grade r homework

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Grade R Resource kit

The Grade R Resource Kit 2015 includes:

• 20 themed posters;
• 2 Big Book storybooks containing 12 theme-linked stories;
• A Teacher’s Guide packed with practical classroom ideas and more;
• Weekly CAPS-aligned Lesson Plans plus Assessment Activities for the year; and
• A DVD consisting of supporting audio lessons, songs and videos demonstrating how to use these materials in the classroom plus tips for teaching numeracy, literacy and life-skill concepts to Grade R learners.

The Grade R programme for Terms 1 to 4 is organised into 20 themes, each of which contain enough work for two weeks. In other words, there is 40 weeks’ worth of work here. You should aim to cover five themes per term ( a term being roughly ten weeks long).

For each theme there is a poster and a Big Book story. Supporting worksheets and flashcards can be found in the Rainbow Learners’ Workbooks Term one, Term two, Term three and Term four.

There are also weekly plans for each two-week theme. These lesson plans will guide you on how to use the poster, storybook, worksheets and flashcards. At the end of the lesson plans for each theme, you will find two or more assessment tasks that you can use to evaluate your learners’ progress. A recording sheet, in the form of a checklist or rubric, is included for you to copy and record your observations.

By working through this 40-week programme, it will be possible for your Grade R learners to achieve all the expected CAPS learning goals for the year.

The Grade R Resource Kit

Grade r posters, charts: high resolution.

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Click here to view Worksheets Contents list My Body (1,2)                               My Body (3,4)   My Senses (1,2)                            My Senses (3,4) My Family (1,2)                             My Family (3,4)   Keeping clean and fit (1,2)            Keeping clean and fit (3,4) Healthy eating  (1,2)                      Healthy eating (3, 4)    Friends (1,2)                                 Friends  (3,4) This is what I wear (1,2)               This is what I wear (3,4) Shapes and Colours (1,2)               Shapes and Colours (3,4) Opposites (1,2)                              Opposites (3,4) Garden bugs and animals (1,2)      Garden bugs and animals (3,4) Time and Weather (1,2)                 Time and Weather (3,4) Keeping Safe      (1,2)                   Keeping Safe (3,4) The Sky (1,2)                               The Sky (3,4) People in my community(1,2)         People in my community (3,4) Helping hands (1,2)                       Helping hands (3,4) New life (1,2)                                 New life (3,4) This is where people live(1,2)         This is where people live (3,4) My Feelings (1,2)                          My Feelings (3,4) My Country (1,2)                           My Country (3,4) On the move (1,2)                         On the move (3,4)                                    

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• Grade R CAPS Subjects Curriculum, Lessons and Worksheets for all Terms

Grade R Printable 2024 Worksheets, Lessons and Activities – South Africa

Grade R 2024 Worksheets, Lessons and Activities – South Africa:

Grade R, the reception year, is a critical phase in a child’s education in South Africa. It lays the foundation for their entire schooling career, emphasizing the development of essential skills, such as cognitive, motor, social, and emotional abilities. In line with the Curriculum and Assessment Policy Statements (CAPS) guidelines, Grade R learning materials and activities must be engaging, informative, and culturally relevant. This article explores Grade R 2023 worksheets, lessons, and activities for all seasons and terms, designed for instruction in IsiXhosa, English, and Afrikaans. Furthermore, we’ll discuss the importance of Grade R worksheets in the South African context.

Term 1 – Summer

The first term focuses on welcoming learners into their new environment and helping them adapt to the school routine. Summer-themed activities and worksheets encourage outdoor exploration, promoting physical development and an appreciation for nature. Language-specific worksheets in IsiXhosa, English, and Afrikaans introduce children to basic vocabulary and phrases, fostering early literacy skills.

Term 2 – Autumn

As the season transitions to autumn, so does the content of the Grade R worksheets. Activities encourage observation of the changing environment, such as falling leaves and cooler weather. This term’s lessons emphasize numeracy skills, with counting and number recognition activities designed in all three languages. Additionally, worksheets explore themes of family, friendship, and community, supporting the development of social skills and cultural awareness.

Term 3 – Winter

During winter, Grade R learners explore concepts of hibernation and adaptation. Indoor activities, such as arts and crafts, storytelling, and music, help to keep learners engaged and warm. Worksheets in IsiXhosa, English, and Afrikaans cover basic shapes, colors, and patterns, refining learners’ visual and spatial skills. This term also focuses on enhancing fine motor skills through activities such as cutting, pasting, and tracing.

Term 4 – Spring

In the final term, Grade R learners celebrate the arrival of spring, observing new growth and the return of wildlife. Worksheets in all three languages introduce vocabulary related to plants, animals, and weather. The curriculum encourages creativity and expression through activities such as drama, dance, and poetry. As learners prepare for Grade 1, worksheets emphasize letter and sound recognition, laying the groundwork for reading and writing.

Table of Contents

Importance of Grade R Worksheets

Grade R worksheets play a vital role in a child’s education for several reasons:

• Reinforcement of Concepts: Worksheets help solidify concepts taught during lessons by providing opportunities for practice and application.
• Developing Fine Motor Skills: Activities such as coloring, cutting, and tracing support the development of fine motor skills, essential for writing and other tasks.
• Assessment and Progress Tracking: Worksheets serve as a tool for assessing a child’s progress and identifying areas requiring further attention or intervention.
• Multilingual Competency: Providing worksheets in IsiXhosa, English, and Afrikaans promotes linguistic diversity and fosters an appreciation for South Africa’s rich cultural heritage.
• Customization and Flexibility: Teachers can tailor worksheets to accommodate different learning styles, abilities, and interests, ensuring that each learner remains engaged and challenged.

Grade R worksheets, lessons, and activities in South Africa play a crucial role in shaping a child’s educational foundation. By adhering to the CAPS guidelines and incorporating seasonal themes and multilingual content, teachers can provide an enriching and stimulating environment for learners in this formative year.

Grade R Programme

Grade r lesson plans, grade r worksheets.

Did You See These?

Download Life Skills CAPS Document Grade R-3

The Different Modes that Teachers can Use to Teach Patterns to Grade R Learners

Grade R Term 2 Activities for Learners

Free Play Activities for Grade R Learners

Grade R Books About “Myself” for Different Languages

The Importance of a Weather Chart for Grade R Learners and How to Use It

Factors that need to be considered when choosing books for young readers in the foundation phase

Grade R CAPS Lesson Plans Pdf Download

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Learners Workbook Grade R Eng.pdf

Learners Workbook Grade R Eng

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Grade R Worksheet: The number one

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Grade R Homework Reading Pages

These pages are intended to be used as a Grade R Homework Reading programme. There are 80 pages in total.

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Resource Description

These pages are intended to be used as a Grade R Homework Reading programme.The pack consists of simple pages which revise what has been covered by the teacher during the school day, for the parent to spend to see what their child has learnt that day and to consolidate letters, decoding skills and word families. There are 80 pages in total.

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Grade Calculator

Use this calculator to find out the grade of a course based on weighted averages. This calculator accepts both numerical as well as letter grades. It also can calculate the grade needed for the remaining assignments in order to get a desired grade for an ongoing course.

Final Grade Calculator

Use this calculator to find out the grade needed on the final exam in order to get a desired grade in a course. It accepts letter grades, percentage grades, and other numerical inputs.

Related GPA Calculator

The calculators above use the following letter grades and their typical corresponding numerical equivalents based on grade points.

Brief history of different grading systems

In 1785, students at Yale were ranked based on "optimi" being the highest rank, followed by second optimi, inferiore (lower), and pejores (worse). At William and Mary, students were ranked as either No. 1, or No. 2, where No. 1 represented students that were first in their class, while No. 2 represented those who were "orderly, correct and attentive." Meanwhile at Harvard, students were graded based on a numerical system from 1-200 (except for math and philosophy where 1-100 was used). Later, shortly after 1883, Harvard used a system of "Classes" where students were either Class I, II, III, IV, or V, with V representing a failing grade. All of these examples show the subjective, arbitrary, and inconsistent nature with which different institutions graded their students, demonstrating the need for a more standardized, albeit equally arbitrary grading system.

In 1887, Mount Holyoke College became the first college to use letter grades similar to those commonly used today. The college used a grading scale with the letters A, B, C, D, and E, where E represented a failing grade. This grading system however, was far stricter than those commonly used today, with a failing grade being defined as anything below 75%. The college later re-defined their grading system, adding the letter F for a failing grade (still below 75%). This system of using a letter grading scale became increasingly popular within colleges and high schools, eventually leading to the letter grading systems typically used today. However, there is still significant variation regarding what may constitute an A, or whether a system uses plusses or minuses (i.e. A+ or B-), among other differences.

An alternative to the letter grading system

Letter grades provide an easy means to generalize a student's performance. They can be more effective than qualitative evaluations in situations where "right" or "wrong" answers can be easily quantified, such as an algebra exam, but alone may not provide a student with enough feedback in regards to an assessment like a written paper (which is much more subjective).

Although a written analysis of each individual student's work may be a more effective form of feedback, there exists the argument that students and parents are unlikely to read the feedback, and that teachers do not have the time to write such an analysis. There is precedence for this type of evaluation system however, in Saint Ann's School in New York City, an arts-oriented private school that does not have a letter grading system. Instead, teachers write anecdotal reports for each student. This method of evaluation focuses on promoting learning and improvement, rather than the pursuit of a certain letter grade in a course. For better or for worse however, these types of programs constitute a minority in the United States, and though the experience may be better for the student, most institutions still use a fairly standard letter grading system that students will have to adjust to. The time investment that this type of evaluation method requires of teachers/professors is likely not viable on university campuses with hundreds of students per course. As such, although there are other high schools such as Sanborn High School that approach grading in a more qualitative way, it remains to be seen whether such grading methods can be scalable. Until then, more generalized forms of grading like the letter grading system are unlikely to be entirely replaced. However, many educators already try to create an environment that limits the role that grades play in motivating students. One could argue that a combination of these two systems would likely be the most realistic, and effective way to provide a more standardized evaluation of students, while promoting learning.

Introducing gradeR

The gradeR package helps grade your students’s assignment submissions that are R Scripts ( .r or .R files). If you have a large class, or you distribute assignments very often, then it can be tedious to run each student’s file separately and/or judge program state or output manually.

Instead, this package allows you to write a single test file (that is also a .r file), which is used to test each student’s submission file. After you write that file, you provide it to gradeR ’s single function calcGrades , which also asks for the directory of student submissions. It will run each submission file it can find, and then run each the tests you provided on the output produced by the student’s script. Results are then neatly returned in a data frame that has one row for each student, and a column for each test.

How Must I Change My Distributed Assignments?

All you have to do is ask your students to assign variables to specific names. Otherwise, each student might use different names for his/her variables, and that would make testing all of the assignments very challenging.

For instance, if your assignment asks each student to

Generate a thousand random variates from a standard normal distribution.

You will have to change the text of this to something like

Generate a thousand random variates from a standard normal distribution and store the result as myNormVariates .

That’s it. However, there are also some recommended warnings you provide as well. The students will have to follow a few rules so that their assignments can be graded. Their code should not:

refer to file locations, paths, or directories (advise them to use setwd() interactively)

do not alter any data sets at all (e.g. remove extraneous rows or columns, change certain values manually, or rename files).

variables that are going to be tested cannot be destroyed or overwritten at any point in the program.

Regarding 1., because you are running their code on your machine, if a student’s submission tries to run the following:

it is unlikely that path will exist on your machine, and so calcGrades will tell you that the assignment is not able to be graded. Instead, the student should write code like this

In this way, their submissions will not require any intervention on the instructor’s part. If you would like to scan all of the student submissions for adherence to this rule, you can use the function findGlobalPaths (more on this later).

Regarding 2., if they are reading in a data set that is different than the one you distributed to the class, their code will not be reproduced on your machine.

Number 3. is more subtle. If you ask your students to, say, create a data frame with three columns called myDataFrame , and then, in a later question, you ask them to overwrite that data frame by adding a fourth column to it, you, the instructor, will not be able to test the initial data frame with three columns. This is due to how calcGrades works–it runs/ source s the entire student script from start to finish, and then applies the tests. It does not intermittently run tests sprinkled inside a student submission. You should also remind the students not to accidentally overwrite variables.

How Do I Write Tests?

This package relies on the testthat package . gradeR makes use of testthat ’s “expectations” . Most of the time you will be testing if certain variables are what you expect them to be.

Say for instance, you ask a student to create a variable called a . This variable will be the result of some process they are supposed to figure out. You, the instructor, having completed the assignment yourself, know that the correct answer is 3 . So, this question could have the following test:

Alternatively, you could have written

For a complete list of all available expect_* functions, see testthat ’s documentation .

A Fully-Worked Example

Here’s an example of an entire hypothetical assignment. The following files are fake_hw1.pdf , data.csv , assignment1_test_file.r , and all of the student submissions. They might be organized on your hard drive as follows:

This is what fake_hw1.pdf looks like. It’s the set of instructions given to each students.

The external data set data.csv is also distributed to students. In this case, it looks like this:

The test file you create would look similar to this file, assignment1_test_file.r :

This hypothetical class is very small, and it has only two students. These two students made the following submissions: first, jane_doe_hw1_submission.r :

and second, john_doe_assignment1.r :

And that’s that! There aren’t any more files that are required. The rest is just code you type into the console interactively. It might look something like this:

From there, you can do whatever you want. For instance, you can take the sum/average of all the questions they get correct, weight different questions by different amounts, apply a curve, calculate which percentage of students got each question correct, make histograms of the grades, etc.

Keep it mind, though, that data.csv should be inside the directory/folder you’re running this interactive code from. Otherwise, student code that attempts to read in data will fail because it won’t be able to find the file.

Some Extra Functions

Currently, there are two other functions in this package: findGlobalPaths and findBadEncodingFiles . After you have provided a submission directory, these functions will find all student submissions (files that end with .R or .r ) and scan every line to see if there are any problems. Specifically, they will check for 1.) if any file refers to global/machine-specific file paths, and 2.) if any file has unreadable characters (non-UTF-8). In my experience, these are the two most common problems with student submissions. The second problem often arises when students copy/paste code from strange text editors, or when their keyboards type in multiple languages.