4.14 Pleased to meet you! word building 04

English home language

Pleased to meet you!

Educator section

Memorandum

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.

In this last module the learners visit Willy in the forest. Much discussion will take place when learners decide.

They will spend time with the Wops in the forest.

• Phonics: Words with sh , ch and ck are learnt.
• Writing in narrow lines is continued.

Integration of themes

The learners visit the forest and come into contact with the Wops and the Toobies who live different lives. They are made aware of different cultures who have the right to be respected. Social Justice living so close to nature, the Wops teach the learners how to care for the environment .

For the Educator:

In module 8 the learners go on an imaginary visit to Willy Wop and his friends in the forest.

Learners write their own stories. These can be stapled together in a book and the learners can read them to the class. They can be encouraged to identify their mistakes and to correct these. They can make use of their “Dictionary and Vocabulary Pages” which they have kept in their files. Stories are still written on blank paper.

In this module the last of the letters in this ruling is introduced and practised.

Learners should be encouraged to read a wide variety of easy readers - non-fiction as well as fiction. They should be encouraged to visit the library regularly.

Read or tell the class the story of “Snow White” (LO 1.3). Snow White also went into a forest and visited the seven dwarfs.

Discuss the characters in the story and ask the learners to retell the story. (LO 2.7).

Learners can act out the story (LO 2.3).

In an Art class they can paint a picture of the forest, the creatures in the forest and the characters in the story.

When they know the story, they can read the abridged version on the next page.

Leaner section

Content

• These words end in th as in moth.
• Sound the word.
• Write the word.

• Complete the sentences.

1. My …………………………………………………………………….. fell out.

2. A …………………………………………………………………… has wings.

3. Come ………………………………………………………………………. me.

4. Pick up the …………………………………………………………………….

• Write the words for these pictures.

Dictionary page

• Read the words.
• Use them in your stories.
• Keep this page in your file.

• Choose one to colour.

Assessment

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 recognises letters and words and makes meaning of written text:

3.4.3 uses phonic and word recognition skills to decode new or unfamiliar words in context (e.g. visual cues like shape of word and letter patterns, picture clues, context clues, and letter-sound relationships);

Assessment Standard 3.5: We know this when the learner develops phonic awareness:

3.5.9 recognises common consonant diagraphs (single sounds spelt with two letters) at the beginning and end of words (e.g. sh, th, ch);

Learning Outcome 4: WRITING : The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.3: We know this when the learner writes for different purposes:

4.3.2 writes simple labels or captions for drawings.

Assessment Standard 4.6: We know this when the learner begins to build vocabulary and starts to spell words so that they can be read and understood by others:

4.6.1 writes words that represent familiar people, places and things;

4.6.3 attempts to spell unfamiliar words using knowledge of phonics;

4.6.4 builds own word bank and personal dictionary.