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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
Schools have rules and learners should obey these. Learners who disobey the rules must know they will be punished.
Bobtail dragged his bag behind him.
“Hurry up,” said Hopper.
“Hurry up,” said Flopper.
“Hurry up,” said Mop, “we’ll be late for school.
“I’m tired,” said Bobtail.
Miss Bun-Bun rang the bell.
“Come, little Bunnies, come, come, come!” she said.
| LO 2.6 | LO 3.1.5 | LO 3.4.8 |
“Sit on your chairs.
Take out your books.
Take out your pencils.
Take out your rulers.
Take out your crayons.
Take out your rubbers,” said Miss Bun-Bun.
But Bobtail was tired, very tired.
“Now,” said Miss Bun-Bun,
add your numbers, 3 + 1 =
spell your words, c - a - t
read your books,
and write your stories.”
| LO 3.2.3 | LO 6.3 |
| LO 3.4.8 |
“I can add my numbers,” said Hopper.
“I can spell my words,” said Flopper.
“I can read my book,” said Mop.
“We can write our stories,” said all the little bunnies.
But Bobtail was tired, very tired.
Miss Bun-Bun rang the bell.
“Come, little Bunnies, come, come, come!” she said
“Now you can have your lunch.
now you can play with your friends.”
So Hopper played with his friends.
And Flopper played with his friends.
And Mop played with his friends.
All the little Bunnies played with their friends.
But Bobtail was fast asleep!
He was tired, very tired.
| LO 1.1.8 | LO 3.1.5 | LO .2.5 | LO 6.3 |
Miss Bun-Bun rang the bell again.
“Come little Bunnies, come, come, come!” she said.
“Now you can go home.
“Goodbye, little Bunnies!”
“Goodbye, Miss Bun-Bun,” said all the little bunnies.
But Bobtail was fast asleep!
He was tired, very tired.
Hopper went home.
Flopper went home.
Mop went home.
All the little bunnies went home.
Bobtail stayed with Miss Bun-Bun.
He had to add his numbers.
He had to spell his words.
He had to read his book.
He had to write his story.
| LO 3.1.5 | LO 3.2.4 | LO 6.3 |
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:
1.1.8 shows understanding of recounts by recalling the events in;
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 drawing or picture;
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;
3.2.4 answers short questions about the story;
Assessment Standard 3.4: We know this when the learner develops phonic awareness:
3.4.8 recognises on sight an increasing number of high-frequency 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 6.3: We know this when the learner understands and uses some modals.
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