2.9 Autumn in the forest – chapter 2

2. What did the daddies do?

3. Why did they cover the paths with pebbles?

4. What colours were the children’s party clothes?

5. How were Walter and Licky “dressed”?

6. Talk about the picture on page 1.

• Read and read again.
• Draw the pictures.

☻ Can you remember?

☻ Draw the pictures.

• Sound the words.
• Write the words.
• Draw the pictures.

• Listen.
• Read.
• Work out the riddle.

• What did they find in the berry bush?

Answer: ………………………………………………………………………………

• What did they find in the tree house?

Answer: ………………………………………………………………………………

Assessment

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 1.3: We know this when the learner listens with enjoyment to short stories, rhymes, poems and songs form a variety of cultures, and shows understanding;

1.3.6 answers open questions about the story;

Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.7: We know this when the learner tells a familiar short story that has a beginning, middle and ending, using pictures for support if necessary;

Assessment Standard 2.8: We know this when the learner contributes to class and group discussions:

2.8.1 by taking turns, asking questions and showing sensitivity to the rights and feelings of others.

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 3.3: We know this when the learner makes meaning of written text:

3.3.1 reads a story with the teacher and discusses the main idea;

Assessment Standard 3.4: We know this when the learner recognises letters and words and makes meaning of written text:

3.4.1 reads simple written materials (labels, stories, etc.) for different purposes;

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:

3.5.1 recognises and names letters of the alphabet;

3.5.4 understands the letter-sound relationships of most single consonants and short forms of vowels in words like ‘hat’ and ‘mat’;

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 4.1: We know this when the learner writes with increasing legibility:

4.1.1 manipulates writing tools like crayons and pencils effectively;

4.1.2 develops letter formation and handwriting skills, drawing patterns, tracing and copying words;

4.1.3 forms letters of the alphabet successfully.

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;

Learning Outcome 5: THINKING AND REASONING : The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.3: We know this when the learner uses language to investigate and explore:

5.3.4 solves picture and word puzzles.

Learning Outcome 6: LANGUAGE STRUCTURE AND USE : The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

Assessment Standard 6.1: We know this when the learner relates sounds to letters and words:

6.1.1 uses phonics to read and spell words.