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.

Learners are introduced to space, the moon, plants, astronauts etc. Creativity is developed by means of a story and the learners respond by writing a series of fictional paragraphs.

Non-fiction passages supply the knowledge presented about space at this stage.

Discuss attitudes towards people / living beings of other cultures and origins. How are we the same / different?

The moon revolves around the Earth. It takes 28 days to travel around the Earth. We cannot see the moon by day because of the brightness of the sun, but sometimes we are able to see it. The Earth is six times bigger than the moon.

There is no water or air on the moon. The astronauts who travel there in their spacecraft, have to wear spacesuits when they walk on the moon. They carry air tanks just like divers who go underwater. Because the gravity is not so strong on the moon, the astronauts are lighter and have to wear heavy shoes to keep them firmly on the surface of the moon. Because there is no air or water, there cannot be wind or rain and nothing can grow on the moon. The footprints from the astronauts who have walked on the moon will always remain there.

Introduce the ay and ai sounds. Build up lists of words with these sounds. Explain that ay usually occurs at the end of a word.

LO 1.3.2

The man in the moon came tumbling down

To ask the way to Norwich

He went by the south and burnt his mouth

By eating cold plum porridge.

(Pronounce Norwich so as to rhyme with porridge)

ar and or

Harm, tar, start, carve, card.

Figure 2

1. The _ _phan has no parents.

2. The Knave of Hearts ate the t_ _ts.

3. I play sp_ _t after school.

4. Sm_ _ties are my favourite sweet.

5. I will use my t_ _ch to see in the d_ _k.

Can you spot the odd one out?

Art, part, heart, start.

Why doesn’t it fit in? They all sound the same!

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 1.1: We know this when the learner listens attentively for a longer period (with extended concentration span) and responds to an extended sequence of instructions;

Assessment Standard 1.2: We know this when the learner demonstrates appropriate listening behaviour by showing respect for the speaker, taking turns to speak, asking questions for clarification, and commenting on what has been heard, if appropriate;

Assessment Standard 1.3: We know this when the learner songs and other oral texts and shows understanding:

1.3.4 communicates back a sequence of events or ideas in the oral text;

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 contributes to class and group discussions:

2.4.2 takes turns and asks relevant questions;

2.4.3 suggests and elaborates ideas;

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 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 the text;

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

3.4.1 recognises vowel sounds spelled with two letters;

3.4.6 recognises known rhymes;

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

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

4.5.1 experiments with words drawn from own language experiences;

Assessment Standard 4.8: We know this when the learner writes captions for pictures.:

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

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

5.3.3 uses knowledge about variety of text sources to choose relevant materials, and is able to give reasons for the choice;

5.3.4 uses simple strategies for getting and recording information (e.g. library search with help of adult or older learner).