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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.
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.
The different stories of heroes initiate interesting activities for the learners. The term “hero” is discussed and different “heroes” are discussed.
Opportunity is given for research from newspapers and their imagination is stimulated as they create, describe and illustrate their own heroes.
ea as in leaf
ea as in bread
ea as in ear
ea as in pear
oi and oy
integration of themes
DISCUSS
Read the poem to introduce the idea of superheroes.
Most children are more aware of superheroes from film and television. Let them draw a picture of their favourite superhero or create their own. They must give their hero special powers and remember to draw a character that looks as if he can do what they propose. For example, if he is strong then he must have big muscles, etc. Then let them write a description of the hero and what he does with his special powers. Build a word bank of words suitable to describe face and body. Encourage the children to use adjectives for the different body parts.
Did you see that flash which passed you by?
Did something suddenly catch your eye?
It wasn’t a bird or even a gnat
It was quite simply The Fantastic Brat.
Wherever crime lurks or danger is near
In supersonic clothing, she’ll suddenly appear
With X-ray vision, her sight’s incredible
Seeing through walls as if they’re invisible
She can hear a whisper, spoken in America
Her sense of smell is even better.
She has super powers to help those in trouble.
Any poor soul – she’s there on the double!
Helping little Jenny when she lost her purse
Cracking down on criminals who’ve gone from bad to worse.
So if you need help or trouble’s where you’re at
There’s only one name to remember and that’s Fantastic Brat!
| LO 1.3 | LO 2.5 | LO 4.1.1 | LO 4.6 |
Ea as in leaf and ea as in head
meat, bread, leaf, bead, lead, read.
 |
| LO 3.4.1 | LO 3.3.3 |
When r comes after ea the sound changes:
hear, ear, year, fear, rear.
1. I use my ......................................................... to ................................................
2. Next ........................................................................... we will be in grade three.
3. The back of the car is the ....................................................................................
4. When I am afraid, I am full of .............................................................................
pear, wear.
| LO 3.3.3 | LO 3.4.1 |
Oi and oy
 |
| LO 3.4.1 | LO 4.5.2 | LO 6.2.1 |
1. The bomb will destroy / destroi ..........................................................................
the town.
2. I get cross when my mom spoils / spoyls ............................................................
my sister.
3. When I am cross, I am annoyed / annoyed ..........................................................
4. Troy / Troi ...................................................... was the name of an ancient city.
5. I think friends should be loyal / loial ...................................................................
| LO 3.4.1 | LO 3.4.8 |
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 stories, poems, songs and other oral texts 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 2.5: 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 3.4: We know this when the learner develops phonic awareness:
3.4.1 recognises that the same sound can be spelled in different ways;
3.4.8 recognises an increasing number of high-frequency sight words;
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 uses pre-writing strategies to initiate writing:
4.1.1 participates in group brainstorming activities to get ideas for writing;
Assessment Standard 4.5: We know this when the learner builds vocabulary and spells words independently:
4.5.2 experiments with and manipulates words from stories, reading, media, jokes, oral language of friends and others;
Assessment Standard 4.6: We know this when the learner uses appropriate grammatical structures and writing conventions;
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:
6.2.1 spells familiar words correctly.
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Last edited by Siyavula Uploaders on May 27, 2009 8:29 am -0500.