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    This collection is included inLens: Siyavula: Languages (Gr. R-3)
    By: Siyavula

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Summer Time - Rhyming

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.

Several positive attitudes are stressed in the poem and learners are given the opportunity to discuss these.

We read about the social dilemma Donald finds himself in. With problem solving techniques and strategies the learners help him to come to a decision.

Learners practise writing dialogues and their open diaries.

Learners begin to plan their stories, edit them and rewrite the final text.

Words are arranged alphabetically and riddles are read.

  • Writing: Learners practise cursive writing by copying short rhymes.
  • Phonics: Words with “g” as in gym, “c” as in city, and doubles such as “bb”, “tt”, “ff”, and “dd” are taught.

Integration of themes

  • Social Justice

Donald’s problems makes him realise his parents are there to help. Learners learn about such attitudes as loyalty, honesty and trust irrespective of who their friends are.

Donald shows them the correct social behaviour and positive attitudes which they must adopt.

LEANER SECTION

Content

  • Look again at the poem "Summer Time".
  • This poem has rhyming words at the end of some of the lines.
  • Rhyming words are words that sound the same.
  • Find the words that rhyme with the following words:

play

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away

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sand

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over

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sun

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  • Rhyming words do not have to have the same letters, e.g. rain can rhyme with pane.
  • Write as many rhyming words as you can for:

sun;

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grows;

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sand;

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sea;

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day;

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Table 1
LO 3.4.6  
  • Stories and poems also have DESCRIBING words. These are words that tell you more about something, e.g. the fat lady; the strict master; the lazy man, etc.
  • Divide into groups and think of as many words as you can to describe the following.
  • Use a dictionary to write the words correctly.

sea;

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waves;

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sandcastles;

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summer skies;

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shells;

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seagulls;

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holiday;

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Table 2
LO 3.5.4   LO 4.1.1  
LO 4.5.1   LO 4.5.3  

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:

3.4.6 recognises rhyming words;

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

3.5.4 develops vocabulary by using a dictionary and keeping a personal dictionary.

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 uses various pre-writing strategies to gather information and choose a topic;

Assessment Standard 4.5: We know this when the learner builds vocabulary and spells words independently:

4.5.1 varies vocabulary for interest and specific purposes;

4.5.3 builds word bank and personal dictionary.

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