In Grade 2 the learners will build new experiences in the additional language on those learnt in Grade 1 as well as those learnt in their Home Language. They will continue to need many listening and speaking opportunities so as to develop their reading and writing skills in Grade 2.

A wide vocabulary is very important. The ICS modules for Grade 2 provide opportunities for the revision of Grade 1 vocabulary and they gradually introduce and consolidate new vocabulary by means of poems, rhymes, stories, riddles and jokes and games to play.

Learners are encouraged to answer questions, and to take part in discussions and conversations on familiar topics.

The attention is drawn to the sounds of letters in the additional language and learners discover that some letters sound the same as in their home language whereas others differ.

Although the educator will attend to correct pronunciation at this stage, learners should always be encouraged to speak the additional language without feeling incompetent and self-conscious.

By keeping the dictionary pages at the end of each module in a file, learners can revise the vocabulary and use these lists as a personal dictionary to which they can refer when completing or writing sentences and stories.

Time scheduled for the modules 1 to 8

It is suggested that the average learners complete all eight modules during the year, completing ± two modules per term.

The slower learners will proceed at their own pace while the quick learners can be given more tasks if necessary.

All learners in Grade 2 should be exposed to all the listening, speaking and reading activities in these eight modules to ensure that progression occurs throughout.

Cas is one of many creatures living in the hedge around Farmer Brown’s farm. The characteristics of chameleons and the dangers which they must confront are described in the stories and poem to be listened to and read.

More nursery rhymes, riddles and phonic exercises are included.

This module reflects on a variety of creatures living in the hedge around Farmer Brown’s farm.

It’s breakfast time on the farm. the farm animals are waiting for their food and the hedge becomes alive with creepy crawlies looking for something to eat. Survival is of all importance as predators look for an easy prey.

Learners complete a graph on what their favourite breakfast food consists of.

Integration of themes

Each creature in the hedge has a home as everybody is entitled to a place they can call home.

Keeping their environment clean and safe.

Aunt Nel came out to the farmyard.

The ducks and the ducklings quacked for their bread crumbs.

The big, black, lazy dog barked for his pellets.

And the big, grey cat mewed for its saucer of fresh milk.

The little birds chirped in the trees and flew off to the hedge to find a nice fat caterpillar for their breakfast.

Figure 1

1. .......................................................................... shone on the beautiful flowers.

2. Farmer Brown came out to ..................................................................................

3. It was breakfast time ............................................................................................

4. The ducks quacked for ........................................................................................

5. The dog barked for ..............................................................................................

6. The cat mewed for ...............................................................................................

The dry leaves and sticks on the ground under the hedge began to stir.

Out crept creepy crawlies of every kind.

Figure 2

Big bugs and little bugs crawled out.

Figure 3

Beetles with red spots and beetles with yellow stripes crawled out.

Figure 4

Lizards with scales and lizards with long tongues scuttled out.

Figure 5

Brown rats and grey rats and tiny field mice scuttled out.

They all crawled out of their homes from under the dry leaves and the sticks lying on the ground under the hedge.

It was breakfast time in the hedge.

Phonics

• Listen to these words.
• Read them and listen to the sound that you can hear first.

uncle, umbrella, under, up

• Say the sound again: “u” as in umbrella.
• Sound these words with “u” in the middle.

Table 4

sunrunfunbun

cutbutnuthut

cuppupup

• Use these words in sentences.
• Draw the pictures.

Figure 6

sun

Figure 7

cup

Figure 8

bun

Table 5

LO 2.6

LO 3.4.2

LO 3.4.4

• Listen, read and draw.
• Tell your teacher which creepy crawlies lived under the stones.

The big stones and the little stones on the ground under the hedge began to stir. Out crept more creepy crawlies of every kind.

Figure 9

Snails peeped out of their shells and walked slowly, ever so slowly.Their slimy feet left a silver trail behind them.

Figure 10

Scorpions held their tails with stings high up in the air.They scurried off as fast as they could.

Figure 11

Spiders with long, thin legs scurried out from under the stones.They ran as fast as they could. They ran up the stems to spin their webs of silk.

Table 6

LO 3.1.5

LO 3.2.3

LO 6.4

LO 6.5

Phonics

• Listen to these words.
• Read them and listen to the sound that you can hear at the end.

my, try, fry, cry, sky, fly

• Say the sound again: “y” as at the end of my.
• Sound these words with “y” as at the end of my.

my, fry, sky, try, cry, fly

• Read and draw.

Figure 12

The sun is in the sky.

Figure 13

Run to the pup.

Figure 14

Try and eat this bun.

Table 7

LO 1.3

LO 2.5

LO 3.4.4

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 understands short, simple stories:

1.1.8 shows understanding of recounts by recalling the events in sequence;

Assessment Standard 1.3: We know this when the learner shows understanding of a short sequence of instructions;

Assessment Standard 1.5: We know this when the learner shows respect for classmates by giving them a chance to speak, listening to them and encouraging their attempts to speak their additional language;

Learning Outcome 2:SPEAKING: The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.5: We know this when the learner talks about a picture or drawings;

Assessment Standard 2.6: We know this when the learner attends to pronunciation as part of reading;

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 3.1: We know this when the learner uses pictures to understand written texts:

3.1.5 draws a picture to illustrate a sentence;

Assessment Standard 3.2: We know this when the learner begins to make meaning of written text by reading with the teacher:

3.2.3 points to the correct word when it is being read;

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

3.4.2 answers short questions about the story;

3.4.4 groups common words into word families;

3.4.8 recognises on sight an increasing number of high-frequency words;

Assessment Standard 3.5: We know this when the learner reads fiction and non-fiction books at an appropriate level 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 4.3: completes sentences by filling in missing words;

Learning Outcome 6:GRAMMAR AND VOCABULARY: The learner knows and is able to use the sounds, vocabulary and grammar of the language to create and interpret texts.

Assessment Standard 6.4: We know this when the learner understands and uses some adjectives;

Assessment Standard 6.5: We know this when the learner modifies adjectives and adverbs.