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Comprehension and spelling

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Grade 5

FABULOUS

Module 8

COMPREHENSION AND SPELLING

Read the extract and answer the questions carefully.

Funny farm: is Kit-Kat nuts?Squirrels find a new mother

There’s a serious psychological problem developing in the Malherbe household in Paarl.

Snap, Crackle and Pop are three orphaned baby squirrels who have been saved from certain death and are now being suckled by the family cat, Kit-Kat. It’s a well-known fact that cats normally love to hunt squirrels and the question arises: is “mommy” Kit-Kat going to teach Snap, Crackle and Pop all she knows, as mothers do?

If this is the case, there are bound to be some really mixed up animals on the Malherbe farm, Spes Bona, outside Paarl. Are the three little squirrels going to be taught to hunt on their own? And what will happen if they are confronted by some strange cat? Will they scamper away or recognise it as just another “mommy” to cuddle?

This confusion started unfolding two weeks ago when a neighbour, Elize Grobbelaar, brought the three pink little orphans around. They had fallen out of an old oak tree when a branch broke loose. The Grobbelaars were going away for the weekend and couldn’t look after them.

Berena Malherbe took them in and that is where the fun started. They were introduced to Kit-Kat who has three kittens of her own, and suddenly there was one happy family, all suckling away. Now, two weeks later, Snap, Crackle and Pop are scampering all over the place, the three kittens joining in because they are fascinated by the long tails of their “sisters”, Snap and Crackle, and “brother” Pop.

The Malherbes don’t have many trees and therefore not many squirrels, and Pama Malherbe isn’t too happy because the new babies nibble his pumpkins and butternuts. It would be okay if they ate them, but instead they simply take a bite out of each.

Apparently, however, he is heavily outvoted by the family, which includes twins Koch and Pollie, 7, Jossie, 3, baby De Waal, 1, dogs Wellington, Sarah and Bella, piglets Vroetel and Troetel and an assortment of lambs, all called Lambchop. It seems as if the squirrels are here to stay.

Adapted from (The Argus, Saturday, 8-9 February 1997)

Figure 1
Figure 1 (graphics1.png)

Wow! Imagine that!

Turn to your partner and tell him/her in only one sentence what this article is all about.

In order to help you answer the questions in full sentences, each answer has been started for you.

1. What kind of animal is Kit-Kat?

Kit-Kat is __ (1)

2. What are these squirrels being fed? (1)

3. How many squirrels fell out of the tree?

__ squirrels fell out of the tree. (1)

4. What have these people named the orphans?

They have named the orphans __ (1)

5. Where are these squirrels being raised?

They _ (1)

6. Which two words from the passage tell us what the squirrels looked like when they arrived at the Malherbe’s farm?

The words __ and __ (2)

7. Complete the sentence:

The squirrels are naughty, because they __ (1)

8. What have the Malherbe’s named their lambs?

The lambs are __ (1)

9. The Malherbe family are animal lovers.

Why is this statement TRUE? (1)

[15]

[LO 3.1.1; 3.1.3; 3.1.5; 3.1.7]

Assessment of Comprehension

Table 1
1. I could answer most of the sentences correctly. Yes No
2. I could complete the sentences given to help me answer the questions. Yes No
3. I understood most of the story I read. Yes No
4. I remembered to use capital letters and full stops. Yes No

FANTASTIC!

Let’s readThe dictionary helps us to spell correctly

1. Look up these words in the dictionary. Circle those that are spelt correctly.

Table 2
Function; Frolic; Feint; Fawlt; furr

2. Most words have only one correct spelling. A few have more than one. The dictionary will give the preferred spelling first. However, all the spellings given are correct. What is the second spelling for each of these words?

Table 3
ax: adviser: fulfill:
  1. Sometimes you know what a word sounds like but you cannot remember with which letter it begins; and you cannot find it in the dictionary. If this is the case, use the following “clue-list”.
Table 4
If it soundsLike this: If it soundsLike this: If it soundsLike this: Try this: If it soundsLike this: Try this:
ch ch j j, g s s, c, ps, sc
f f k c, k, ch sh sh, ch, su
f f n n, kn, gn, pn w w, wh
h h r r, wr, rh z z, x
           

4. Check your dictionary as you do the following exercise:

(a) These words begin with an f sound. Add f or ph to spell each word correctly:

Table 5
.....actory .....ial (small bottle) .....ysical .....antom
.....otograph .....anatic .....eather .....ist

(b) These words begin with a k sound. Add c, k or ch to spell each word correctly:

Table 6
.....itten .....aracter .....arrot .....emical
.....orus .....idney .....udu .....ough

(c) These words begin with an n sound. Add n, kn, gn, or pn to spell each word correctly:

Table 7
.....ome .....it .....ight (2) .....eumonia
.....ame .....ever .....ock .....ature

(d) These words begin with an s sound. Add s, c, ps or sc to spell these words correctly:

Table 8
.....ingle .....ircle .....alm .....ychic
.....ene .....itizen .....ented .....imple

(e) These words begin with a sh sound. Add sh, ch and su to spell each word correctly:

Table 9
.....oulder .....ef .....gar .....iffon
.....eet .....elter .....ovel .....ic

(f) These words begin with an r sound. Add r, wr, and rh to spell each word correctly:

Table 10
.....iggle .....inkle .....yme .....inoceros
.....ist .....ubarb .....eward .....iddle

(g) These words begin with a j sound. Add j or g to spell each word correctly.

Table 11
.....azz .....udge .....em (jewel) .....acket
.....enius .....iraffe .....ail .....ypsy

(h) These words begin with a g sound. Add g, gu or gh to spell each word correctly:

Table 12
.....aze .....ess .....etto (slums) .....ost
.....ide .....lamour .....argoyle .....ard

(i) These words begin with a z sound. Add z or x to spell each word correctly:

Table 13
.....ero .....innia (flower) .....ylophone .....ulu

(Source unknown)Adapted for Gr. 5

[LO 6.1.3; 6.1.4]

MULTIPLE ENTRIES OR HOMOGRAPHSUsing the dictionary: Aiding reading (adapted from an unknown source)

1. When an entry word is listed more than once, these multiple entries are called homographs. Homographs are words which are spelt the same, but have different meanings and different origins. Take a look at the following multiple entries:

1. batter, v. 1. to hit repeatedly. 2. to damage by blows or rough treatment. (from old French battre meaning to beat which came from Latin batture also meaning to beat).

2. batter, n. a beaten mixture of flour, milk and eggs, used in cooking, (cake batter), Especially for pancakes and for coating food before frying. (from 14th century French bature meaning a beating).

3. batter, n. a player who bats a ball esp. in cricket or baseball. (from the Old English batt meaning a club).

Table 14
(a) Which batter would you bake?  
(b) Which batter would hit a ball?  
(c) Which batter would hurt or injure?  

2. Refer to the entries for the word ‘flag” and shade the correct answer:

1.flagn. 1. piece of cloth attached to a pole as an emblem or signal. - … to mark with a flag or sticker

2. to lose enthusiasm

3. to signal (a vehicle) to stop by waving the arm

4. a flat paving stone

(Simplified from the Collins Pocket English Dictionary)

Table 15
(a) We were flagged down at the scene of the accident. 1 2 3 4
(b) As the day grew warmer, the runners’ enthusiasm flagged. 1 2 3 4
(c) The hospital hoists a blue flag whenever a baby boy is born. 1 2 3 4
(d) I tripped over a flagstone and injured my arm. 1 2 3 4

3. Write your own sentence for each entry of the word “flat” found in the dictionary.

Table 16
LO/AS 4.4.1  

Assessment

LO 3

READING AND VIEWINGThe learner will be able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts.

We know this when the learner:

3.1 reads a variety of South African and international fiction and non-fiction for different purposes (e.g. peoms, book reviews, short novels, newsletters, reference books);

3.1.1 reads independently, selecting appropriate reading and comprehension strategies for the purpose;

3.1.3 scans for specific details;

3.1.5 uses previous knowledge or textual clues to determine meaning and make inferences;

3.1.7 makes story maps or notes key points to track comprehension;

3.1.8 reads aloud clearly, adjusting speed according to purpose and audience;

3.6 understands the vocabulary and discusses how writers have used language to achieve effects (similes, rhythm, onomatopoeia);

3.11 selects relevant reading material and applies reseach skills to find information in dictionaries, reference books and textbooks from community sources or electronic media (where available);

LO 4

WRITINGThe learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

We know this when the learner:

4.1 writes different kinds of texts for different purposes and audiences:

4.1.1 writes for personal, exploratory, playful, imaginative and creative purposes (e.g. diary, humorous anecdotes, story, poem);

4.1.2 writes informational texts expressing ideas clearly and logically for different audiences (e.g. notices, reports);

4.2 develops and organises ideas through a writing process:

4.2.2 develops the topic by consulting relevant sources, selecting relevant information and organising ideas;

4.3 produces neat and legible work with attention to presentation (e.g. cover page, title, headings, and suitable graphics);

4.4 applies knowledge of language at various levels:

4.4.1 word level;

4.4.3 paragraph level;

LO 6

LANGUAGE STRUCTURE AND USEThe learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

We know this when the learner:

6.1 works with words:

6.1.1 uses prefixes, stems and suffixes/extensions to form words;

6.1.3 records words in a personal dictionary;

6.1.4 uses phonics and spelling rules to spell words correctly;

6.2 works with sentences:

6.2.3 identifies and uses nouns, pronouns, prepositions, articles and conjunctions;

6.2.6 consolidates use of punctuation learned so far.

6.4 develops awareness and use of style:

6.4.1 uses language appropriate for the audience, purpose and context (e.g.

formal / informal register);

Memorandum

Comprehension

1. a cat

2. breast milk

3. 3

4. Snap, Crackle and Pop

5. on the Malherbe’s farm / outside Paarl / by the Malherbe family

6. pink / little

7. eat bites out of Pama Malherbe’s butternuts

8. Lambchop

9. open memo, justified

Fantastic

3.

(a) factory; phial; physical; phantom; photograph; fanatic; feather;

first

(b) kitten; character; carrot; chemical; chorus; kidney; kudu; cough

(c) gnome; knit; knight / night; pneumonia; gnome; never; knock;

nature

(d) single; circle; psalm; psychic; scene; citizen; scented; simple

(e) shoulder; chef; sugar; chiffon; sheet; shelter; shovel; chic

(f) wriggle; wrinkle; rhyme; rhinoceros; wrist; rhubarb; rewards; riddle

(g) jazz; judge; gem; jacket; genius; giraffe; jail; gypsy

(h) gaze; guess; ghetto; ghost; guide; glamour; gargoyle; guard

(i) zero; zinnia; xylophone; zulu

Homographs

1. (a) 2

(b) 3

(c) 1

2.

(a) 3

(b) 2

(c) 1

(d) 4

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