Category: Kindergarten

Fejn qed tisma’ l-ħoss tal-ittra

Huwa importanti ħafna li t-tfal jitgħallmu jidentifikaw fejn ikunu qed jisimgħu l-ħoss ta’ ittra partikolari f’kelma. Din il-ħila se tgħinhom għal meta jiġu biex jaqraw u jiktbu.

Il-ħoss tal-ittra jista’ jkun kemm fil-bidu, fin-nofs jew fl-aħħar tal-kelma. Minħabba li hu kunċett astratt, ħafna drabi t-tfal ma jkunux jistgħu jifhmu fejn qed jisimgħu l-ħoss tal-ittra. Għaldaqstant, biex ngħinu lit-tfal jifhmu aħjar, l-iskola nużaw stampa ta’ serp. Din l-attività sempliċi tgħin lit-tfal jifhmu dan il-kunċett.

Meta jisimgħu l-ħoss tal-ittra fil-bidu tal-kelma, it-tfal iridu jmissu b’idejhom ras is-serp.  Meta jisimgħu l-ħoss tal-ittra fin-nofs tal-kelma, iridu jmissu ż-żaqq.  Waqt li meta jisimgħu l-ħoss tal-ittra fl-aħħar tal-kelma, imissu d-denb. B’hekk lit-tfal nkunu qed ngħinuhom jifhmu, b’mod konkret, fejn jinsab il-ħoss. Vantaġġ ieħor ta’ din l-attività hi li tgħin lit-tfal isaħħu l-ħila tas-smigħ.

Għal din l-attività għandek bżonn:

• Stampa jew tpinġija ta’serp.
• Stampi ta’ kliem bi tliet ittri jew aktar eż stampa ta’ vit, rota, siġra, eċċ.
• Marker
• Tappijiet tal-fliexken tal-ilma.

 

Qabel tibda l-logħba:

• Ipprintja jew pinġi stampa ta’ serp fuq karta.
• Aqsam is-serp fi tliet partijiet billi tpinġi żewġ linji: ras is-serp; żaqq is-serp; u denb is-serp. (Ara l-istampa t’hawn taħt).

• Spjega u ddiskuti mat-tifel jew tifla li kelma hi magħmula minn 3 partijiet: il-bidu, in-nofs u l-aħħar. Uri s-serp u spjega li dan is-serp huwa bħall-kliem: maqsum fi tlieta. Ras is-serp huwa l-bidu. Żaqq is-serp huwa n-nofs. Waqt li denb is-serp huwa l-aħħar.

 

Ibda l-logħba:

1. Agħżel stampa ta’ kelma, eż. stampa ta’ siġra.
2. Uri l-istampa lit-tifel/tifla.
3. Staqsi lit-tifel/tifla: “Din x’inhi?”

It-tifel/tifla irid/trid iwieġeb/twieġeb: “siġra”

1. Għid il-kelma (eż. ‘siġra’) waqt li tmexxi subgħajk fuq is-serp, mix-xellug għal-lemin.  Poġġi subgħajk fuq ras is-serp u mexxi subgħajk minn fuq rasu għal fuq denbu waqt li tgħid il-kelma.
2. Ħeġġeġ lit-tifel/tifla j/tagħmel l-istess.
3. Issa, agħżel ittra minn dik il-kelma (eż: /s/  minn siġra). It-tifel/tifla irrid/trid j/tisma’ l-ittra li inti għażilt u j/tgħidlek jekk hijiex fil-bidu, fin nofs jew fl-aħħar tal-kelma. L-aħjar li tibda bil-ħoss fil-bidu tal-kelma sakemm it-tifel/tifla j/tidra. Imbagħad  għaddi għall-ħoss fl-aħħar tal-kelma. Il-ħoss tan-nofs huwa l-iktar wieħed diffiċli, għaldaqstant ħallieh għall-aħħar.

 

Staqsi lit-tifel/tifla: “Fejn qed tisma’ l-ittra /s/? Fil-bidu tal-kelma (miss ras is-serp), fin-nofs tal-kelma (miss żaqq is-serp) jew fl-aħħar tal-kelma (miss denb is-serp)?”

 

            It-tifel/tifla irid/trid iwieġeb/twieġeb: “Fil-bidu tal-kelma” (Filwaqt li jmiss/tmiss ras is-serp).

 

 

Tista’ tuża tappijiet tal-ilma kif qed tara f’dawn l-istampi. It-tifel/tifla irid ipoġġi/tpoġġi t-tapp fuq ras is-serp għall-ħoss fil-bidu tal-kelma; fuq żaqqu għall-ħoss fin-nofs tal-kelma; jew fuq denbu għall-ħoss fl-aħħar tal-kelma.

Eż. Is-/s/ f’siġra – fil-bidu (ras is-serp)

Is-/s/ f’pasta – fin-nofs (żaqq is-serp)

Is-/s/ f’qattus – fl-aħħar (denb is-serp)

 

Ms. Jessica

K2.5

Aim:  Understanding one-to-one correspondence

This is an early mathematical skill.  This skill involves counting an object once while touching it.  While touching the object the children should say the number out loud. This basic Mathematics skill will help children to gain the ability of counting.

These videos will help you understand better what one-to-one correspondence is.

https://www.youtube.com/watch?v=gtO7SGUlbJg

https://www.youtube.com/watch?v=k9dlnaEzCl4

Activity: Counting food for animals

For this game you need:

• dice (1 dice to count from 1-6)
• number cards (you can use Uno cards or make your own)
• pictures of animals (I printed a mouse, a rabbit, and a monkey)
• animal food cards (in this case cheese, carrots, and bananas)
• empty cups
• scotch tape (to stick the animal picture card to the cup)

 

How to play this game:

1. Choose a cup with an animal on it. And pick the cards of the correct food for that animal.
2. Roll the dice and count the dots on the dice by pointing on each dot while saying the number out loud. Start by doing it yourself so that your child understands what s/he must do.
3. After rolling the dice, and counting the dots on the dice, find the number card that matches the number. For example, if the number on the dice is five, find the card with the number 5 on it. Encourage your child to find the corresponding number card as this promotes number recognition.
4. Ask your child to put the correct amount of food in the cup. Encourage him/her to put one picture at a time while counting aloud.

Repeat the activity with all the animals. After feeding them you can extend the activity by asking your child questions like:

1. Which animal has the most food?
2. Which one has the least?
3. Are there any animals with equal/same amount of food?

This will also help your child to compare different amounts and understand number value. You can play this game several times.

 

Online games for your child:

 

Game 1: Give teddy some cakes

https://www.topmarks.co.uk/learning-to-count/teddy-numbers

 

For games no.2 and no.3 please follow the link below, then click on counting and choose ‘Counting Out’. Click on either 1-5 or 1-10, depending on your child’s ability.

Game 2: Put spots on the ladybird

https://www.topmarks.co.uk/learning-to-count/ladybird-spots

 

Game 3: Put buttons on the Gingerbread man

https://www.topmarks.co.uk/learning-to-count/gingerbread-man-game

 

 

Ms. Pauline

Kinder 1.3

Teaching the concept of more or less

More and less are important concepts for children to understand.  Identifying which group of objects has more objects or less objects in it is an important numeracy skill.  This skill prepares them for addition, subtraction, rounding up or down and estimating.

Here are two hands-on activities to practice the concept of more or less.  Hands-on activities help the children remember what they learn.

The first activity requires the children to compare two groups of objects and determine which group has more or less objects.

The second activity requires the children to count the number of pompoms  you put on one side of an ice cube tray and put more or less pompoms (of a different colour) on the other side of the tray.

These two activities are ideal for both Kindergarten 1 and kindergarten 2 children, depending on how challenging you make it according to your child’s abilities.

 

Activity 1: Counting Crayons

For this activity you need an A4 paper, pegs, pencils and colours.

1. Take an A4 paper and divide it into two columns.
2. Draw a box of crayons (with different number of crayons in it), under each column.
3. Take a peg and ask your child to clip the peg under the box with more crayons or under the box with less
4. To make the activity more challenging you can use bigger numbers.

Activity 2: Pompom Counting

For this activity you need some coloured pompoms big enough to fit in an empty ice cube container.

1. Choose a side of the tray and fill in the cubes with a number of pompoms. (I filled a side of the tray with 5 green pompoms) Count out loud while filling the side of the ice cube tray. Encourage your child to count with you.
2. Give some pompoms to your child. Tell your child:

“Now put MORE pompoms on the other side”.

OR

“Now put LESS pompoms on the other side”.

 

IT IS VERY IMPORTANT THAT YOU MAKE SURE THAT YOUR CHILD HAS GRASPED THE CONCEPT OF MORE OR LESS.

 

Ms. Anna.

Kinder 1.2