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This collection is included inLens: Siyavula: Languages (Gr. R-3)
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Inside Collection (Course): English Home Language Grade 3

Course by: Siyavula Uploaders. E-mail the author

Summer Time - My Poem

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.

The poem “Wishes” lends itself to discussion on what the learners will wish for:

An opportunity is given for writing their own “wishing” poem.

Learners at this age are usually very interested in dinosaurs and they listen to the factual writing on different kinds of dinosaurs as the educator reads it. Pictures illustrating these dinosaurs are available for them to refer to.

They use the dictionary to find out the meaning of difficult words and write short paragraphs on the similarities and differences between different kinds of dinosaurs.

Module 8 contains detailed instructions on how learners are to complete a project.

The story of Thunder follows.

Thunder and Spiky his friend, have an adventure and fly off in time. The learners have a problem when Thunder and Spiky turn up and ask to be taken home.

Learners themselves write an ending to the story.

More proverbs are discussed and a reading game is included.

Phonics: Learners learn plurals of words ending in “ey” and “y” and words that end in “dge” and “tion”.

Integration of themes

A healthy environment

Learners find out how a healthy environment can support life but life becomes extinct when catastrophies occur.

Human rights

Thunder and Spiky have caring, protecting parents as should be the case for all children.

Social Justice

When the two dinosaurs have to be cared for, learners become sensitive to differences between their needs and those of the learners. In the same way people are different but in spite of their differences they should be treated with respect and their feelings taken into consideration.

LEANER SECTION

Content

For you to do (By yourself or in a group).
Write a "summer" poem; or a "holiday" poem or a "seaside" poem.
Use your list of describing words.
Use rhyming words if you can.
Give your poem a title. Draw the picture.
Read it to the class.

My Poem

…………………………………………………………………………………………..

…………………………………………………………………………………………..…………………………………………………………………………………………..

…………………………………………………………………………………………..

Table 1
LO 4.2.2		LO 4.2.3		LO 4.3.1

The "O" family

("o" pronounced o as in "no")

Read this story.
Underline all the words that have the "o" sound as in no.

Oh, Mr Bones, your nose is so long. It grows over your shoulder.

Different letters make up the "o" sound.
Write more words with these "o" sounds.

o as in no

o-e as in nose

ow as in grow

oe as in toe

ou as in shoulder

o: ……………………………………………….…………….

…………………………………………………………………...

o - e: ……………………………………………….…………

…………………………………………………………………...

ow: ……………………………………………….…………...

…………………………………………………………………...

oe: ……………………………………………….…………...

…………………………………………………………………...

ou: ……………………………………………….…………...

…………………………………………………………………...

Table 2
LO 3.4.3

Write sentences with two words out of each group

1. ………………………………………………………………………………………..

…………………………………………………………………………………………..

2. ………………………………………………………………………………………..

…………………………………………………………………………………………..

3. ………………………………………………………………………………………..

…………………………………………………………………………………………..

4. ………………………………………………………………………………………..

…………………………………………………………………………………………..

5. ………………………………………………………………………………………..

…………………………………………………………………………………………..

6. ………………………………………………………………………………………..

…………………………………………………………………………………………..

7. ………………………………………………………………………………………..

…………………………………………………………………………………………..

8. ………………………………………………………………………………………..

…………………………………………………………………………………………..

9. ………………………………………………………………………………………..

…………………………………………………………………………………………..

10. ……………………………………………………………………………………....

…………………………………………………………………………………………..

Table 3
LO 3.4.3

Fill in the missing words

1. I hurt my ………………………………………………………………………..

2. Baby is one year ………………………………………………………………..

3. Smell this ……………………………………………………………………….

4. I have to go out ……………………………………………………… I'd rather

stay ……………………………………………………………………………..

5. The thief ……………………………………………………………. the watch.

6. Mom said ………………………, I may not ………………………………….

7. I have a ………………………………………………………………….. chain.

8. The wind will not ………………………………………………………. today.

9. The ………………………………………………………… lives underground.

10. I will ………………………………………………………… my hair down to

my ………………………………………………………………………………

Table 4
LO 3.4.3		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:

3.4.3 recognises some more vowel sounds spelled with two letters (vowel diagraphs);

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 4.2: We know this when the learner drafts a piece of writing for different purposes;

4.2.2 writes a selection of short texts for different purposes;

4.2.3 where appropriate, writes a title that reflects the content;

Assessment Standard 4.3: We know this when the learner revises own writing:

4.3.1 discusses own and others’ writing to get or give feedback;

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.

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Definition of a lens

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This work is licensed by Siyavula Uploaders under a Creative Commons Attribution License (CC-BY 3.0), and is an Open Educational Resource.

Last edited by Siyavula Uploaders on May 28, 2009 7:32 am -0500.

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Summer Time - My Poem

ENGLISH HOME LANGUAGE

Summer Time

EDUCATOR SECTION

Memorandum

Time scheduled for the modules 1 to 8

Integration of themes

LEANER SECTION

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My Poem

Assessment

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