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    This module is included inLens: Siyavula: Languages (Gr. R-3)
    By: SiyavulaAs a part of collection: "English Home Language Grade 1"

    Collection Review Status: In Review

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Where can she be? Chapter 2

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 can she be? Chapter 2

Did she wonder along the path to the grasslands where the Toobies live?

Willy remembered that Baby Wop loved to play with Tiny. Tiny Toobie with her beautiful blue eyes! Tiny often came to play with Baby Wop, Sam and Terry played with the Toobies while they were helping the Wops build their new tunnels. Tuck used to come too. They often took Baby Wop down to the river to wade in the cool waters. They played on the riverbank and talked to the big green frog for hours. Toobies can understand frogs and Willy wondered whether he should go down to the river and ask the big green frog whether he knew where Baby Wop was. Yes, and the butterflies! He put them on his shoulder and walked with them along the paths in the forest.

Questions:

1. Where did everyone look for Baby Wop?

2. Do you think she is with the Toobies? Why?

3. Do you think the big green frog knows where Baby Wop is?

4. Who loved to catch the butterflies?

5. Where do you think Baby Wop is?

6. How will they find her?

Table 1
LO 3.1.1   LO 1.3   5.3.2  
  • Read and read again.

Is she playing with Tiny?

Is she playing with Tuck?

Where is she?

Figure 1
Figure 1 (graphics1.png)

Is she dancing with Tiny?

Is she dancing with Tuck?

Where is she?

Figure 2
Figure 2 (graphics2.png)

Is she catching yellow butterflies?

Is she catching

white butterflies?

Where is she?

Figure 3
Figure 3 (graphics3.png)

Is she talking to a little frog?

Is she talking to Tiny and Tuck?

Figure 4
Figure 4 (graphics4.png)
Where is she?

Table 2
LO 2.8.1   LO 3.4.1  
LO 3.3.1   LO 3.4.3  
  • Read the words that are hiding in the butterfly.
Figure 5
Figure 5 (graphics5.png)
  • Where is Baby Wop?
  • Write the sentence.

Is she……………………………………...

…………………………………………….

…………………………………………….

…………………………………………….

…………………………………………….

Table 3
LO 3.4.2   LO 4.5.1   LO 4.5.2   LO 6.3.1  

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 1.3: 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 2.8: We know this when the learner contributes to class and group discussions:

2.8.1 by taking turns, asking questions and showing sensitivity to the rights and feelings of others,

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:

3.1.1 predicts from the cover of a book what the story is about;

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);

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;

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:

5.3.2 offers explanations and solutions;

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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