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English home language

The wops are here

Educator section

Memorandum

Introduction

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.

Critical and developmental outcomes (CO): Module 1 Module 2 Module 3 Module 4
The learners must be able to:
1.
  • identify and solve problems and make decisions using critical and creative thinking;
9, 13, 14, 15, 20, 21. 7, 12, 17, 21. 14, 22, 30.
2.
  • work effectively with others as members of a team, group, organisation and community;
2, 3, 4, 8, 15, 18, 25, 35. 5, 18, 20. 1, 12, 21, 32, 33.
3.
  • organise and manage themselves and their activities responsibly and effectively;
12, 13, 2, 26, 27, 37. 2, 7, 9, 11, 25. 6, 7, 8, 15.
4.
  • collect, analyse, organise and critically evaluate information;
19. 14, 20.
5.
  • communicate effectively using visual, symbolic and/or language skills in various modes;
7, 9, 12, 16, 17 14. 1, 3, 8, 9.
6.
  • use science and technology effectively and critically showing responsibility towards the environment and the health of others;
19. 3,20.
7.
  • demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation;
15, 19, 21, 29, 34. 30.
8.
  • reflect on and explore a variety of strategies to learn more effectively;
14, 15, 31. 2, 5, 7, 13, 14, 15, 29. 22, 27, 28, 29.
9.
  • participate as responsible citizens in the life of local, national, and global communities;
10.
  • be culturally and aesthetically sensitive across a range of social contexts;
1, 19 E-8
11.
  • explore education and career opportunities; and
12.
  • develop entrepreneurial opportunities.

OVERVIEW MODULE 2: Willy’s birthday picnic

In this module Willy identifies with the learner as he celebrates his birthday. Different rituals are involved making learners sensitive to the variety of cultural and social behaviours in our country.

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Source:  OpenStax, English home language grade 1. OpenStax CNX. Sep 22, 2009 Download for free at http://cnx.org/content/col11115/1.1
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