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Educator’s Page
Using progress reports and profiles of the learners in Grade 1, the Grade 2 educator can assess the ability of each learner in the class.
The Grade 2 educator also needs to know which work has been covered in Grade 1 so that she can revise, consolidate and re-teach where necessary, before proceeding to the Grade 2 phonics, writing, reading etc. Make sure the learners understand the written instructions on each page. The learners furthermore need to know where and when to go for help when doing written work e.g. finding out how to spell a word etc.
The slower learners need continual support whereas the fast learners can be given additional work based on the activities for further stimulation.
TIME SCHEDULE FOR THE MODULES 1 – 7
All learners should complete all seven modules during the year. Allow them to progress at their own speed covering ± one and a half modules per term.
In this module learners read and listen to stories portraying the relationships within families. Feelings are discussed and decisions are made.
Vowels learnt in Grade 1 are revised and word building using these are practised.
Using the letter “ y ’ as a vowel, is introduced and learners are made aware of the different phonetic sounds of the letter “ y ’.
Learners practise those letters which they do incorrectly and the educator re-teaches these.
integration of themes
Discuss whether foxes contribute to a healthy environment or not? Give reasons for farmers wanting to eliminate them.
All family members have rights and each one needs to be respected in the home.
social justice
Compare living conditions, rules etc. in the story of ‘Anati’ to their own. What are the similarities and differences?
What are Anati and her family deprived of? Why? Discuss what can be done to resolve the issues.
The story can be used in the beginning of the year to get to know the learners and for the learners to get to know each other. A class discussion will get the ideas going and can serve to build up vocabulary that they might need to make their sentences. It also serves to sensitise you to any difficult family situations.
(Class discussions fulfil LO 2 : contributions to discussions and taking turns)
Encourage the learners to sound out and break up words, e.g. fam-i-ly; to-ge- ther. They can also read this for assessment purposes.
The following story has many three-letter blends and can serve as an early assessment tool. Follow-up the story of Bob the fox with revision of the single sounds and vowels. The learners can also make up their own sentences using words from the phonic games (p. E-3) and write them on folio.
Use these words in writing lessons to reinforce the spelling patterns. If the learners have not done capital letters in Grade 1, the correct letter formation must be taught this year as well as reinforcing correct formation of lower case. The correct formation is enclosed, as well as recommended sequence for upper case. A formal writing lesson can be included on folio as often as is necessary for your class. Bear in mind that some activities will lend themselves to writing practice, e.g. revision of phonic blends or re-writing their story (last activity in this module).
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