2.9 Bobtail part 2 - 05

English first additional language

Bobtail part 2

Educator section

Memorandum

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.

The escapades of Bobtail are continued in familiar surroundings for learners, namely, in school. New verbs are introduced naturally and learners illustrate the parts of the story.

Jumbled sentences are transcribed correctly and read back to the educator.

All the rhymes, poems, stories and activities use high frequency words for learners to recognise.

Integration of themes

• Social Justice

Schools have rules and learners should obey these. Learners who disobey the rules must know they will be punished.

• A healthy environment

Learners discuss how they can keep their environment at school healthy.

Leaner section

Content

• Say their names.

• Write “p” or “r” or “f” under each picture.

• Say their names.

A game to play

• Play with a friend.
• Take turns to say the name of something you can see.
• If you can find the word you can mark it with a √ or a X.

• Your friend can mark his words with a “X”.
• At the end of the game count the “√” and the “X”.
• Who won?

My dictionary page

• I can read these sight words.
• Keep this page in your file.

• Choose one and colour it:

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 1.1: We know this when the learner shows understanding of simple stories:

1.1.5 answers simple, literal yes/no and open questions with short answers;

Assessment Standard 1.4: We know this when the learner develops phonic awareness:

1.4.1 distinguishes between different sounds that are important for reading and writing;

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

Assessment Standard 2.2: We know this when the learner memorises and performs songs, action rhymes and simple poem;

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

3.4.2 understands the letter-sound relationships of most single consonants and short forms of vowels in words;

3.4.3 segments simple words with single initial consonants and short vowels;

Learning Outcome 5: THINKING AND REASONING : The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.5: We know this when the learner keeps a personal dictionary.