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Summer Time - Question marks for questions

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Summer Time

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.

Granddad says Midge and the mice family must move house because another danger is lurking outside. Midge is invited to spend a weekend with the learners. They discuss what they are going to do and write about their plans. Midge replies with an account of his weekend.

There are two poems to read and to discuss, words to arrange alphabetically, crosswords to complete and picture writing to puzzle out.

  • Cursive writing: X, Z, C, G, S, E, L.
  • Phonics: “ar’, “are”, “ai” as in air, and “ear” words.

Library searches are done on owls and rodents and information ordered according to a spidergram.

Integration of themes

  • Social Justice

Midge helps learners to come to terms with differences in cultural and social habits.

  • A healthy environment

Just as Midge has to move house against his will, so learners have to adapt to a new environment. Learners discuss the reasons, the advantages and disadvantages of moving.

LEANER SECTION

Content

Question Marks for Questions, says Marco the Magician

Figure 1
Figure 1 (graphics1.png)
  • A QUESTION MARK is written at the end of a question.
  • Questions usually begin with words like:

how; where; when; which;

why; do; is; have.

  1. Discover which are sentences. End with a full stop.
  2. Which are questions? End with a question mark.
  3. Remember capital letters.
  4. Re-write these correctly:

1. when will the train from lordsville arrive

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Table 1
LO 4.6.2  

2. when i was seven i was in grade one

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3. do you know mandi is my cousin

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4. is your birthday in may

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5. why are you wearing a hat

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6. where does aunty bell live

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7. have you ever been to london

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8. tell me the story of cinderella

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Figure 2
Figure 2 (graphics2.png)
Table 2
LO 4.6.2  
  • Decorate the pattern.
Table 3
LO 4.7.1   LO 4.7.2  
  • See which "a" family word fits in which sentence.

1. What a lovely summer's ………………………………………………………..

2. A rabbit's nest is called a ……………………………………………………….

3. We met the ……………………………………………………. at the crossing.

4. Get off at the next ………………………………………………………………

5. I had to do my work over ………………………………………………………

6. I will ……………………………………………………………. you to school.

7. Colour the elephant…………………………………………………………….

8. Make his ………………………………………………………………. shorter.

9. If you ……………………………………………... the tree, the apples fall off.

10. ……………………………………………………….we are going to celebrate

my ………………………………………………………………………………………

  • Choose one and colour it:

Figure 3
Figure 3 (graphics3.png)

Table 4
LO 3.4.1   LO 4.5.6  

Assessment

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 consolidates phonic knowledge:

3.4.1 recognises that the same sound can be spelled in different ways;

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 spells words independently:

4.5.6 uses knowledge of phonics and spelling rules to fill in the correct word in a sentence;

Assessment Standard 4.6: We know this when the learner uses appropriate grammatical structures and writing conventions;

4.6.2 uses punctuation appropriately;

Assessment Standard 4.7: We know this when the learner writes legibly:

4.7.1 writes with ease and increasing speed as a result of frequent practice;

4.7.2 increases competence by completing a task in the time set.

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