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User Guide and Educational Notes © Sherston Software Limited 2005
SHERSTON Tizzy’s Toybox Special Edition Credits and Copyright Based on the original Tizzy’s Toybox by Sue Rankin, Hans Rijnen and Mike Matson Project Editors: Kerry Jackson and Hannah Gleed Project Manager: Lucy Lawrance and Victoria Robbins Educational Consultant: Paul Hollin Project Leader: Vinay Varrier Developers: Arun Lal, Balasubramanian K. J., G. Senthil Kumar, and M. V. Siva Kumar Lead Artist: Madhu Kumar Animation and Graphics: D. Johni Moses, Hassan Ussaman K. H., M. Vishal, Manoj K. G.
SHERSTON T I Z Z Y ’ S T OY B OX S P E C I A L E D I T I O N Introduction How do I use Tizzy’s Toybox Special Edition? What is Tizzy’s Toybox Special Edition? Introductory sequence Tizzy’s Toybox Special Edition is a stimulating and enchanting resource designed to support the teaching and development of basic skills. It includes simple, interactive activities that are fun to complete and focus on a wide variety of statements from the Foundation Stage curriculum. Tizzy welcomes children to her toybox.
SHERSTON Options T I Z Z Y ’ S T OY B OX S P E C I A L E D I T I O N O Click on the Options button on the Main Menu to access the Options area. Here you will be able to view and change the program settings. You can also access the Options area by holding down CTRL and pressing T on the keyboard. The Options area consists of two sections: General and Inclusion & Support.
SHERSTON Inclusion & Support Tab T I Z Z Y ’ S T OY B OX S P E C I A L E D I T I O N The Activities Tizzy appears in the bottom right-hand corner of every activity screen (unless turned OFF in Options). She guides children through each of the activities and provides entertaining reward animations once an activity is successfully completed. A brief description of each activity and its learning objectives can be found on the following pages.
SHERSTON T I Z Z Y ’ S T OY B OX S P E C I A L E D I T I O N Beads Level 2 Overall Learning Objectives: O Compare the total of two sets of items, identifying the set that has ‘more’ (then ‘fewer’). Learning Objective: O What happens? O O O Develop comparison of two numbers, knowing which is ‘more’ or ‘less’. Level 1 Learning Objective: O Apply with understanding the term ‘more’ in relation to comparing two sets of objects that can be compared using one-to-one correspondence.
SHERSTON T I Z Z Y ’ S T OY B OX S P E C I A L E D I T I O N Bears What happens? Overall Learning Objectives: O O O Distinguish familiar everyday sounds. Identify initial phonemes. Select the correct grapheme for a given initial phoneme. Level 1 Learning Objectives: O Identify which object makes the sound that is being played. O Discriminate between common sounds from the environment. What happens? O O O A sound plays and two objects appear at the bottom of the screen.
SHERSTON T I Z Z Y ’ S T OY B OX S P E C I A L E D I T I O N Bucket & Spade Level 2 Overall Learning Objectives: O O O O Become familiar with common vocabulary denoting position. Become familiar with the actual positions. Learning Objective: O What happens? O O Develop listening skills. Develop observational skills. Widen vocabulary of positional terms: behind, in front, above, below, and next to.
SHERSTON T I Z Z Y ’ S T OY B OX S P E C I A L E D I T I O N Caterpillar Level 2 Overall Learning Objectives: O O O Match items that are identical. Develop awareness of ‘same’ and ‘different’. Develop ability to look closely at individual items. Learning Objectives: O O O O O O O O O Children must click on the shoe that matches, from a choice of three with slightly different features. A total of three matching shoes must be selected to complete one turn.
SHERSTON T I Z Z Y ’ S T OY B OX S P E C I A L E D I T I O N Counting Level 2 Overall Learning Objectives: O O O Accurately count a set of 1 – 10 objects. Recognise numerals 1 – 10 and know what they represent. Match a numeral to the correct set of items. Level 1 Learning Objectives: O Reliably count a set of objects independently. O Find the correct set for a given number name. O Model the correct numeral to match total of a set.
SHERSTON T I Z Z Y ’ S T OY B OX S P E C I A L E D I T I O N Dressing Up Level 2 Overall Learning Objective: O Child to develop an awareness of roles played in society by different people and how these roles can be distinguished. Learning Objectives: O O O Level 1 O O Develop vocabulary based on familiar objects and people. Use previous experience to make predictions and selections in order to match items with a familiar societal role.
SHERSTON T I Z Z Y ’ S T OY B OX S P E C I A L E D I T I O N Jigsaw O Overall Learning Objectives: O O Discriminate between regular and irregular shapes. Match a shape with the space that it will fit into exactly. What happens? O O O O Level 1 Learning Objectives: O Recognise missing parts of a simple picture. O Match a flat simple shape with the space into which it will fit. What happens? O O O A jigsaw appears on the screen. Three pieces are missing.
SHERSTON T I Z Z Y ’ S T OY B OX S P E C I A L E D I T I O N Opposites What happens? Overall Learning Objective: O Recognise connections and patterns. O Apply early thinking skills. Learning Objective: O Use new vocabulary. Learning Objectives: O O O A target picture card appears at the top of the screen. Two other picture cards appear below it (the opposite card and a distracter). Three opposites must be selected to complete one turn. Identify opposites from picture and text clues.
SHERSTON T I Z Z Y ’ S T OY B OX S P E C I A L E D I T I O N Pencils O Overall Learning Objectives: O O Compare by size, two or three items. Three pencils must be correctly selected to complete one turn. Level 3 Learning Objectives: O Develop a basic language of comparison. Confidently recognise the language and visual comparisons: tallest/shortest, biggest/smallest, longest/shortest, thickest/thinnest. What happens? O Level 1 Learning Objectives: O O Three pencils appear on the screen.
SHERSTON T I Z Z Y ’ S T OY B OX S P E C I A L E D I T I O N Picture Book Level 2 Overall Learning Objectives: O O Predict ‘what comes next?’ in a sequence of events. Develop an understanding of the main parts of a story. Level 1 Learning Objective: O What happens? O O O Learning Objective: O Place each section of a simple story in a sensible order. What happens? O A picture book appears on the screen displaying the first part of a story sequence and two empty spaces.
SHERSTON T I Z Z Y ’ S T OY B OX S P E C I A L E D I T I O N Rhyming Words Level 2 Overall Learning Objectives: O O O Hear a sequence of rhyming words. Continue a sequence of rhyming words. Become increasingly familiar with rhymes and rhyming words. Learning Objectives: O Develop listening skills. O Complete a rhyming couplet. What happens? O O Level 1 Learning Objectives: O O O Become familiar with hearing sequences of rhyming words.
SHERSTON T I Z Z Y ’ S T OY B OX S P E C I A L E D I T I O N Sheep Level 2 Overall Learning Objectives: O O O Recognise the most common colours. Know the names of the most common colours. Apply the correct name to its representative colour. Learning Objectives: O O O O Recognise and name the most common basic colours, presented singly: white/red/black/yellow/blue/green/orange/ pink/purple/brown. Listen carefully to a familiar song.
SHERSTON T I Z Z Y ’ S T OY B OX S P E C I A L E D I T I O N Educational Notes Each activity within Tizzy’s Toybox Special Edition focuses on developing and consolidating one or more basic skill. Of course, the activities in the program provide only one of the many ways that each skill can be fostered and below are some suggestions for further activities that you might like to try.
SHERSTON given position around the bag. The other children need to guess which positional word was whispered to the volunteer by looking at the position of the spade. The child who correctly guesses the whispered position is the next volunteer. O O O O Outside, ask children to go under/over/next to etc the play equipment. Caterpillar: Matching and close observation O T I Z Z Y ’ S T OY B OX S P E C I A L E D I T I O N Challenge the children to ‘Dress (child’s name)’.
SHERSTON O Play ‘shape’ pairs. Draw different shapes (and objects) onto squares of card and place them face down on the floor. Ask pairs of children to come and turn over a card each, to try find matching shapes/compatible shapes and objects. Opposites: Developing vocabulary, finding pairs and recognising opposites O O O Play ‘Opposites bingo’. Give each child in the class three opposite cards. The practitioner must have a full set. The practitioner calls out and shows the class an opposite card.
SHERSTON O Hide a series of items underneath a blanket and give the children a word which rhymes with the hidden item, eg hide a pen and give the children the word ‘hen’. The children must suggest words that rhyme with the given clue word, until they guess the hidden item. Sheep: Indentifying simple colours and their names O O O 40 Give each child an outline of a sheep and ask them to colour their sheep using one or two colours only.
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