SEQUENTIAL Story card sequence Story THINKING- ability to integrating sequence arrange things numbers/quantities, cards meaningfully by Talking about daily oneself routine in relation Daily to time routine Rhymes based on charts with sequence clock face Pattern Making- follow the pattern, Pattern complete the cards- pattern Activity sheets cut outs of shapes PROBLEM SOLVING- Complex on Activity Ability to solve activity sheets or sheets simple day-to-day floors Mazes problems Adaptation- Mazes Jigsaw can be drawn on Puzzles ( large plastic sheets Guidelines and spread in open in TLM areas Guide) Puzzles COUNTING UP TO Start by counting Real NINE- Ordering of aloud real concrete objects vocabulary words ( objects such as Picture numbers in beads, seeds etc, cards sequence) move on to pictures bell and then counting silently Counting Sounds- How many bell rings in a set time- ask a child to be a clapper- go out of
SEQUENTIAL THINKING- ability to arrange things meaningfully by oneself Story card sequence integrating numbers/quantities, Talking about daily routine in relation to time Rhymes based on sequence Pattern Making- follow the pattern, complete the pattern Story sequence cards Daily routine charts with clock face Pattern cards- Activity sheets cut outs of shapes PROBLEM SOLVING- Ability to solve simple day-to-day problems Complex on activity sheets or floors Adaptation- Mazes can be drawn on large plastic sheets and spread in open areas Puzzles Activity sheets Mazes Jigsaw Puzzles ( Guidelines in TLM Guide) COUNTING UP TO NINE- Ordering of vocabulary words ( numbers in sequence) Start by counting aloud real concrete objects such as beads, seeds etc, move on to pictures and then counting silently Counting Sounds- How many bell rings in a set time- ask a child to be a clapper- go out of Real objects Picture cards bell
school-readiness-programme.docx