
joy
ploy
toy
annoy
/ou/ ouch oud ounce ount ound
couch cloud bounce count bound
crouch loud flounce mount found
grouch proud ounce account ground
 pouch aloud pounce amount mound
vouch announce discount pound
our ouse out outh ow
flour Blouse bout mouth bow
hour house clout south brow
our louse pout chow
scour mouse scout cow
sour spouse shout now
owl own
fowl brown
howl clown
growl crown
prowl down
scowl town

// ew o oo ood oof
blew do boo food goof
brew to too mood proof
chew two zoo seafood roof
dew who spoof
few into aloof
ool oom oon oop oose
cool bloom afternoon droop goose
drool boom moon goop loose
fool broom noon hoop moose
pool gloom soon loop noose
tool zoom spoon scooop caboose
oot ooth ooze oup ube
boot booth snooze group cube
hoot tooth soup lube
loot tube
moot Danube
root
uce ude ue uke ule
spruce dude blue duke mule
truce nude clue fluke rule
deduce prude glue nuke module
introduce rude true rebuke
ume une ure use ute
fume dune cure fuse chute
plume June pure muse cute
assume prune sure use flute
consume tune secure abuse mute
perfume Neptune unsure dilute
 uth
truth
youth

// ood ook oot ould ull
good book foot could bull
hood cook barefoot should full
stood hook soot would pull
wood look
childhood took
ush
bush
push
ambush
rosebush

Prefixes
Prefix Meaning Prefix Meaning
un not,oppositeof pre before
re again inter between,among
in,im,ir,il not fore before
dis not,oppositeof de oppositeof
en,em causeto trans across
non not super above
in,im inorinto semi half
over toomuch anti against
mis wrongly mid middle
sub under under toolittle
Suffixes
Suffix Meaning Suffix Meaning
s,es plural ity,ty stateof
ed pasttenseverbs ment actionorprocess
ing verbform/present ic havingcharacteristicsof
participle
ly characteristicof ous,eous,ious possessingthequalitiesof
er,or personconnectedwith en madeof
ion,tion, act,process er comparative
ation,ition
ible,able canbedone ive,ative,itive adjectiveformofanoun
al,ial havingcharacteristicsof ful fullof
y characterizedby less without
ness stateof,conditionof est comparative
Homophones
aloud/allowed made/maid so/sew
ate/eight mail/male some/sum
bear/bare main/mane son/sun
beat/beet meet/meat starer/stair
blew/blue night/knight steal/steel
brake/break not/knot tale/tail
by/buy oh/owe there/their/theyre
cent/sent one/won through/threw
deer/dear peace/piece tied/tide
do/due/dew peak/peek toe/tow
fare/fair pear/pair two/to/too
flour/flower plain/plane waist/waste
for/four read/reed way/weigh
hair/hare real/reel weak/week
heal/heel red/read way/weigh
heard/herd right/write weight/wait
here/hear road/rode which/witch
horse/hoarse roll/role whole/hole
hour/our rose/rows wood/would
I/eye sail/sale wrap/rap
knew/new see/sea
know/no seem/seam
knows/nose seen/scene

Numeracy

Introduction:

This document provides basis for teachers teaching K5 students. It aims at highlighting
commonlyusedstrategiesforteachingmathematicsincycleonethathelpstudentsacquire
numeracyknowledge.
Children come to school with a prior mathematical knowledge that they have acquired at
home. The need is to recognize this knowledge, work on it and connect it to the
mathematicalknowledgetheylearnatschool.

K5cyclefocusesondeveloping

numbersense
relationshipbetweennumbers
numbersystem

Therecommendedpedagogicalapproachis

Concrete Representational Abstract
doingstage seeingstage symbolicstage

DevelopingNumberSense

PreNumberActivities:(KG1&2)isakeyelementtodevelopconceptofquantity

Children at 2 years of age, start counting in sequence, one, two, three without
understanding that numbers represent sets of objects. They lack number correspondence
and number conservation. For example, a 2 year old may think that he has more juice
becausehisglassistaller.Asaprenumberactivity,startdevelopingstudentsconceptof:

more, less and same by using concrete materials and by experimenting through play
activities.

Sample activity 1: have the same number of grapefruits and lemons piled up in front of
children. Ask them which pile has more. If children reply grapefruit due to the size of the
fruit, start one to one matching by removing one object from each pile until there are no
more.Repeatsimilaractivitiesuntilchildrencanseethatthetwosetsarethesame.

Sampleactivity2:prepareanumberofdottedcardsandsetsofcountersorblocks.Have
studentsmake3setsofcounters:asetthathasmore,asetthathaslessandasetthat
hasthesame

EarlyCountingandNumeralRecognition(K2)

Understandingtheconceptualmeaningofcountingisakeyareathatneedstobefocused
on.
Countinginsequence(RoteCounting):theabilitytorotecountprovidesastartingpoint
fornumberwork.Childrencometorealizethatthecountingsequenceisalwaysthesame;1
isfollowedby2,2by3etc...
Sampleacivity1:CountingRyhmesbooksenhancemathscountingskillsandnumeral
awareness.

 NumberCorrespondence:
Sampleactivity1:drawanumberofcircles(faces)andputdownanumberofbuttonsfor
eyes.Askthechildifthereareenougheyesforthefacesandhowtheycanfindout.Repeat
thisactivityformouths,nosesetc.Speakintermsofmorethanandlessthanorasmanyas
andhowcanwefindout.
Cardinality:recognizethatthelastnumbersaidwhencountingobjectsinasetshows
totalnumberofobjectsintheset
Sampleactivity1:askchildrenhowmanyarethereinaset;childrencountandsay,for
example,5.Askthemarethere5?ifchildrenstartcountingagainthenthismeansthey
haventyetdevelopedthecardinalityprinciple;iftheyansweryesbecauseIjustcounted
themthentheyhavedevelopedthecardinalityprinciple.
NumberConservation:indicatethat,thereisonlyonecounttoanysetirrespectiveofthe
orderyoucountandthatthenumberofobjectsdoesntchangewhetherobjectsareclose
togetherorapart
Sampleactivity1:usestickerstomakepatternsonapageorclassifythembyattributes.
Arrangearowofasetnumberofstickers,arrangeasecondrowwithmorespacesbetween
thestickers,andaskthechildiftherearethesamenumberofstickersormoreorless.Ask
howtheycanfindoutDON'TCOUNT!Matchthestickersonetoone.
Sampleactivity2:arrangeitemsonatray(toothbrush,comb,spoonetc.)askthechildto
lookaway,rearrangetheitemstoseeiftheyrealizethenumberofitemsisstillthesameor
iftheythinkit'sdifferent.
Subitize:recognizenumberpatternsinasetwithoutcounting.Subitizeisakeyskillin
developingnumbersense.
Sampleactivity1:(youneeddotcards,numeralcards,paperplates,counters)Holdupa
dotcardandaskchildrentomakethesamepatterntheyseeontheirownplateusing
counters.Askthemhowmanydotstheyseeandhowtheyseethem.
CountingonandCountingback:countingonandbackareimportantdrillcounting
exercises.
Sampleactivity1:lineup5childrenandfivechairsinfrontoftheclass.Asawholeclass
countsfrom15,thechildrensitdownoneatatime.Whenthelargestnumber,5,isreached,
itisrepeatedandthechildwhosatonnumber5willstandupandthewholeclasswillcount
backandstudentsstanduponeatatime.
Sampleactivity2:countingonwithcounters.Giveeachchildacollectionof10counters
andaskchildrentolinethemuplefttorightontheirdesks.Askthemtocountfourcounters
andputthemintheirlefthandsandclosetheirhands.Thensayopenyourlefthandand
counthowmanycountersyouhave.(four)soletscountlikethis:four(pointingtotheleft
hand),five,sixetcpointingtothecountersonthedesks

NumberSense(K2)

Numbersensereferstoaperson'sgeneralunderstandingofnumberandoperationsalong
withtheabilitytousethisunderstandinginflexiblewaystomakemathematicaljudgments
andtodevelopusefulstrategiesforsolvingcomplexproblems(Burton,1993;Reys,1991).

Spatialrelationships(recognizingpatternedarrangements):whenchildrentellhow
manythereareinasetwithoutcounting(Subitize)

(Learnedpattern) Six(3and3) Seven(6and1more)

Onemore,oneless:whenchildrenknowhowdifferentnumbersarerelated.
Forexample,how5,6and7arerelated;6isonelessthan7butisonemorethan5

BenchMarkNumbers(5and10):using5and10frameshelpstudentsdevelopvisual
imagesforeachnumberanddeveloprelationshipbetweennumbers.Forexample,this
devicemakesiteasytoseethat6is1morethan5and4lessthan10.

Partpartwholerelationships:animportantconceptthatneedstobedevelopedbefore
childrenlearnshowtoaddorsubtract;theknowledgeofhownumberscanbepartitioned
intosetsofobjects.Forexample,7canbethoughtofasasetof3andasetof4orasetof2
andasetof5orasetof7andasetofzero(usestoryproblems;seeexamplebelow)
Sampleactivity1:StoryaboutRamadan.EveryRamadan,mycousinscomeandvisitusat
home.MymomoffersabowlofminiSnickersandabowlofminiMars.Mycousinscantake
atotalofsixcandies.Whatwouldyouchoose?Thinkaboutit.Askstudentstochooseand
diagramtheirchoicesontheboard.IfnoonechoosesallSnickersorallMars,makethat
yourownpreference,anddrawthatonetoo.Askstudents"Howmanyotherdifferentways
ofchoosingcanwehave?

Assessingthisactivity:
Checkhowmanywaysstudentscanbreakupthenumber(oneway,multiplewaysorall
possiblewaysincludingzero

 PrePlaceValueconcept(110)
Therelationshipfornumbersbeyond10(1020)ishardertodevelop.Itisrecommendedthat
childrensinitialunderstandingofnumbers110canbeextendedtoTeensnumbersusing
manipulative.Forexample,havechildrencountouttencountersandgatherthemonone
sideofthedesk.Thenaskthemtoput4countersontheoppositesideofthedesk.Have
childrencountallcountersstartingbyone.Aftertheycountallcountersemphasizethatthis
numberistenandfourisfourteenandfourandtenisfourteen(startingfromeachendof
thedesk).Afternumerousactivities,studentsdeveloptheideathatTeennumbersareten
andsomemore

 Assessment:

Prepareasetofdottedcardswithdots(15)and(110)andaskchildrentopickupacard
andfindanothercardinthesetwiththesamenumberofdots.
Watchchildrenwhiletheyarechoosingtheirmatchingcards.Childrenmay:
childrenselectcardsatrandomandcountthedots(numberconcepttiedtocounting)
childrenlookforcardsthatappearsequal(higherlevelofunderstanding)
Alsoobservehowchildrencount.Childrenmay:
dotsarecountedaccurately
dotsarecountedmorethanonce
dotsarerecognizedwithoutcounting

Havethechildrengetengagedinactivitiesandgames,includingeducationcomputer
software(UnifixSoftware,developedbyMacintosh)helpschildrenmaketheconnection
betweenconcretehandsonexperiencesandabstractmathconcepts.

Anothergamethatisuseful:

FilltheChutesboardgame.Createagameboardwithfourchutes.Eachconsistsofa
columnofabouttwelve2cmsquareswithastaratthetop.Childrentaketurnsrollingadie
andcollectingtheindicatednumberofcounters.Theythenplacethesecountersinoneof
thechutes.Theaimistofillallthechuteswithcounters.Asanextensionactivity,require
thattheshutsarefilledexactly.Arollof5cannotbeusedtofillachutewithfourspaces.

Howmanylettersinyournameactivity,studentsreviewnumbers1to10bycountingthe
numberoflettersintheirnamesandtheirclassmates'names.Studentswillrepresentnumbers
110verbally,inwritingandwithmanipulativeanduseordinalnumberstoordertheirnames
accordingtothenumbersoflettersinthem.Thisactivitywillhelpteacherstodetermine
Whichstudentshaveanunderstandingofcardinalandordinalnumbersfrom110
Checkforaccuracyofcountingthelettersinhisorhername
Checkifstudentswereabletowritethenumberoflettersintheirname
DevelopingOperationSense

AdditionandSubtractionRelationship(K5)

Strategiesforsolvingadditionandsubtractionproblems

Countingon
5+3=
5,6,7,8

Doubleanddouble+1(isusuallyappliedwhenyouareaddingtwoconsecutive
numbers
8+9=
8+8=16ordouble8is16
16+1(double+1alsoknownasneardoubles)

Addingontosubtract,alsoknownasreversing
212197
197+3=200
200+12=212
12+3=15

Countingback
6738=
30 7
1



29 30 60 67
Answer Startwiththebiggernumber



Thepartpartwholemodel
158=?
Studentsthink8+7=15(Part+Part=Whole)
Therefore:158=7

Decomposingnumbers
46+25=(partitionbyplacevalue;alsoknownasSplitStrategy)
40+20=60(addingtens)
6+5=11(addingones)
60+11=71
OR
 46+25=(partitiontomaketidynumbers)
46+20=66
66+4=70;(5=4+1)
70+1=71
OR

34+17=(partitionbyBridgingthedecade)
34+10is44(17=10+7)
44+7=51

4823=
4820=28(23=20+3)
283=25

Compensating
46+25=
50+25=75(rounding46to50byadding4)
754=71(subtracting4fromtheanswer)

4527=
4525=20
202=18

46+28(SimilartoCompensating;transformationisamoreadvancedstrategy)
28+2=30
462=44
(2isaddedto28tomakeitatidynumberand2issubtractedfrom46)
44+30=74

Addinguptomake10ormultipleof10s
8+5+12+7+5+3+4=
Studentsgroupnumberstomakecalculationeasier
8+12;5+5;7+3=
20+10+10=40
40+4=44

Removingzeros
12070=
127=5(removezeros)
50(addzero)

 MultiplicationandDivisionRelationship(K5)

StrategiesforsolvingMultiplicationandDivisionproblems

Partitiontomultiply

4x16=
4x10=40
4x6=24
40+24=64








Partitionusingplacevalue

4x16=(16=10+6) 4x6=24 4x10=40 40+24=64

 Multiplyusingdoublesandhalves

Studentsknowthat4x6=24,theycanusethisfacttofind8x6

4x6=24 8x6=48

12x5=

12x5=6x10(Halvingthe12anddoublingthe5)

Multiplyusingonegroupmoreoronegroupless
10x6=60;so11x6=66

Partitiontodivide
1255=

1005=4 255=1

1255=4+1=5


UsingArrays
284=7

Studentsuse28countersandmakeanarrayof4countersinacolumntofindtheanswer.

4 8 12 16 20 24 28

DevelopingFractionSense

Strategiestoteachfractionsense(K5)

Developingtheconceptoffraction(K2)

Inearlyyears,theconceptofequalsharingandfairnessisfamiliartomostchildren.
Extendingtheideaofequalsharingandfairnessshouldbeusedtointroducetheconceptof
fractions.Whenfractionsareintroduced,thefocusshouldbeondevelopingtheideaofa
wholeandthefractionalpartandhowtheyarerelated,usingconcreteactivitiesand
examplesfromtheirdailylives.

Example1:

Givestudents3pizzastobesharedamong2children.Childrenwillstartbypassingonone
wholepizzaforeachchildthendividethe3rdpizzaintotwoequalpieces

Extendtheactivitybygraduallyincreasingthelevelofdifficulty.

Example2:

Sharefourcandybarsamong6children

1 2 3 4 5 6 1 2
3 4
5 6


Eachchildwillgetahalfand1/6

Example3:

Share5sandwichesamong3children

Assessingtheconceptoffractionalparts

Oncechildrenunderstandtheconceptoffractionalpart,theyshouldbeabletoanswer
questionssuchas;
Givendifferentshapesthatarecutintofourparts,tellwhichoftheseshapesiscorrectly
dividedintofourths.






Identifyingfractions

Partitioningusingsets,numberlineorareamodel

Comparingfractions

Benchmarkwithzero,onehalfandoneonthenumberline

Compare2/5and3/5bylocatingthefractionsonthenumberlinebelowandcompare
itwithrespectto1/2

2/5 1/2 3/5

Unitizingwithagrid

Thisisanexcellentactivitythatcanbeusedtocreatefractionalparts.Whensettingupthe
unitizinggrid,teachersdecidewhethertousethestartingcolor(usuallyred)toindicatea
wholeorafractionalpart.

Infigure2the15redsquaresrepresentthewholestudentsthenuseothercolors
tofindfractionalpartsandcomparefractions
Infigure1the8redsquaresrepresent1/2

Whengiventhesizeofanobject,thestudentwillbeabletofirstdeterminethesizeofthe
unit,andthenusethatinformationtodeterminethevaluesoffractionalparts.

Figure1 Figure2

 Developingtheconceptof1Whole,morethanoneandlessthanone(45)

Whencountingfractionalpieces,studentsshouldbeabletotellhowmanypartstheyneed
tomakeaWhole.Atlowergrades,childrenmayneedtocompletetheshape,forexamplea
circularpiedividedintofourpieces,toknowthattheyhavemadeawhole.Atlatergrades
theywillknowthatyouneed4equalpiecesor4fourthstomakeawhole.

Afterdevelopingtheconceptof1whole,studentswillbeabletosayhowmanypiecesare
neededtomakeawholeandhowmanyextrapiecestheyhave.

Dowehave Howmuch
morethanone moredowe
wholeorless needtomake1
than1whole? whole?

Developingtheconceptofequivalentfractions

Usingdottedgridpapers,theteacherdrawsarectangleandchoosesittorepresentthe
whole.Studentsthenformequivalentfractionsusingthegridpaper

Thepurplerectanglesrepresent2/3ofthebluerectangle;studentswilldrawequivalent
fractionsto2/3bychangingthesizeoftherectangle

Theyellowrectangleswillform4/6ofthebluerectangle.

 Developingfractionoperation

Addingandsubtractingfractionswithlikedenominators

Prerequisiteknowledge:

Equalshares
PartWholerelationship
Denominatorrepresentsthetotalnumberofparts
Numeratorrepresentsthefractionalpart
Fractionsequalto1whole
Equivalentfractions
Morethanonewhole

Usingvisualrepresentation:

Example1:Add1/3+1/3

+ =

Example2:Add2/4+1/4

+ =

Example3:Add3/5+4/5

+ =

Example4:Subtract3/41/4

Addingandsubtractingfractionswithunlikedenominators(grade35)

Example2:add+1/3=5/6

Studentsstartbydrawingthe2circlesandshadingthegivenfractions.

Second,studentstrytomodelthetwoshadedpartsusingonecircle

Itisstillhardtoguesstheanswertotheproblem.However,usingtheirknowledgeof
equivalentfractions,studentsthendivideeachcircleinto6equalpartsandmodelthe
fractions.(hint:letstudentsmultiplythedenominatorstogetthenumberofparts2x3=6)

DevelopingAlgebraicConcepts

ToIdentify,extendandcreatepatternsareimportantprocessesindevelopinglogical
reasoningandalgebraicthinking.

Studentsareintroducedtotheconceptofpatternasarepeatedsequenceofshapes,
letters,soundsandmovements.

Studentsshouldexperimentwithpatternsindifferentforms.Forexample:
studentpatterns(onestudentstand,onesit,onestand.....;onehandup,one
handdown,onehandupetc...)
geometricpatterns

Objectpatterns(leaf,stone,stick,leaf,stone,sticketc..)
Actionpatterns(clap,clap,snap,clap,clap,snapetc...)
Soundpatterns(Beat,beat,beat,pause,beat,beat,beat,pauseetc..)

Duringtheseactivities,teachersshouldelicitresponsestoquestionssuchas:

Whatcomesnext/before/after?Howdoyouknow?
Canyouextendthepatterntotheleft?totheright?
Canyoumakeanewpatternusingthesameobjects?
Howisthispatterndifferentfromthatpattern?
askstudentstomakepatternsblockstomakeapatternthatlookslikethebelowone

Letstudentsanswerquestionssuchas:

Whatishappeningtothetriangle?
Whatwillthenexttriangleinthepatternlooklike?
Whatpartofthepatternisrepeating?

Next,askstudentstocontinuethenext3triangles.

Removeonetrianglefromthesequenceandaskstudentstoidentifythemissingelement.

IntegrateICTinthelessonbyaskingyourstudentstouseavideoordigitalcameratotake
picturesofpatternsintheenvironment.Studentscanthendescribethepatternsorallyon
thevideoorusethedigitalpicturestomakeacollagefortheclassroom(withtheteachers
assistance)

Copy,extendandcreaterepeatingpatterns

Copythepattern:

Extendthepattern:

Createapattern:

Relateobjectorshapepatternstoletters:

Circlethecorrectanswer

AAB
ABC
ABB

Relatepatternstonumbers:

1 2 3 4 5
Askchildrenquestionssuchas:

Whatisthenextshapeafterthelastrectangle?
Whatisthenextnumberafter5?
Whatdoyounoticeaboutthenumbersunderthetriangleshape?(Even)

Usenumberpatternstosolvewordproblems:

Tofindthecostof8applesgiventhatoneapplecost20fils:studentsuseskipcountingto
generateanumberpatternandfindtheanswer. 20 40 60 80etc..

GrowingPatterns:(growingsquaresadaptedfromBurton1992)(grade5onwards)

Studentsareencouragedtoexplaintheruleforthegrowingsquares,beabletocontinue
thepatternandatlatergradespredictwhatwouldcomenextiftheycontinuethesequence

ListofRecommendedManipulative
Manipulative Picture Grade Quantity Connectionto
level needed/class Mathematical
concepts
Cuisenaire k5 Aset/child Counting,
Rods fractions,
operations,
geometry,
symmetryetc..
5and10 k5 15and10 Counting,
frames frames/child subitizing,
operations,
comparing
numbersetc..
Base10 15 1set/class Placevalue,
materials fractions,
measurement,
sorting,making
sets,operations,
perimeter,area
etc..
Hundreds 15 1/child Placevalue,
chart,boards, counting,skip
carpet counting,
patterns,
numberconcept,
operations,
odd/even,
mentalmath
etc..
Counters K2 Atleast10 Patterns,
counters/child measurements,
placevalue,
countingand
skipcounting,
fractions,sorting
etc..
ColoredTiles K2 1set/class Patterns,
counting,
classification,
sorting,
measurement,
 area,data
collection,
graphing,spatial
visualizationetc..
NumberLines 15 1/child Placevalue,
counting,skip
counting,
operations,
mentalmath,
measurement
PatternBlocks K5 1set/class Patterns,angles,
symmetry,
counting,data
collection,
operations,
fractionsetc..
Dominoes K5 1set/class Numbers,
operations,
patterns,
symmetry,
subitizeetc..
Measuring 35 5/class Measurement,
Tapes (length,height),
perimeter
estimationetc
Balanceand K2 2/class Measurement
weights (weight,mass)
equality,
reasoning,
symmetryetc..
Graduated k2 2/class Measurement,
Beakers capacity,scale
etc



Geoboards 15 1set/class Size,shapes,
(5x5,11x11) area,perimeter,
andGeobands symmetry,
fractions,
transformational
geometry,
polygons
Dice/ k5 1set/class Chance,
C
numbereed c
collectingda ata,
Cubes o
operations,
p
patterns,
p
problemsolv ving,
g
graphingetc c..
Clocks k5 1/child T
Time,fractioon,
m
measuremen nt,
e
etc


Connecting k2 1set/class N
Number
Cubes c
concept,
o
operation,p lace
v
value,sortin g,
p
patterns,
symmetry,
v
volume,weig ght,
frractionsetcc..
Connecting k2 1set/class C
Classifying,
PlasticSh
hapes sorting,anglles,
a
area,tiling,
frractions,spatial
v
visualization
e
etc
Tangram
ms 35 1set/class S
Spatial
v
visualization ,
p
problemsolv ving,
reeasoning,
sorting,
c
classifying,
trransformatiional
g
geometry,
teessellation,
symmetryettc
Thermom
meters k5 1/classs M
Measuremen nt,
teemperature e,
inncrease,
d
decrease,
o
operation,et tc
TwoColored k2 1set/class Patterns,scales,
Counters measurements,
placevalue

3Dsolids k5 1set/class Volume,area,

sorting,
patterns,
classifying,
symmetry,
transformational
geometry,
perimeter,
anglesetc..
Stackable k5 1set/class Number
Blocks concept,
operations,skip
counting,oneto
one
correspondence,
volume,area
etc
Pentominoes k5 1set/class Geometry,
special
visualization,
problemsolving,
patterns,
fractions,
perimeter,
symmetry,
transformational
geometryetc
Attribute k2 1set/class Sorting,
Blocks classifying,
patterns,making
sets,symmetry,
datacollection
etc..
UAEplay k5 1set/child Countingmoney,
money money
denomination,
sorting,problem
solving,decimal
etc..
MathsGlossary
Word Definition
Subitize Recognizingnumberswithoutcountingina
set.
NumberConservation Thenumberofasetofobjectsdoesnt
changewhethertheobjectsareclose
togetherorfarapart.
11Correspondence Matchingnumeralstopictures
Cardinality Thelastnumbercountedinasetindicates
howmanyobjectsinthatset
OrderRelevance Anysethasonlyonecountirrespectiveof
theorderyoucount.
Unitizing usingaCuisenairerodorunitizinggrid,
teacherspresentstudentswithacolourbar
thatrepresents1whole.
Nonstandardunits Studentsmeasureusingforexample,
toothpicks
Array Anorderedsetofelementsarrangedinrows
andcolumns
Ascendinganddescendingorder Arrangingnumbersinincreasingand
decreasingorder
Tidynumbers Tidynumbersarenumbersthatendwitha
zero(10andmultiplesof10)
Placevaluepartition Forexample,53+45is(50+40)+(3+5)=
90+8
Numberbonds Forexample,Numberbondsof6are;2+4,5
+1etc..
Bridgingthedecades Forexample,34+26:34+6=40,40+20=
60
2D(twodimensional) Havingtwodimensionse.g.lengthandwidth
3D(threedimensional) Havingthreedimensionse.g.length,width,
height
Benchmark Astandardbywhichsomethingcanbe
measuredorjudged
Perimeter Thedistancearoundtwodimensionalshape
Area Thesizeofasurface
AnalogueClock Notadigitalclock
CommutativeLaw Youcanswapnumbersaroundandstillget
thesameanswer.Forexample,3+6=6+3
24=42
AssociativeLaw Exampleaddition:(6+3)+4=6+(3+4)
Because9+4=6+7=13
Examplemultiplication:(24)3=2(4
 3)83=212=24
Attribute Apropertyofanobjectorperson
Capacity Liquidvolumeistheabilitytoholdafluid
Volume Volumemeasuresthespacethatmatter
occupies
Cone Athreedimensionalsolidwithacircular
baseandacurvedsurfacethattaperstoa
point
Cube Athreedimensionalsolidwithsixsquare
faces
Rectangularprism(Cuboid) Athreedimensionalsolidwithsix
rectangularfaces
Cylinder Athreedimensionalsolidthathasacircular
crosssection
Sphere Athreedimensionalsolidthatisperfectly
round
Data Acollectionofinformation
Columngraph Achartthatshowsthefrequencyofa
categoryasbarsofequalwidth
Axisofsymmetry Thelineofsymmetryistheimaginaryline
whereyoucouldfoldtheimageandhave
bothhalvesmatchexactly
Mass Referstothequantityofmatterinanobject
Metricunit Unitsbasedonthemetricsysteme.g.
meters,kilometersetc..
Net Atwodimensionalpatternthatfollowa
certainsequenceorpattern
Algorithm Asetofrulesorstepsthatcanbefollowed
mechanicallytocalculateananswer
EquilateralTriangle Atrianglewithallthreesidesofequallength.
IsoscelesTriangle Atrianglewithtwoequalsides
Tangram AtraditionalChinesepuzzlemadeofa
squaredividedintosevenpieces(one
parallelogram,onesquareandfivetriangles)
thatcanbearrangedtomatchparticular
designs
Translate To"slide":moveashape,withoutrotatingor
flippingit.
Rotate Acircularmovement.Thereisacentralpoint
thatstaysfixedandeverythingelsemoves
aroundthatpointinacircle.
Reflect Animageorshapeasitwouldbeseenina
mirror.