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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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Hello, Willy! - What does Willy like?

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Hello, Willy!

EDUCATOR SECTION

Memorandum

For the Educator:

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 learners get a visit from Willy but many problems will arise.

The techniques and strategies of problem solving are practised.

Polite forms of greeting are practised when the poem is read and acted.

  • Phonics: Words with “oo” and “ee” are learnt.
  • Writing: Learners now begin to write between narrow lines.

Integration of themes

  • A healthy environment

Although Willy leaves home to spend a weekend with the learners in there environment, he needs to feel safe, protected and cared for – Human rights. Learners can do much to keep their environments clean and free from dangers.

In this module Willy Wop pays a visit to the children. This serves as preparation for the last module when they pay a visit to Willy and all the Wops in the forest. The learners must remember that Willy is much smaller than they are. In the first module Willy’s length is described as being, “just as high as Teacher’s knee”. They are going to plan activities to do with Willy. They will decide which problems Willy will have to cope with in their homes, e.g.: Will he be able to reach doorknobs? Will he be able to eat with a knife and a fork? Where will he sleep?

In this module writing is done in the lines as examples show. Learners need constant practice in writing between these lines. Their stories are still written on blank paper.

Keep flashing words learned in previous modules, also adding these learned in Module 7.

Learners discuss the concepts similarities and differences. Pictures out of magazines can be used, e.g. comparing pictures of two cars. What are the similarities? Differences? When they understand these concepts they can do the activity.

LEANER SECTION

Content

  • Listen to the story.
  • Read the story.
  • Read it again to a friend.

What does Willy like?

Willy likes our food.

He eats his dinner with a teaspoon.

He baths in a small tub.

I bath in the big bath.

Willy likes to watch television.

There is no television in the forest.

Willy is my friend. I like Willy and he likes me.

  • Draw the picture.
Figure 1
Figure 1 (graphics1.png)
Table 1
LO 1.3   LO 2.7   LO 3.4.1  
Figure 2
Figure 2 (graphics2.png)
Table 2
LO 4.1.1   LO 4.1.2   LO 4.1.3  
  • Write these words carefully. Draw the pictures.
Table 3
van  
vase  
violets  
Willy  
wing  
wolf  
Table 4
LO 3.4.3  

Word building

  • Build these words with ee in the middle as in trees.
  • Write the words.
  • Draw the pictures.
Figure 3
Figure 3 (graphics3.png)
Table 5
LO 3.5.6   LO 4.6.3   LO 6.1.1  
  • Listen to the story.
  • Read the story.
  • Read it again to a friend.

Where is Willy?

Where is Willy?

We cannot find Willy.

Has he run away?

Willy! Willy! Where are you?

We have looked everywhere!

- under the bed,

- behind the cupboard,

- up the tree,

- in Bobo’s kennel.

Where can he be?

  • Where do you think Willy is?
  • Draw a picture to show where you think he is.
Figure 4
Figure 4 (graphics4.png)
Table 6
LO 1.3.4   LO 2.4   LO 2.8   LO 3.3.1  

Figure 5
Figure 5 (graphics5.png)

Table 7
LO 4.1.1   LO 4.1.2   LO 4.1.3  

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

1.3.4 draws a picture of the story, and writes a few words about it;

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

Assessment Standard 2.4: We know this when the learner uses language imaginatively for fun and fantasy;

Assessment Standard 2.7: We know this when the learner tells a familiar short story that has a beginning, middle and ending, using pictures for support if necessary;

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

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

3.3.1 reads a story with the teacher and identifies the details;

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;

3.4.3 uses phonic and word recognition skills to decode new or unfamiliar words in context;

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

3.5.6 groups common words into word families;

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;

4.1.3 forms letters of the alphabet successfully;

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:

4.6.3 attempts to spell unfamiliar words using knowledge of phonics;

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 6.1: We know this when the learner relates sounds to letters and words:

6.1.1 uses phonics to read and spell words.

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