Educator’s Page

Using progress reports and profiles of the learners in Grade 1, the Grade 2 educator can assess the ability of each learner in the class.

The Grade 2 educator also needs to know which work has been covered in Grade 1 so that she can revise, consolidate and re-teach where necessary, before proceeding to the Grade 2 phonics, writing, reading etc. Make sure the learners understand the written instructions on each page. The learners furthermore need to know where and when to go for help when doing written work e.g. finding out how to spell a word etc.

The slower learners need continual support whereas the fast learners can be given additional work based on the activities for further stimulation.

TIME SCHEDULE FOR THE MODULES 1 – 7

All learners should complete all seven modules during the year. Allow them to progress at their own speed covering ± one and a half modules per term.

In this module learners read and listen to stories portraying the relationships within families. Feelings are discussed and decisions are made.

Vowels learnt in Grade 1 are revised and word building using these are practised.

Using the letter “y’ as a vowel, is introduced and learners are made aware of the different phonetic sounds of the letter “y’.

Learners practise those letters which they do incorrectly and the educator re-teaches these.

integration of themes

Discuss whether foxes contribute to a healthy environment or not? Give reasons for farmers wanting to eliminate them.

All family members have rights and each one needs to be respected in the home.

social justice

Compare living conditions, rules etc. in the story of ‘Anati’ to their own. What are the similarities and differences?

What are Anati and her family deprived of? Why? Discuss what can be done to resolve the issues.

The story can be used in the beginning of the year to get to know the learners and for the learners to get to know each other. A class discussion will get the ideas going and can serve to build up vocabulary that they might need to make their sentences. It also serves to sensitise you to any difficult family situations.

(Class discussions fulfil LO 2 : contributions to discussions and taking turns)

Encourage the learners to sound out and break up words, e.g. fam-i-ly; to-ge- ther. They can also read this for assessment purposes.

The following story has many three-letter blends and can serve as an early assessment tool. Follow-up the story of Bob the fox with revision of the single sounds and vowels. The learners can also make up their own sentences using words from the phonic games (p. E-3) and write them on folio.

Use these words in writing lessons to reinforce the spelling patterns. If the learners have not done capital letters in Grade 1, the correct letter formation must be taught this year as well as reinforcing correct formation of lower case. The correct formation is enclosed, as well as recommended sequence for upper case. A formal writing lesson can be included on folio as often as is necessary for your class. Bear in mind that some activities will lend themselves to writing practice, e.g. revision of phonic blends or re-writing their story (last activity in this module).

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The following poem can be read for pure listening pleasure, although children might enjoy dramatising it.

Revise the vowels, introducing the term “vowels” if the learners do not already know it.

Read the story of the foxes. The story can also be used to assess the learners’ ability to apply their phonetic knowledge, as there are many easy 3-letter words. Let them identify the vowels. They can highlight each of the different vowels in different colours

Play “Spot the odd one out”:

Call out five words, e.g. cat, hat, sat, sit, flat. The learners must listen for the odd one out.

Later in the game make it a little more difficult by changing the final letter: man, bat, sin, bad, has. They can also write down their answers. If you are satisfied with their understanding of the role of the vowel in a word and that they are discriminating between the different sounds aurally, progress to the “sixth” vowel.

First read the story of Mary’s Naughty Brothers. Read through first to check for any sight words that your learners may find difficult. Make flashcards of these words and discuss their formation with the learners, e.g. “whole” and “year”. They can read the story to each other as a class reading activity in small groups or with you. Work through the comprehension activity and discuss the title and characters. Let them answer the questions. Encourage them to read what they have written as a form of checking and as general reading practice. The story may also be taken home to reading practice.

Question 5 of the activity may be treated as a separate activity, as much discussion can ensue. Learners “read “ the pictures to determine the situation and then read the words to find a suitable punishment for the deed.

In a later phonic lesson, introduce the “Y” in its role as a vowel. Remind the children of the sound it makes as a consonant. Then point out the two sounds it can make as a vowel: - silly and by.

Activity.

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 oral texts (simple songs, rhymes, short poems and stories), and shows understanding:

1.3.6 expresses feelings about the oral text, giving reasons;

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 makes meaning of written text:

3.2.1 reads a story on own or with the teacher;

Assessment Standard 3.3: We know this when the learner recognises and makes meaning of letters and words in longer texts:

3.3.3 uses phonic and other word recognition and comprehension skills such as phonics, context clues, and making predictions in order to make sense of text;

Assessment Standard 3.4: We know this when the learner develops phonic awareness:

3.4.2 recognises single consonants spelled with two letters (consonant diagraphs);

Assessment Standard 3.5: We know this when the learner reads for information and enjoyment:

3.5.4 reads a variety of texts for enjoyment such as magazines, comics, non-fiction books.

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 builds vocabulary and starts to spell words so that they can be read and understood by others:

4.5.3 uses homophones with increasing accuracy;

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 5.2: We know this when the learner uses language to think and reason:

5.2.1 understands and uses language for logic and reasoning (e.g. such as cause and effect).