PR-6394UK Early Finishers Book A

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Teacher notes Early finishers: Independent activities to reinforce basic skills is a series of books containing a range of high-interest, creative and challenging activities to satisfy the demands of the early finisher. All activities relate to the primary school curriculum in English, mathematics and art, and can be completed independently of the teacher. The activities include a variety of puzzles and brainteasers to motivate pupils, keeping them actively engaged as they practise a range of skills. While the main target audience for the books is the early finisher, the activities can also be used: • in planning whole-class or group activities • for homework assignments • as revision for a particular skill • as meaningful ‘between-tasks’ activities. Each book in the series is divided into six sections. Activities have been placed in the sections which best fit their main focus. Examples of activities in each section are: Looking at words: making new words from the letters in a given word or phrase; unscrambling words; wordsearch and crossword puzzles to develop vocabulary; identifying anagrams, similes and metaphors, synonyms and antonyms Working with numbers: practising number operations with dot-to-dot, colour by numbers, mazes and pathways; determining place value by making and expanding numbers Critical thinking: recognising the odd-one-out; determining correct categories; identifying the main idea; sorting; using clues to solve problems Following directions: locating routes and places on a map; creating pictures by plotting coordinates; following steps to draw pictures; decoding messages Looking at pictures: finding matching pairs; completing symmetrical pictures; memorising features of a picture; copying a picture Getting creative: suggesting different uses for everyday objects; designing crests, CD covers, items of clothing; creating new products; writing and illustrating cartoon strips and different types of poetry. Viewing Sample iv Early finishers www.prim-ed.com – Prim-Ed Publishing
Teacher notes Using the resource effectively Answers To create a simple, structured environment in which the class continues to run smoothly, some preparation by the teacher is required. It will be necessary to anticipate the number of copies of each activity that may be required each week or given time period. The copies need to be organised and located so that pupils can access them directly without disturbing other pupils or the teacher, who may be involved with a separate group. Rather than housing copies of all sections in one file, it may be appropriate to separate them and locate them in different areas of the classroom. Take time to explain to the pupils how you want them to use the resource. Can the pupil choose which activity to do? Must he or she take one from each section in turn? Is the teacher going to determine specific activities? Is each task to be completed individually? Can pupils work in pairs or small groups? Are pupils allowed access to the answer pages? Can they mark each other’s work? Recording Allocate a file or tray for pupils to return their completed sheets. Each book contains an individual pupil record sheet. Provide a file containing a sheet for each pupil, listed in alphabetical order. As a pupil completes an activity, he or she can cross off its page number on the record sheet. Provide a file for pupils to store the worksheets after they have been checked by the teacher. The answers are given at the back of the book. In many cases where the tasks are open-ended, checking by the teacher is required. Some activities, such as the ‘Colour by numbers’ are also listed as ‘Teacher check’. In these cases it is easier to have a completed page coloured correctly. Checking a pupil’s page against this will immediately highlight any errors. Offering a resource which encourages pupils to take control gives them the opportunity to develop greater independence. The entertaining nature of the activities will motivate pupils to complete their set work so that they have time for another activity, leaving the teacher free to allocate his or her time most effectively. Viewing Sample Prim-Ed Publishing – www.prim-ed.com Early finishers v
Page 1 and 2: 6394C Viewing Sample
Page 3: Teacher’s notes .................
Page 7 and 8: Looking at words Dot-to-dot, a-z 1.
Page 9 and 10: What’s missing? A-Z Looking at wo
Page 11 and 12: Rhyming words - 1 Looking at words
Page 13 and 14: Vowel puzzle - 1 Looking at words F
Page 15 and 16: Changing words - 1 Looking at words
Page 17 and 18: Sounds path - 1 Looking at words 1.
Page 19 and 20: Sounds path - 3 Looking at words 1.
Page 21 and 22: Word addition - 1 Looking at words
Page 23 and 24: Word addition - 3 Looking at words
Page 25 and 26: Making words - 2 Looking at words 1
Page 27 and 28: Making words - 4 Looking at words 1
Page 29 and 30: Fun on the farm Looking at words Fi
Page 31 and 32: Number trail Working with numbers H
Page 33 and 34: Counting on - 2 Working with number
Page 35 and 36: Measure the distance 1. Guess the l
Page 37 and 38: Addition detective - 1 Working with
Page 39 and 40: Addition detective - 3 Working with
Page 41 and 42: Addition maze - 2 Working with numb
Page 43 and 44: Subtraction maze - 1 Working with n
Page 45 and 46: Mixed maze - 1 Working with numbers
Page 47 and 48: Bullseye! - 1 Working with numbers
Page 49 and 50: Bullseye! - 3 Working with numbers
Page 51 and 52: Position puzzle - 2 Working with nu
Page 53 and 54: Position puzzle - 4 Working with nu
Page 55 and 56:
Guess the number - 1 Critical think
Page 57 and 58:
Guess the number - 3 Critical think
Page 59 and 60:
Use the clues - 1 Critical thinking
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Find the mistake - 1 Critical think
Page 67 and 68:
Find the mistake - 3 Critical think
Page 69 and 70:
What happened next? Critical thinki
Page 71 and 72:
Odd one out - 2 Critical thinking 1
Page 73 and 74:
What’s the idea? - 1 Critical thi
Page 75 and 76:
Find the shape Critical thinking 1.
Page 77 and 78:
Wordsearch - 1 Following directions
Page 79 and 80:
Wordsearch - 3 Following directions
Page 81 and 82:
Let’s draw - 1 Following directio
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Shape maze Following directions 1.
Page 89 and 90:
Use the colour key - 2 Following di
Page 91 and 92:
Coordinates Following directions Wr
Page 93 and 94:
Crack the code - 2 Following direct
Page 95 and 96:
Braille mail Following directions P
Page 97 and 98:
The shortest route Following direct
Page 99 and 100:
Tally marks - 1 Looking at pictures
Page 101 and 102:
Matching pairs - 1 Looking at pictu
Page 103 and 104:
Matching pairs - 3 Looking at pictu
Page 105 and 106:
Count the shapes - 2 Looking at pic
Page 107 and 108:
Picture symmetry - 1 Looking at pic
Page 109 and 110:
Picture symmetry - 3 Looking at pic
Page 111 and 112:
Picture shapes - 1 Getting creative
Page 113 and 114:
Picture shapes - 3 Getting creative
Page 115 and 116:
Comparing pets Getting creative 1.
Page 117 and 118:
Answers Looking at words Page 1 Tea
Page 119 and 120:
Answers Page 46 1. (a) 8 + 2 = 10 (
Page 121 and 122:
Answers Page 72 Wordsearch-2 Page 8
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PR-6394UK Early Finishers Book A

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