2.11 The autumn feast – chapter 3 - a

English home language

Autumn in the forest

Educator section

Memorandum

Educator’s page :

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.

The Wops have feasts every season. In this module they are celebrating autumn.

Baby Wops disappears and the Wise Old Owl helps them find her.

Jumbled words help learners solve the riddles.

• Writing and Phonics: q, u, y, i, j, t, x, z.
• Wordbuilding: de, pe.

Integration of themes

With the Wops celebrating Autumn in the forest, attention is drawn to the ways in which different cultures have different celebrations – Social Justice – Learners become sensitive to these differences.

Integrate with mathematics and life orientation.

Leaner section

Content

• Sound, write and draw.

• Read.
• Draw the pictures.

• Read and write in the correct order.

autumn The leaves green, are. orange red yellow and

My vocabulary page

• Read.
• Keep this page in your file.

My vocabulary page

• Read.
• Keep this page in your file.

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 3.2: We know this when the learner role-plays reading:

3.2.4 uses pictures to construct ideas;

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;

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

3.5.1 recognises and names letters of the alphabet;

3.5.5 segments simple words with single initial consonants and short vowels (CVC pattern) into onset (the first sound) and rime (the last part of the syllable) (e.g. f-at, c-at, m-at, h-at, s-at).

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 4.5: We know this when the learner wr writes so that others can understand, using writing conventions:

• uses letters to form single words and short sentences;

4.5.3 uses left to right, top to bottom orientation to print;

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:

4.6.4 builds own word bank and personal dictionary.

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.