1.3 Chapter 2: the tree house 02  (Page 2/2)

Body parts are discussed and educators can assess the learners’ auditory perception, spatial orientation and sequencing skills.

Learners read and illustrate the sentences, poems and rhymes and are taught the writing patterns and the corresponding letters viz. v , w , n , and m .

These sounds are also taught.

Integration of themes

• A Healthy environment

The Wops family live in the forest, have no amenities like electricity and spacious homes.

They live a life dependant on nature; fruit and berries, etc. They therefore look after their habitat. We should follow their example and care for our environment.

• Social Justice

Although the Wops have no earthly riches they are warm, friendly and helpful. People do not have to be rich to gain our friendship. Be sensitive towards people who have different cultures and who lead different kinds of lives.

• Human rights

Everyone has the right to have shelter and food. Children should be cared for by their parents.

Educator questions the learners.

• It is important for them to memorise the way to Willy's house in correct sequence, as the next activity for them to do is to place the pictures in the right order.
• The learners use their completed pages to re-tell the way to the Wops.
• Phonics

Steps to be followed when teaching individual sounds W, V, M, N

1. Listen for the sound in a sentence, e.g. Willy Wop wades in the water with Wilbert and Wallace.

2. Identify which sound they heard the most frequently.

3. Show them what the sound looks like, e.g. “w” as in Willy.

4. Identify other "w" words.

5. Discriminate between "w' and other sounds by clapping when they hear the w sound, e.g. read a series of words like wool, wall, coat, water, and river.

6. Introduce all sounds in this way.

• Certain pages contain more words to extend their vocabulary. These pages will form their first dictionary. When all the sounds have been learnt, the pages can be stapled together to make a book. New words can be written on the back. Their dictionaries can be referred to when they begin to write their own sentences and stories.

Games to play: -

• Have objects beginning with the same sound hidden in a bag. Learners take turns to choose an object, say what it is and what does it begin with.
• Play "I spy with my little eye".

Leaner section

Content

• I can read and draw.

Walter the warthog helps Daddy.

Sam plays in the water.

Terry picks berries.

Licky runs up the tree.

• I can draw all these things that begin with a…

• Do the movements.
• Complete the patterns.
• Decorate the patterns.

Assessment

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 1.6: We know this when the learner l develops phonic awareness:

1.6.1 distinguishes between different phonemes, especially at the beginning of words.

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 recognises letters and words and makes meaning of written text:

3.4.1 reads simple written materials for different purposes;

Assessment Standard 3.5: We know this when the learner develops phonic awareness:

3.5.1 recognises and names letters of the alphabet;

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 writes with increasing legibility:

4.1.1 manipulates writing tools like crayons and pencils effectively;

4.1.2 develops letter formation and handwriting skills, drawing patterns, tracing and copying words.