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 this module by means of a poem called “Roller Coaster”. They create their own poem by following the careful instructions given.

Ways in which to spend holidays are explored through passages prepared for reading, discussion and writing activities.

Hat into hate

Robe into robe

Cub into cube

Keep all public places litter-free.

Respect one another – stand in queues, be polite, say thank you and please.

Funfairs and amusement parks should be made available to all.

Read the poem to the children and discuss it before they receive the written version. Ask questions to elicit the following information : main idea, details and sequence of the ride, feelings about the ride. Let them try to act out a roller coaster ride. Discuss their fairground experiences or exciting rides. Build up a word bank of "exciting" words. Let the children try to write their own poem/paragraph about an exciting ride.

Firstly let them write five “good” sentences about a ride.

The first line tells what is happening.

Second line tells what they are doing (e.g. hanging on for dear life!).

Third line tells what they are feeling ( excited or petrified).

Fourth line ends the ride.

Last line tells the feeling now (relief /disappointment, etc.).

Now let them re-write it as a short poem, where they use the "important" words.

For example:

I am riding on the swing aeroplanes. : Riding on the swings

I'm holding ever so tight . : Holding ever so tight

I'm so scared that the swing will fall off. : Scared of falling

I'm coming to a stop now : Slowing down and stopping

I'm so glad it's over. : Smiling that it's over.

As the children write they may want to include other things rather than follow the frame. They may also find that they alter the sentence for their poems. When the exercise is complete, let them compare the punctuation, i.e. the correct punctuation for sentences and the looser structure in their “poems”. Then let them read their simple poems to the class.

Wheeeeeee

Whoooooosh

Up and down

I can't wait to go on the roller coaster!

It starts off slow

The wheels barely turning

And chugs up that first steep hill

It pauses at the very crest until

Whoooosh

Down it swoops

And leaves your tummy at the top!

But it doesn't stop there

It's still speeding on - around and around

In screeching circles

Oh will it never stop?

Figure 1

A quiet stretch

On the straight and getting ready

Loop the loop is next!

Shriek and scream

Upside down!!!!! And then the right way up!

One last gentle corner and the car comes to a halt.

I'll have no voice left from all that screaming

My heart will beat like a drum

But I can't wait to ride on the roller coaster!

" I'm so glad we're on holiday," said Greg. " I'm going to ride my bike every day."

" I'm going to stay with my gran," said Luke.

" I don't like going away. I miss my friends. When are you going?" said Greg.

" Only on Monday. So we can still play together this weekend. Did you see that there is a fun fair at the high school? My mom says she will take us."

" Great!" Greg shouted. " I'll ask my mom right away."

Figure 2

That afternoon the two boys went to the funfair.

"I want to go on the Dodgem cars first." Greg was very excited.

" Right, " said Luke. "Then I want to go on that thing with spider arms."

" What's that called?" asked Greg.

" I don't know, but it looks fun!"

The boys had a wonderful time. They went on the Roaring Rocket, the Octopus, the Whirly Girly and the giant Ferris Wheel. They went to the game stalls. They shot balloons and threw balls at targets. They ate popcorn and ice cream. At last, Luke's mom said that she had spent all her money and they set off for home.

That night Luke and Greg were so tired that they fell asleep straight after supper!

1. Do you think that the boys go to school? Say why.

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2. Where did they go that afternoon?

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3. What rides did they go on?

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4. What do you think a Whirly Girly is? Draw what you think.

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Figure 3

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Learning Outcome 1:LISTENING: The learner is able to listen for information and enjoyment and respond appropriately and critically in a wide 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:

1.3.5 answers questions about the oral text;

Assessment Standard 3.2: We know this when the learner reads a story on own or with the teacher and

3.2.1 identifies key details;

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

3.3.4 uses self-correcting strategies e.g. re-reading. pausing, practising a word before saying it aloud;

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 4.6: We know this when the learner writes so that others can understand, using appropriate grammatical structures and writing conventions;

4.6.6 uses some informational text structures.