4. Answer to Question 1
It means Early Literacy.
Literacy skills which are just
beginning to grow.
5. Question 2
Before a child to start reading they
need to understand that the
written word holds…………………
6. Answer to Question 2
•Meaning.
e.g. that the word dog
means dog, the
animal
7. Question 3
• What written words should we
start with?
Give some ideas.
8. Answer to Question 3
• The child’s name – put labels on tables, chairs,
bags.
• The other children’s names – they will soon
recognise them
• Labelling things around the room etc.
9. Question 4
• Give some ways you can you tell a
child is ready to read?
10. Answer to Question 4
A child may find words on a page
Holds a book the right way up and turns the
pages properly
Pretends to read it and tell own stories.
They will love songs, poems, books, stories,
11. Question 5
• What are reading strips and how can
you use them to encourage reading?
12. Answers to Question 5
• A reading strip is a sentence or part of
sentence which you can complete with
different words.
• E.g. Today we are learning about…..
Then add the topic like animals, the seasons etc.
13. More tips on reading strips
• Construct sentence relevant to the topic or
story.
• Especially use the repetitive sentences in
stories e.g.
• E.g.From the 3 little pigs
• “And he blew and he blew and he blew the
house down!”
• Read the sentences every day for a week.
15. Answer to Question 6
• Children learn by being exposed to
text through stories, reading strips,
flash cards. You are not always
teaching them the concepts but by
repetition and exposure they learn
things like capital letters start the
sentence, new words.
16. Question 7
What is a flash card and how can we
use them in the classroom?
17. Answer to Question 7
• Single words on a card.
Can be their name,
labels for the classroom,
labels for plastic animals,
labels on a poster.
18. Games to play with Flash cards
• Show the word, Find the word in a book.
• Match pairs of words
• Find a word from a group of words.
• Match them with a picture
21. Question 9
• What is a multi sensory approach
and why does it help with literacy?
22. Question 9 Answers
• Multi sensory (using many different senses)
• As much as possible we need to make sure the
children see the word, hear the word,
associate it with a picture or image, and even
touch the words, pick them up, place them in
the right place. Encourage children to
verbalise thoughts
• Writing words
23. Question 10
• What are sight words and why
do we need them when teaching
reading in English?
24. Answer to Question 10
• Sight words are words you teach by the
whole word method.
• Many words in English are not phonetic
and cannot be taught by the individual
sounds
32. Answer to Question 13
• Let’s try and remember all the parents tips
mentioned in this video
• Encourage parents to make flash cards and
put labels around the house.
• Playing matching games with words.
• Name cards on bedroom doors.
• Put labels up and get children to sort toys into
groups which go with the words e.g. farm
animals
33. Thank you
• You have learned:
What Emergent Literacy is
How to use:
Reading Strips
Flash Cards
How to use the techniques of:
Shared Writing
Shared reading
35. Emergent Numeracy
• What is Emergent Numeracy?
• Working with numbers
• Counting
• 1 to 1 correspondence
• Estimation
• Number conservation
• Operations
37. Answers to Question 1
What is Emergent Numeracy and
what does it involve?
Emergent means beginning or
early stages of numeracy.
It involves calculating, number
sense and counting
39. Answer to Question 2
By making numeracy a lot of fun and
interesting, using real objects.
Provide the time and opportunities for
learning in a range of activities to explore
numbers.
40. Question 3
Why is it not enough to just to
teach the children to count 1-10?
41. Answer to Question 3
Because learning to repeat the names of
the numbers does not mean the children
understand the concept of number. They
need to be able to associate the number
with the number of items.
43. Answer to Question 4
Buttons, body parts ( eyes,
nose, feet etc) chair legs,
stones.
44. Question 5
• Why is it important to point to
the objects as you count and
why should you teach the
children to do the same?
45. Answer to Question 5
So that the children learn to
associate the word (eg. Two) with
two objects. They are learning
number correspondence
Otherwise children are just reciting
a list of words.
48. Question 7
• What is estimation and give
examples of how to you teach it?
49. Answer to Question 7
• .Estimation is an educated guess,
based on experience.
• You can teach it by having
children guess how long a piece
of string is or how heavy
something is and then measuring
to see who is right.
51. Answer to Question 8
• It is understanding that the
number of objects does not
change even if you rearrange
them.
• Use buttons arrange them in
different ways in rows, in a line
etc
52. Question 9
• What are operations? Give
examples of how to teach them?
53. Answers to Question 9
• Operations are addition, subtraction,
multiplication and division.
• Use concrete ways of teaching them with
balls, buttons etc.
• Show the children how to add
• 2 buttons and 2 buttons and then count
them all to show them it equals 4 . Then
take 2 away and show them now they
have 2.
55. Answer to Question 10
• For example
• Sipho has 2 apples and Lindiwe gives him two
more. How many apples does Sipho have
now?
• Please note: story problems are important
because they show the connection of
numeracy with real life.
57. Answer to Question 11
• Cook with your children, measure
flour, sugar etc.
• Count things on the table, in the
shops, make number books.
58. Remember
• Give children opportunity to
learn about numbers in
interesting and concrete ways
and they will be given a good
foundation for the future and will
develop a love of mathematics.
59. Thank you
• You have learned:
• What is emergent numeracy.
• How to teach:
• 1 to 1 correspondence
• Estimation
• Number conservation
• Operations
65. Answer to Question 2
• Make children aware of patterns in nature
• E.g. bricks in a wall, flowers,
• Put coloured beads or buttons in a pattern
• Thread beads on a string
• Use auditory and sight memory.
• Say and show it
67. Answer to Question 3
• Show flash cards of shapes
• Have objects the children can touch – stars,
triangles, etc.
• Get children to organise and match shapes
• Point out shapes around them e.g. a clock, a
book etc
• Make or show 3 dimensional shapes like toilet
rolls, cardboard boxes.
68. Question 4
• What vocabulary (words) should we
teach to do with space and how
elements are related to each other?
• In other words, words which tell you
where things are in relationship to each
other.
69. Answer to Question 4
• What vocabulary (words) should we teach to
do with space and how elements are related
to each other. In other words, words which tell
you where things are in relationship to each
other.
• Prepositions : under, over, above, next to,
inside, outside,
71. Answer to Question 5
• Symmetry means the left side and the
right side are identical in shape.
• Use a long mirror to show children the
symmetry of their own bodies.
• Make a butterfly by painting a pattern on
one side of a folded piece of paper and
then close it when it is wet and open it to
show the identical shape and colour.
75. Answer to Question 7
Using Watches, clocks,
Night and Day pictures
Questions like :What do you do first in
the morning ? What do you do in the
evening etc. Questions using today,
yesterday, tomorrow
Birthday charts, weather charts
77. Answers to Question 8
• Cooking, measuring ingredients
• Sand and water play
• How many cups to fill this jug?
• Feeling the difference in weight
between two objects.
78. Question 9
• What language (vocabulary)
should we teach about mass
and capacity?
80. Question 10
• What activities can we use to
teach about distance (length)?
81. Answer to Question 10
• Let the children measure the
length of different things like a
book, a table, a shoe with a
piece of string or with their
hands, or use their feet to
measure the length of the
classroom
82. Question 11
• What vocabulary do we use for
teaching about distance (length)?
83. Answer to Question 11
• What vocabulary do we use for
teaching about distance (length)?
• How far, how long? How wide?
84. Question 12
• How can we teach about
sequencing (putting things in
order)?
85. Answer to Question 12
Find out who is the tallest and who is
the shortest by putting the children
in class in order of size.
Put balls (or other objects) of different
size in order
87. Answer to Question 14
• Sort out toys in colour, size.
• Sort out shapes – all the circles together, all
the stars together etc.
• Collect items with stated features – bring me
all the yellow objects, bring me all the farm
animals etc.
• Use sorting trays – you can use egg boxes for
small items.
•
89. Answers to Question 15
• Encourage parents to cook with their children
and measure ingredients.
• To talk about the clock and what time it is.
• Sort out socks, clothes by colour
91. You have learned about
• Teaching emergent numeracy.
• Activities and vocabulary to teach about
shape, colour, patterns, spatial relationships,
size and measurement, symmetry and
collecting data through sequencing and
sorting.
