4.2 Hello, willy! - what does willy like?  (Page 2/2)

What does willy like?

Willy likes our food.

He eats his dinner with a teaspoon.

He baths in a small tub.

I bath in the big bath.

Willy likes to watch television.

There is no television in the forest.

Willy is my friend. I like Willy and he likes me.

• Draw the picture.

• Write these words carefully. Draw the pictures.

Word building

• Build these words with ee in the middle as in trees.
• Write the words.
• Draw the pictures.

• Listen to the story.
• Read the story.
• Read it again to a friend.

Where is willy?

Where is Willy?

We cannot find Willy.

Has he run away?

Willy! Willy! Where are you?

We have looked everywhere!

- under the bed,

- behind the cupboard,

- up the tree,

- in Bobo’s kennel.

Where can he be?

• Where do you think Willy is?
• Draw a picture to show where you think he is.

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 from a variety of cultures, and shows understanding:

1.3.4 draws a picture of the story, and writes a few words about it;

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

Assessment Standard 2.4: We know this when the learner uses language imaginatively for fun and fantasy;

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:

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 identifies the details;

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 for different purposes;

3.4.3 uses phonic and word recognition skills to decode new or unfamiliar words in context;

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

3.5.6 groups common words into word families;

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;

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:

4.6.3 attempts to spell unfamiliar words using knowledge of phonics;

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.