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Where is Baby Wop? Chapter 1

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Autumn in the Forest

EDUCATOR SECTION

Memorandum

Educator’s page:

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.

The Wops have feasts every season. In this module they are celebrating autumn.

Baby Wops disappears and the Wise Old Owl helps them find her.

Jumbled words help learners solve the riddles.

  • Writing and Phonics: q, u, y, i, j, t, x, z.
  • Wordbuilding: de, pe.

Integration of themes

With the Wops celebrating Autumn in the forest, attention is drawn to the ways in which different cultures have different celebrations – Social Justice – Learners become sensitive to these differences.

Integrate with Mathematics and Life Orientation.

LEANER SECTION

Content

  • Read the story to the class.

Where is Baby Wop? Chapter 1

Have you ever got lost? It happens so quickly! The one moment you are still holding Mummy’s hand and then – all of a sudden she’s gone! Can you remember how worried Mummy was?

Well then you’ll know exactly how Mummy Wop and all the other Wops felt because Baby Wop had disappeared! Gone! Nobody could find her! The Wops had been looking all morning but there was no sign of her. Walter the warthog had been scouring the forest since sunrise with Willy Wop and Licky Lizard on his back. Sam and Terry had looked everywhere. They even climbed the trees to see whether they could see Baby Wop somewhere. Everyone was worried. “Baby Wop is only one year old and it’s getting dark! Where can she be?” They all said.

All the Wops knew they must not be out in the dark. They knew they must be safe at home at sunset. There were too many dangers in the forest. Foxes hunt little Wops! The forest was also full of strange noises during the night! “Baby Wop! Baby Wop!” they all called loudly.

(To be continued)

1. Tell the class about the time you got lost.

2. Which dangers were lurking in the forest at night?

Table 1
LO 1.2   LO 1.3   LO 2.1  
  • Read.
Figure 1
Figure 1 (graphics1.png)
Table 2
LO 3.1.2   LO 3.4.1   LO 3.3.1   LO 3.4.3  
  • Read the words that are hiding in the berry bush.
Figure 2
Figure 2 (graphics2.png)
  • Where did Sam and Terry look?
  • Write the sentence.

Sam and Terry ……………………………

…………………………………………….

…………………………………………….

…………………………………………….

…………………………………………….

Table 3
LO 3.4.2   LO 4.5.1   LO 4.5.3   LO 6.3.1  

  • Read the words that are hiding in the river.

Figure 3
Figure 3 (graphics3.png)

  • Where did Willy Wop look?
  • Write the sentence.

Willy Wop ………………………………..

…………………………………………….

…………………………………………….

…………………………………………….

…………………………………………….

Table 4
LO 3.4.2   LO 4.5.1   LO 4.5.3   LO 6.3.1  

  • Read the words that are hiding in the forest.
Figure 4
Figure 4 (graphics4.png)
  • Where did Walter the warthog look?
  • Write the sentence.

Walter the warthog………………………..

…………………………………………….

…………………………………………….

…………………………………………….

…………………………………………….

Table 5
LO 3.4.2   LO 4.5.1   LO 4.5.3   LO 6.3.1  

  • Choose the right letter in the box to make the word.
  • The picture will help you.
Figure 5
Figure 5 (graphics5.png)
Figure 6
Figure 6 (graphics6.png)
Table 6
LO 3.5.5   LO 5.3.3  

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 1.2: We know this when the learner demonstrates appropriate listening behaviour by listening without interrupting, showing respect for the speaker, and taking turns to speak, and asking questions for clarification;

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

Learning Outcome 2:SPEAKING: The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.1: We know this when the learner talks about personal experiences, feelings and news;

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 3.1: We know this when the learner uses visual clues to make meaning:

3.1.2 uses illustrations to interpret the meaning of stories, and tells a story;

Assessment Standard 3.3: We know this when the learner makes meaning of written text:

3.3.1 reads a story with the teacher and discusses the main idea;

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 (labels, stories, etc.) for different purposes;

3.4.2 reads own writing and the writing of classmates;

3.4.3 uses phonic and word recognition skills to decode new or unfamiliar words in context (e.g. visual cues like shape of word and letter patterns, picture clues, context clues, and letter-sound relationships);

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

3.5.5 segments simple words with single initial consonants and short vowels (CVC pattern) into onset (the first sound) and rime (the last part of the syllable) (e.g. f-at, c-at, m-at, h-at, s-at).

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 4.5: 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;

4.5.3 uses left to right, top to bottom orientation to print;

Learning Outcome 5:THINKING AND REASONING: The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.3: We know this when the learner uses language to investigate and explore:

5.3.3 uses simple strategies for getting and recording information;

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 6.3: We know this when the learner works with sentences:

6.3.1 writes simple sentences.

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