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In Grade 2 the learners will build new experiences in the additional language on those learnt in Grade 1 as well as those learnt in their Home Language. They will continue to need many listening and speaking opportunities so as to develop their reading and writing skills in Grade 2.
A wide vocabulary is very important. The ICS modules for Grade 2 provide opportunities for the revision of Grade 1 vocabulary and they gradually introduce and consolidate new vocabulary by means of poems, rhymes, stories, riddles and jokes and games to play.
Learners are encouraged to answer questions, and to take part in discussions and conversations on familiar topics.
The attention is drawn to the sounds of letters in the additional language and learners discover that some letters sound the same as in their home language whereas others differ.
Although the educator will attend to correct pronunciation at this stage, learners should always be encouraged to speak the additional language without feeling incompetent and self-conscious.
By keeping the dictionary pages at the end of each module in a file, learners can revise the vocabulary and use these lists as a personal dictionary to which they can refer when completing or writing sentences and stories.
Time scheduled for the modules 1 to 8
It is suggested that the average learners complete all eight modules during the year, completing ± two modules per term.
The slower learners will proceed at their own pace while the quick learners can be given more tasks if necessary.
All learners in Grade 2 should be exposed to all the listening, speaking and reading activities in these eight modules to ensure that progression occurs throughout.
The escapades of Bobtail are continued in familiar surroundings for learners, namely, in school. New verbs are introduced naturally and learners illustrate the parts of the story.
Jumbled sentences are transcribed correctly and read back to the educator.
All the rhymes, poems, stories and activities use high frequency words for learners to recognise.
Integration of themes
Schools have rules and learners should obey these. Learners who disobey the rules must know they will be punished.
Learners discuss how they can keep their environment at school healthy.
Off to schoolI’m off to school
and everything’s packed.
I have all my tools
in my bag on my back.
There are pencils for writing
and crayons for drawing,
a ruler for linesand counting in nines.
I’ll have many friends
they’ll all play with me.
We’ll hop and we’ll skip
just watch me and see!
G.J.M.
1. The children are going on a picnic.
2. They put their things in their bags.
3. They packed their pencils, crayons and rulers.
| LO 1.1.5 | LO 2.2 |
“Wake up, Bobtail!” called Mummy Bunny
“You must go to school
Hopper is going to school,
Flopper is going to school,
Mop is going to school
and you must go to school!”
Bobtail was tired.
He was very tired.
He crawled out of bed.
He got dressed.
He washed his face.
He brushed his teeth.
He cleaned his nails.
He ate his carrot.
He drank his water.
But – he was still very tired.
“Goodbye,” said Mummy Bunny.
“Goodbye,” said her four little bunnies.
| LO 3.1.4 | LO 3.2.3 |
He ate his carrot.
He got dressed.
He cleaned his nails.
He drank his water.
He brushed his teeth.
He washed his face.
| LO 1.1.4 | LO 1.3 | LO 3.2.3 |
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 1.1: We know this when the learner shows understanding of simple stories:
1.1.4 sequences pictures and matches captions with pictures;
1.1.5 answers simple, literal yes/no and open questions with short answers;
Assessment Standard 1.3: We know this when the learner shows understanding of a short sequence of instructions;
Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.
Assessment Standard 2.2: We know this when the learner memorises and performs songs, action rhymes and simple poem;
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 3.1: We know this when the learner uses pictures to understand written texts:
3.1.4 matches a sentence as a caption to a picture;
Assessment Standard 3.2: We know this when the learner begins to make meaning of written text by reading with the teacher:
3.2.3 points to the correct word when it is being read.
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