4.1 Holiday fun - all the moves

English home language

Holiday fun

Educator section

Memorandum

To the educator

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.

Learners are introduced to this module by means of a poem called “Roller Coaster”. They create their own poem by following the careful instructions given.

Ways in which to spend holidays are explored through passages prepared for reading, discussion and writing activities.

• Phonics: The fairy e as it changes

Hat into hate

Robe into robe

Cub into cube

• Writing: Hh , Kk , Pp , Bb

Integration of themes

• A healthy Environment

Keep all public places litter-free.

• Human Rights and Social Justice

Respect one another – stand in queues, be polite, say thank you and please.

• Inclusivity

Funfairs and amusement parks should be made available to all.

Read the poem to the children and discuss it before they receive the written version. Ask questions to elicit the following information : main idea, details and sequence of the ride, feelings about the ride. Let them try to act out a roller coaster ride. Discuss their fairground experiences or exciting rides. Build up a word bank of "exciting" words. Let the children try to write their own poem/paragraph about an exciting ride.

Firstly let them write five “good” sentences about a ride.

The first line tells what is happening.

Second line tells what they are doing (e.g. hanging on for dear life!).

Third line tells what they are feeling ( excited or petrified).

Fourth line ends the ride.

Last line tells the feeling now (relief /disappointment, etc.).

Now let them re-write it as a short poem, where they use the "important" words.

For example:

I am riding on the swing aeroplanes. : Riding on the swings

I'm holding ever so tight . : Holding ever so tight

I'm so scared that the swing will fall off. : Scared of falling

I'm coming to a stop now : Slowing down and stopping

I'm so glad it's over. : Smiling that it's over.

As the children write they may want to include other things rather than follow the frame. They may also find that they alter the sentence for their poems. When the exercise is complete, let them compare the punctuation, i.e. the correct punctuation for sentences and the looser structure in their “poems”. Then let them read their simple poems to the class.