Skip to content Skip to navigation

Connexions

You are here: Home » Content » Chapter 2: The Tree House 02

Navigation

Lenses

What is a lens?

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

This content is ...

In these lenses

Recently Viewed

This feature requires Javascript to be enabled.

Tags

(What is a tag?)

These tags come from the endorsement, affiliation, and other lenses that include this content.
 

Chapter 2: The Tree House 02

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

The Wops are here

EDUCATOR SECTION

Memorandum

Introduction

The adventures of the Wops family are closely related to the experience of every learner in Grade I, boys as well as girls. They may be exposed to a different environment if they live in towns and cities and through the stories become aware of what it is like to live in a forest without the ordinary amenities like running water and electricity.

Educators need to remember that many learners in Grade I will not have attended Grade R and consequently skills, strategies and concepts for Grade R will not have been learnt. The educator in Grade I must ensure that these are covered in the work that is done with these learners.

Listening and speaking should form a firm foundation on which to build literacy. The degree to which learners can speak their home language will vary according to circumstances, and educators should be aware of their levels of competence.

Language development is a gradual process and learners need the support of the educator to become increasingly more accurate in the use of their home language.

In Grade I learners become involved in listening to and reading stories, writing for genuine purposes, and learning phonics. The classroom environment should be a place that reflects and encourages all aspects of learning the home language.

Time scheduled for the modules 1 to 8

All learners should complete all eight modules doing approximately two modules per term. Allow the learners to proceed at their own speed.

Table 1
  Critical and developmental outcomes (CO): Module 1 Module 2 Module 3 Module 4
  The learners must be able to:        
1.
  • identify and solve problems and make decisions using critical and creative thinking;
 9, 13, 14, 15, 20, 21. 7, 12, 17, 21. 14, 22, 30.  
2.
  • work effectively with others as members of a team, group, organisation and community;
 2, 3, 4, 8, 15, 18, 25, 35. 5, 18, 20. 1, 12, 21, 32, 33.  
3.
  • organise and manage themselves and their activities responsibly and effectively;
 12, 13, 2, 26, 27, 37. 2, 7, 9, 11, 25. 6, 7, 8, 15.  
4.
  • collect, analyse, organise and critically evaluate information;
 19. 14, 20.    
5.
  • communicate effectively using visual, symbolic and/or language skills in various modes;
 7, 9, 12, 16, 17 14. 1, 3, 8, 9.  
6.
  • use science and technology effectively and critically showing responsibility towards the environment and the health of others;
 19. 3,20.    
7.
  • demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation;
 15, 19, 21, 29, 34.   30.  
8.
  • reflect on and explore a variety of strategies to learn more effectively;
 14, 15, 31. 2, 5, 7, 13, 14, 15, 29. 22, 27, 28, 29.  
9.
  • participate as responsible citizens in the life of local, national, and global communities;
        
10.
  • be culturally and aesthetically sensitive across a range of social contexts;
   1, 19 E-8  
11.
  • explore education and career opportunities; and
        
12.
  • develop entrepreneurial opportunities.
        

OVERVIEW MODULE 1: Here come the Wops

This module introduces the Wops family. They are similar to people yet have different characteristics. They live in the forest and the animals are their friends.

Body parts are discussed and educators can assess the learners’ auditory perception, spatial orientation and sequencing skills.

Learners read and illustrate the sentences, poems and rhymes and are taught the writing patterns and the corresponding letters viz. v, w, n, and m.

These sounds are also taught.

Integration of themes

  • A Healthy environment

The Wops family live in the forest, have no amenities like electricity and spacious homes.

They live a life dependant on nature; fruit and berries, etc. They therefore look after their habitat. We should follow their example and care for our environment.

  • Social Justice

Although the Wops have no earthly riches they are warm, friendly and helpful. People do not have to be rich to gain our friendship. Be sensitive towards people who have different cultures and who lead different kinds of lives.

  • Human rights

Everyone has the right to have shelter and food. Children should be cared for by their parents.

Educator questions the learners.

  • It is important for them to memorise the way to Willy's house in correct sequence, as the next activity for them to do is to place the pictures in the right order.
  • The learners use their completed pages to re-tell the way to the Wops.
  • Phonics

Steps to be followed when teaching individual sounds W, V, M, N

1. Listen for the sound in a sentence, e.g. Willy Wop wades in the water with Wilbert and Wallace.

2. Identify which sound they heard the most frequently.

3. Show them what the sound looks like, e.g. “w” as in Willy.

4. Identify other "w" words.

5. Discriminate between "w' and other sounds by clapping when they hear the w sound, e.g. read a series of words like wool, wall, coat, water, and river.

6. Introduce all sounds in this way.

  • Certain pages contain more words to extend their vocabulary. These pages will form their first dictionary. When all the sounds have been learnt, the pages can be stapled together to make a book. New words can be written on the back. Their dictionaries can be referred to when they begin to write their own sentences and stories.

Games to play: -

  • Have objects beginning with the same sound hidden in a bag. Learners take turns to choose an object, say what it is and what does it begin with.
  • Play "I spy with my little eye".

LEANER SECTION

Content

  • I can read and draw.

Walter the warthog helps Daddy.

Sam plays in the water.

Terry picks berries.

Licky runs up the tree.

Table 2
LO 3.4.1  

  • I can draw all these things that begin with a…

Figure 1
Figure 1 (graphics1.png)

Table 3
LO 1.6.1   LO 3.5.1  
Figure 2
Figure 2 (graphics2.png)
  • Do the movements.
  • Complete the patterns.
  • Decorate the patterns.
Figure 3
Figure 3 (graphics3.png)
Table 4
LO 4.1.1   LO 4.1.2  
Figure 4
Figure 4 (graphics4.png)
Table 5
LO 4.1.1   LO 4.1.2   LO 3.5.1  

Assessment

Learning Outcome 1: LISTENING: The learner is able to listen for information and enjoyment and respond appropriately and critically in a wider range of situations.

Assessment Standard 1.6: We know this when the learner l develops phonic awareness:

1.6.1 distinguishes between different phonemes, especially at the beginning of words.

Learning Outcome 3:READING AND VIEWING: The learner is able to read and view for information and enjoyment and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment Standard 3.4: We know this when the learner recognises letters and words and makes meaning of written text:

3.4.1 reads simple written materials for different purposes;

Assessment Standard 3.5: We know this when the learner develops phonic awareness:

3.5.1 recognises and names letters of the alphabet;

Learning Outcome 4:WRITING: The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.1: We know this when the learner writes with increasing legibility:

4.1.1 manipulates writing tools like crayons and pencils effectively;

4.1.2 develops letter formation and handwriting skills, drawing patterns, tracing and copying words.

Content actions

Download module as:

PDF | EPUB (?)

What is an EPUB file?

EPUB is an electronic book format that can be read on a variety of mobile devices.

Downloading to a reading device

For detailed instructions on how to download this content's EPUB to your specific device, click the "(?)" link.

| More downloads ...

Add module to:

My Favorites (?)

'My Favorites' is a special kind of lens which you can use to bookmark modules and collections. 'My Favorites' can only be seen by you, and collections saved in 'My Favorites' can remember the last module you were on. You need an account to use 'My Favorites'.

| A lens I own (?)

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

| External bookmarks