Educator’s page:

The sounds to be introduced in this module are:- k as in kite; b as in ball; p as in pipe; s as in snake; f as in fox; e as in egg; d as in donkey; g as in gate.

The learner should, at the end of Module 3, be able to recognise all these sounds, namely, a, b, c, d, e, f, g, h, k, l, m, n, o, p, r, s, v, w.

Daily revision of these sounds is essential, as well as assessing individually to see whether some learners are confused. If so – re-teach those sounds, play flash card games with them, match sound to picture until they know them all fluently.

Matching sound to picture can be done in the following way.

a o g n On a card. Match pictures to card

h b f p

l v c e

w r k d

Word building is to be introduced only with sounds already learnt.

This is a slow process that needs much practice. Listening and identifying the beginning as well as the last letters should precede word building, e.g. “Listen to the word; what can you hear first? Cat. What can you hear last?” The educator will emphasize the letter to be identified, e.g. cat. Many examples can be given. Use 3-letter words.

As soon as learners can identify the beginning and the last letters, let them listen for the middle letter, again emphasizing it, e.g. cat.

Reading

Learners have, at the end of Module 3, learnt to read and recognise ±100 words.

Here again much repetition and frequent consolidation is necessary. Use the vocabulary pages in the modules. Learners can read these words to one another, in pairs, in small groups and at home. Many games can also be devised for consolidating these words.

Encourage the learners to make up their own stories (sentences) orally, using these words. They can be encouraged to write these sentences – at first perhaps one a day – and then to illustrate them. Their stories will become longer depending on the amount of practice they get in using the vocabulary for their own stories. Also encourage them to use the new words, which were introduced when the new sound was taught. If they also “read” through these pages regularly, they will soon have a large amount of words with which to make their own new “stories”.

The game: The “friend’s” card can be cut off, making two loose cards. The educator can make other cards with words that need to be practised.

The educator needs to photostat the cards 1, 2, 3 and 4 for extra copies, which are cut up, for the small cards. These small cards are shuffled and learners take turns to pick them up, read them and match the word on the small card to the word on their card. The learner covers his/her card with the small card. The one who has covered his/her whole card first is the winner.

Discussion:

The Wise Old Owl stayed for a little while and joined in the fun. But, as the moon rose higher, the Wise Old Owl became more and more tired. He had not slept for days! Owls, you know, sleep during the day.

The Wise Old Owl had stayed awake to give the Wops advice and to help them cope with the disaster of the floods. He saved many small creatures of the forest and carried them off to dry land. They were all very grateful for his help.

And so, he closed his big, brown owl eyes, knowing that the problem had been solved. Now he was going to have his twenty winks!

Questions:

1. How did the story end?

2. Was it a happy or sad ending?

3. Who liked the story? Why?

4. Who did not like the story? Why not?

Figure 1

Figure 2

Vocabulary Page

• Keep in your file.
• Read the words.

Figure 3

Table 4

LO 1.6.1

LO 3.2.4

Figure 4

Table 5

LO 4.1.1

LO 4.1.2

LO 4.1.3

Figure 5

Figure 6

Table 6

LO 3.5.4

LO 6.2.2

Figure 7

Table 7

LO 3.5.4

LO 4.6.2

LO 6.2.2

Figure 8

Table 8

LO 3.5.4

LO 4.6.2

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 1.3: We know this when the learner listens with enjoyment to short stories, rhymes, poems and songs from a variety of cultures, and shows understanding:

1.3.1 listens for the main idea and important details in the story;

1.3.7 expresses feelings about the story;

Assessment Standard 1.6: We know this when the learner 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 3.2: We know this when the learner role-play reading:

3.2.4 uses pictures to construct ideas;

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

3.5.4 understands the letter-sound relationships of most single consonants and short forms of vowels in words like ‘hat’ and ‘mat’;

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;

4.1.3 forms letters of the alphabet successfully.

Assessment Standard 4.2: We know this when the learner does pre-writing:

4.2.2 responds to a picture by writing simple sentences;

4.2.3 discusses with classmates topics and ideas for writing;

Assessment Standard 4.5: We know this when the learner writes so that others can understand, using writing conventions:

4.5.1 uses letters to form single words and short sentences;

4.5.2 leaves spaces between words;

Assessment Standard 4.6: We know this when the learner begins to build vocabulary and starts to spell words so that they can be read and understood by others:

4.6.2 spells common words correctly;

Learning Outcome 6:LANGUAGE STRUCTURE AND USE: The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

Assessment Standard 6.2: We know this when the learner works with words:

6.2.2 spells familiar words correctly.