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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.
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.
Hat into hate
Robe into robe
Cub into cube
Keep all public places litter-free.
Respect one another – stand in queues, be polite, say thank you and please.
Introduce 'fairy e', and explain how the sound changes when 'e' is added e.g. hat - hate. cub - cube. rob - robe, etc.
Give sentences where the word is used and let the learners re-write the sentence choosing the correct word.
For example:
I wear a hat/hate on my head.
I hat/hate eating cabbage.
Build lists of words for the learners to practise.
The following instructions build a lotto game for the learners to play and practise 'fairy e' sounds.
LO 3.4.9
Give the learners an A4 sheet of paper and give the following instructions. Warn them that you will give the instruction and then you will repeat it only once more, so they must listen very carefully.
You could also demonstrate the folding.
Fold the paper in half lengthwise, like this. Rule a line over the fold mark.
Using your ruler, measure 10 cm from the top of the page and make a mark on the left hand side of the page and again on the right hand side. Rule across the page on the 10 cm marks.
Turn the page around and repeat the instruction. Your page should now have six blocks.
LO 1.1
When the children have finished, the sheet may be used for a game of lotto. Read some of the words from your list of “fairy e” words. The children must write them in the block so that they have the same sound as the picture in the block, e.g. ‘hate’ will be in the block where the cake has been drawn. The children should all have a different sound in their sixth block. When you have called enough words to have two in each block, call out some of the sounds you have learnt earlier in the year. If someone has a matching sound, they have won the game.
Rainy day games:
Ask the children what games they play when they have to be indoors.
If any of them have board games, ask them to bring them to school. Let them have a session where they play with the games. They can teach each other how to play. Walk around the groups and listen to the instructions and help to clarify where necessary.
In a class discussion, work out a format for telling someone how to play a game.
For example:
1. Object of the game
2. Procedure
3. Rules and penalties
4. Scoring
Let each learner choose a game. As a class, follow your format and explain how it is played - use bullet points. The learners can then use these as notes to 'teach' a partner how to play the game. Use the following sheet as a guide to the process.
LO 1.3.4 LO 2.1
| LO 4.7 |
| LO 4.7 |
| LO 4.7 |
| LO 4.7 |
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 4.7: We know this when the learner writes with increasing legibility.
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