18 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV)
AFDELiNG 3: OORSiG VAN DiE TAAL VAARDiGhEDE EN
ONDERRiGPLANNE
OORSIG VAN TAALVAARDIGHEDE VIR ONDERRIG IN DIE EERSTE ADDISIONELE TAAL GRAAD 1-3
L U
IS T
E R
E N
P R
A A
• Bou ‘n mondelinge woordeskat op
deur gebruik te maak van temas
wat deur die onderwyser gekies
is, byvoorbeeld: Dinge wat ek kan
doen; Die weer.
• Bou verbandhoudende woordeskat
grootte en rigting.
meer eenvoudige mondelinge
• Reageer op groetvorme en
rig ook eenvoudige versoeke,
byvoorbeeld: Mag ek die
wat vertel of voorgelees word en
voer besprekings oor die prente.
• Dramatiseer eenvoudige stories
gebruik.
‘n storie en gee kort antwoorde.
• Identifiseer ‘n persoon, dier
mondelinge beskrywing,
die prent te pas.
vrae soos: Wat? hoeveel? Wat is
jou naam?
eenvoudige maniere uit te druk,
byvoorbeeld: My naam is …
woordeskat op te bou deur gebruik
te maak van temas wat deur die
onderwyser gekies is, byvoorbeeld:
volgorde.
• Gee eenvoudige instruksies.
eenvoudige vrae soos: Watter?
• Vra eenvoudige formulerende vrae:
Wat is jou naam?
duidelike versoeke, byvoorbeeld:
siek.
oor.
pap geëet?
gebruik.
van die onderwyser.
• Vertel kort, eenvoudige,
opeenvolgende gebeure of
woordeskat op te bou deur gebruik
te maak van temas wat deur die
onderwyser gekies is, byvoorbeeld:
en beskrywings.
gepas.
• Praat oor ‘n prent of ’n foto.
• Vra vir duidelikheid, byvoorbeeld:
asseblief.
volgorde oor.
vertellings en beantwoord
persoonlike oorvertelling.
• Vertel die storie oor.
• Luister na niefiksie-tekste (feitelike
oorvertellings, prosedures of ’n
‘n eenvoudige opsomming van
bekende onderwerp deel.
Wanneer? Wie? Waarom het die
huis omgeval?
Sing ‘n liedjie (met meegaande
aksies).
19KABV
OORSIG VAN TAALVAARDIGHEDE VIR ONDERRIG IN DIE EERSTE ADDISIONELE TAAL GRAAD 1-3 K
L A
N K
• Ontwikkel klankbewustheid in
byvoorbeeld: San sit op die mat.
Sy speel gou met die kat.
• Identifiseer sommige rymwoorde.
verdeel. Klap en sê die woorde.
• Verdeel meerlettergrepige woorde
woorde.
lettergreep in eenvoudige woorde
soos k-at, m-at, l-at.
wees, byvoorbeeld: mier, muur
huistaal en die addisionele taal is.
• Identifiseer letter-klank-
die huistaal.
3-letterklanke, byvoorbeeld: k-a-t,
• Herken algemene eindklanke
• Herken algemene konsonant-
van woorde, byvoorbeeld dr-om,
begin met algemene konsonant-
tweeklanke, soos st-aan, kr-o-m.
• Herken 3 vokaal-tweeklanke soos
in b-oo-t, l-ee-r, m-uu-r.
taal en is ook bewus van enige
verskille.
-rg.
• Herken klanke wat uit twee vokale
bestaan, byvoorbeeld: ei, eu, ou.
• Herken die e wat soos ‘n i klink,
soos in water, later.
bed) klink.
konsonanttweeklanke, byvoorbeeld
AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3
20 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV)
OORSIG VAN TAALVAARDIGHEDE VIR ONDERRIG IN DIE EERSTE ADDISIONELE TAAL GRAAD 1-3 L
E E
S E
N K
Y K
Omgewingsgedrukte media
huistaal opgedoen is, word nou
op die addisionele taal oorgedra,
byvoorbeeld soos die hantering
van skryf (links na regs, bo na
onder).
Gedeelde lees as ‘n klas saam met
die onderwyser
huistaal kan gebruik word waar
nodig.
Addisionele Taal.
• Beantwoord eenvoudige
• Na herhaalde voorlesings kan
• Deur blootstelling aan tekste,
sigwoordeskat ontwikkel (die, en,
• Dramatiseer die storie.
met die onderwyser (fiksie of
niefiksie) deur van Grootboeke en
vergrote tekste gebruik te maak.
Gebruik die prente om woordeskat
uit te brei en die titel om
voorspellings te doen. Beantwoord
teks met prente, deur die prente in
logiese volgorde te rangskik of om
onderskrifte by prente te pas.
• Verbind eie ervarings aan die teks
wat deur die onderwyser gelees
word.
oor of maak ‘n opsomming van ‘n
niefiksie-teks (2 - 3 sinne) met hulp
van die onderwyser.
gedurende groepbegeleide lees
groep lees dieselfde teks).
• Gebruik die leesstrategieë wat
om betekenis uit ‘n teks te kry.
Leerders begin hulself moniteer
• Lees toenemend vlot en
hardoplees.
omgewing.
teks, byvoorbeeld: ‘n feitelike
met die onderwyser.
om betekenis uit ‘n teks te kry.
Leerders begin hulself moniteer
hardoplees deur die stemtoon
die teks kan pas.
21KABV
OORSIG VAN TAALVAARDIGHEDE VIR ONDERRIG IN DIE EERSTE ADDISIONELE TAAL GRAAD 1-3
• Teken prente om die hoofgedagte
van die storie weer te gee.
• Gaan voort om ‘n sigwoordeskat
op te bou.
• Lees eie skryfwerk en dié van
ander.
voorkom.
woorde na te slaan.
• Lees eie skryfwerk en die van
ander.
• Lees selfstandig eenvoudige fiksie
kulture, boeke wat tydens
en prentverhale.
• Gebruik geïllustreerde
woorde na te slaan.
22 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV)
OORSIG VAN TAALVAARDIGHEDE VIR ONDERRIG IN DIE EERSTE ADDISIONELE TAAL GRAAD 1-3 S
K R
Y f
• Maak gebruik van
huistaal aangeleer is.
onderwyser, prente en skryf
gepaste byskrifte. Lees die
• Skryf lyste met opskrifte
pas.
prent, byvoorbeeld Die rooi motor
is groot. Lees wat geskryf is.
• Voltooi sinne deur die gepaste,
ontbrekende woord in te vul.
• Skryf sinne deur ‘n skryfraam te
gebruik, byvoorbeeld: Ek hou van
… Ek hou nie van … nie.
• Skryf sinne deur gebruik te
maak van letters en eenvoudige
sigwoorde wat reeds aangeleer is.
• Skryf bekende woorde en sinne
neer wat deur die onderwyser
gedikteer word.
vorm. Skryf dit oor.
sinne oor ‘n bekende onderwerp.
• Skryf kort, eenvoudige tekste wat
reeds in die huistaal aangeleer
is, byvoorbeeld ‘n boodskap op ‘n
beterskapkaartjie.
in ‘n eenvoudige grafiekvorm,
organiseer.
• Skryf meer komplekse lyste met
opskrifte, byvoorbeeld: insekte:
miere, bye, skoenlappers.
onderwyser dikteer word.
van ‘n raamwerk gebruik te maak
(Gister het ek … en toe … Daarna
… Uiteindelik het ...)
instruksies, byvoorbeeld ’n resep.
eenvoudige storie op die skryfbord
en leerders skryf dit oor (gedeelde
skryf).
op ‘n staafgrafiek.
onderwerp
paragrawe).
probeer onbekende woorde reg
spel deur bestaande klankkennis
23KABV
OORSIG VAN TAALVAARDIGHEDE VIR ONDERRIG IN DIE EERSTE ADDISIONELE TAAL GRAAD 1-3
• Skryf, met hulp, eenvoudige
voorbeelde van die teenwoordige
hulp meervoude van bekende
van ‘n kinderwoordeboek gebruik
reeds in die huistaal geleer is.
• Skep eie woordbank en
toenemende akkuraatheid.
24 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV)
TA A
L S
T R
U K
T U
U R
E N
• Toon begrip en die vermoë om
taalstrukture binne die konteks van
betekenisvolle gesproke taal te
teenwoordige tyd, byvoorbeeld: Sy
ek die kamer verlaat?
negatiewe vorme, byvoorbeeld: Sy
• Herken en gebruik
meervoudsvorme van selfstandige
naamwoorde, byvoorbeeld: boek /
• Verstaan en gebruik byvoeglike
woorde aan die einde van Graad 1.
• Toon begrip en die vermoë om
taalstrukture binne die konteks
van betekenisvolle gesproke en
geskrewe taal, te ontwikkel.
byvoorbeeld die teenwoordige
tyd, modale werkwoorde,
negatiewe vorme, meervoude,
tyd, byvoorbeeld: Ek het my gesig
gewas.
verskeidenheid byvoeglike
• Verstaan en gebruik 1 000 - 2 000
woorde aan die einde van Graad 2.
• Toon begrip en die vermoë om
taalstrukture binne die konteks
van betekenisvolle, gesproke en
geskrewe taal te ontwikkel.
• Gebruik die teenwoordige tyd,
• Verstaan en gebruik selfstandige
naamwoorde, soos boeke, suiker,
naamwoord.
gesig.
vergelyking, byvoorbeeld: vinnig,
vinniger, die vinnigste.
AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3
50 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV)
GRAAD 2: KWARTAAL 2
LUISTER EN PRAAT (MONDELING)
INHOUD / BEGRIPPE / VAARDIGHEDE
Week 1 - 5
Onderwysers behoort twee temas te kies wat hulle in staat sal stel om woordeskat uit te brei, en al die onderstaande
aktiwiteite te dek. Let daarop dat die voorgestelde temas / onderwerpe slegs voorstelle is. Onderwysers kan hulle eie temas
kies. Dit sal van die konteks en die beskikbare hulpmiddels afhang. Onderwysers moet seker maak dat hulle die nodige
Grootboeke, plakkate, rympies, liedjies, speletjies en voorwerpe beskikbaar het vir die tema wat hulle gekies het.
Onderwysers moet gedurende die beskikbare tyd soveel moontlik aktiwiteite probeer dek. Om leerders te assesseer, moet
onderwysers van die informele assesseringsaktiwiteite gebruik maak wat in week 1 - 5 voorgestel is.
Week 6 - 10
Onderwysers kies twee nuwe temas wat hulle sal toelaat om voort te bou op dit wat hulle die eerste vyf weke gedoen het.
Nuwe woordeskat kan nou weer bekendgestel word en aangeleerde woordeskat moet vasgelê word. Die temas moet
onderwysers deurgaans toelaat om eenvoudige, basiese, taalstrukture te herhaal, terwyl daar in die addisionele taal met die
leerders gekommunikeer word.
indien dit moontlik is, moet onderwysers seker maak dat al die aktiwiteite meer as een keer gedek word. Leerders moet
geassesseer word deur van die informele assesseringsaktiwiteite gebruik te maak wat vir week 6 - 10 voorgestel word. ‘n
Formele assesseringsaktiwiteit moet aan die einde van die kwartaal gedoen word.
Daaglikse aktiwiteite (30 minute per week)
Die aktiwiteite wissel in lengte. Die onderwyser kan een langer aktiwiteit, of twee of drie korter aktiwiteite per week doen.
• Brei woordeskat uit deur van ‘n onderwerp, soos Die weer, gebruik te maak.
• Volg ‘n kort reeks instruksies, byvoorbeeld: Staan op. Gaan deur toe en maak dit oop.
• Gee eenvoudige instruksies, byvoorbeeld: Maak die deur toe.
• Verstaan en reageer op eenvoudige vrae soos: Wie? Wie s’n? Wie se sambreel is dit?
• Maak eenvoudige bewerings en rig eenvoudige versoeke, byvoorbeeld: Dit is koud. Kan ek ‘n trui kry?
• Gee ‘n beskrywing en kies die toepaslike prent vir die beskrywing, byvoorbeeld: ‘n Lekker warm dag in die park.
• Praat oor ‘n voorwerp in ‘n prent en reageer op die onderwyser se instruksies, byvoorbeeld: Wat sien jy? Vertel vir my
meer van wat jy sien.
• Luister na ‘n eenvoudige vertelling, byvoorbeeld na die onderwyser wat vertel van haar ervaring op ‘n warm dag by die
swembad.
• Die onderwyser help leerders om ‘n eenvoudige mondelinge vertelling te gee oor, byvoorbeeld ‘n reis wat hulle
meegemaak het.
• Memoriseer eenvoudige gediggies, aksierympies en liedjies, en dra dit voor, byvoorbeeld: Ek hoor donderweer, ek hoor
donderweer.
• Speel taalspeletjies, byvoorbeeld: Leerders werk in groepe. Hulle moet klere benoem wat ons op ‘n warm / koue dag dra.
Die groep wat die meeste kledingstukke kan benoem, is die wenners.
AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3
51KABV
Fokus op luister- en praataktiwiteite (minimum 15 minute een maal per week, maksimum 15 minute twee maal per
week)
Luister na stories wat vertel of gelees word (gedeelde lees).
Afhangend van die klasrooster kan die onderwyser een of twee maal per week ‘n storie lees of vertel (of ‘n reeks
gebeure weergee). Stories wat vertel word, kan deur middel van gebare en ander toneelbenodighede, byvoorbeeld
maskers, gedramatiseer word. ‘n Grootboek of geïllustreerde plakkaat (waarop al die leerders die prent kan sien)
word gebruik vir stories wat gelees word.
• Luister met genot na kort stories en neem op gepaste tye aan refreine deel, byvoorbeeld: Die drie varkies.
• Verstaan en reageer op instruksies. Maak van stories en tekste gebruik wat reeds voorgelees is, byvoorbeeld: Hoeveel
varkies is daar? Kom ons tel hulle. Waarvan was die drie huisies gebou?
• Beantwoord eenvoudige ja- / nee-vrae, of vrae met kort antwoorde oor die storie, byvoorbeeld: Was die huis van strooi
sterk genoeg? In watter huis sou jy wou bly?
• Die onderwyser stel vrae en die leerders identifiseer die voorwerpe op die prente, byvoorbeeld: Wat is hierdie? Is dit die
huis van stokke / strooi?
• Die leerder vertel, met hulp van die onderwyser, die storie.
Ontwikkeling van begrippe, woordeskat en taalstrukture
Deur aan die bostaande aktiwiteite deel te neem, word …
• woordeskat, asook begripswoordeskat, uitgebrei, byvoorbeeld: Die weer; en
• begrip vir eenvoudige taalstrukture bevorder, soos die gebruik van die werkwoord, byvoorbeeld: Dit is koud, en byvoeglike
naamwoorde, byvoorbeeld: winderige, bewolkte, reënerige, sonnige, ensovoorts.
ASSESSERING
Week 1 - 5
• Identifiseer ‘n prent deur ‘n eenvoudige mondelinge beskrywing daarvan te gee, byvoorbeeld: Dit reën.
• Luister na ‘n eenvoudige vertelling en beantwoord vrae daaroor, byvoorbeeld: Wat het Jannie eerste gedoen? Wat het hy
daarna gedoen?
• Beantwoord eenvoudige vrae, byvoorbeeld: Hoe lyk die weer vandag?
• Gee ‘n eenvoudige, mondelinge vertelling, byvoorbeeld: Sondae staan ek 8 uur op. Ek was myself. Daarna trek ek my
klere aan en gaan dan kerk toe.
Voorgestelde formele assesseringsaktiwiteit 2
• Luister na ‘n eenvoudige vertelling en beantwoord eenvoudige vrae, byvoorbeeld: Hoe laat het Jannie wakker geword?
Hoe was die weer? Wat het hy eerste gedoen? Wat het hy volgende gedoen? Wat het hy laaste gedoen?
• Toon begrip van basiese woordeskat deur na voorwerpe in die klaskamer of in prente te verwys (noem die voorwerpe),
of leerders kan op instruksies van die onderwyser reageer, byvoorbeeld: Wys my die sambreel. Watter kleur is dit?
ensovoorts.
52 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV)
GRAAD 2: KWARTAAL 2
INHOUD / BEGRIPPE / VAARDIGHEDE
Klanke en fonemiese bewustheid (15 minute per week)
Hierdie aktiwiteit moet kort wees (5 - 10 minute) en moet oor die week versprei word. Dit kan ook by luister-, praat-
en leesaktiwiteite geïntegreer word.
• Identifiseer die letter-klank-verhouding van die meeste enkelkonsonate en kort vokale.
• Herken die -jie- en -tjie-uitgange aan die einde van woorde, soos in mandjie.
• Verdeel eenvoudige 3-letterwoorde wat met ‘n enkelkonsonant begin, gevolg deur ‘n kort vokaal en ‘n eindkonsonant in
individule klanke, byvoorbeeld: k-a-t, p-e-n; p-o-t.
• Onderskei tussen kort en lang vokale, soos in poot / pot, boot / bot.
Gedeelde lees (vorm deel van luister en praat)
Gedeelde lees is beide ’n lees- en luisteraktiwiteit. Dit sluit ook praat in, aangesien leerders met hul onderwyser oor
die teks gesels. In Graad 2 is gedeelde lees deel van luister en praat.
Groepbegeleide lees (minimum 30 minute en maksimum 1 uur 15 minute per week)
Onderwysers wat van die maksimum tydstoewysing vir Eerste Addisionele Taal gebruik maak, moet hul klas in vyf
groepe verdeel, elke groep op dieselfde leesvlak. Werk vir 15 minute slegs met een groep. Terwyl die onderwyser
met een groep besig is, hou die ander groepe hulle met lees in pare besig. Hulle lees eenvoudige tekste en doen
aktiwiteite wat op die teks betrekking het. Maak gebruik van boeke wat eenvoudige strukture, woordeskat en prente
het om die inhoud en begrip te ondersteun.
Onderwysers wat van die minimum tyd vir Eerste Addisionele Taal gebruik maak, waar daar net 30 minute
beskikbaar is, kan twee maal per week klasbegeleide (almal) lees doen.
• Lees uit eie boek hardop tydens groepbegeleide lees saam met die onderwyser. Tydens klasbegeleide lees, lees die
leerders saam met die onderwyser dieselfde teks of niefiksie-teks.
• Maak gebruik van dieselfde leestegnieke wat in Huistaal aangeleer is, om sin te maak en moniteer self wanneer daar
gelees word (klanke, kontekstuele leidrade, struktuuranalise, sigwoorde).
• Lees met toenemende vlotheid en uitdrukking.
• Toon tydens hardoplees begrip vir leestekens.
• Bou ‘n sigwoordeskat op uit die groepbegeleide, gedeelde en selfstandige lees.
Selfstandige lees (gedurende leerders se vrye tyd by die skool en tuis)
Leerders moet aangemoedig word om in hul vrye tyd selfstandig te lees, byvoorbeeld tuis of wanneer hulle voor
ander leerders hul skriftelike werk voltooi het. Dit is belangrik dat leerders elke geleentheid in die klas benut om hul
lees te ontwikkel.
• Lees selfstandig boeke met eenvoudige onderskrifte, prentstorieboeke wat tydens gedeelde lees gelees is, en ander boeke
wat in die leeshoekie voorkom.
• Maak gebruik van prentwoordeboeke om die betekenis van onbekende woorde na te slaan.
AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3
53KABV
ASSESSERING
Klanke (mondeling en / of prakties)
• Onderskei tussen kort en lang vokale, byvoorbeeld: poot / pot, bot / boot.
Voorgestelde formele assesseringsaktiwiteit 2
• Identifiseer die letter-klank-verhouding van die meeste enkelkonsonante en kort vokale.
• Verdeel eenvoudige woorde met enkelaanvangskonsonante en kort vokale in die eerste klank en die tweede deel van die
lettergreep, soos in k-at, m-at, v-at, w-at.
Voorstelle vir informele assesseringsaktiwiteite
Lees (mondeling of prakties)
• Lees hardop uit eie leesboeke in groepbegeleide lees. Die hele groep lees dieselfde storie.
Voorgestelde formele assesseringsaktiwiteit 2
Lees (mondeling en / of prakties en / of geskrewe)
• Lees Grootboeke of ander vergrote tekste (met illustrasies) saam met die onderwyser, volg die onderwyser se oog- en
vingerbewegings.
• Toon begrip vir ‘n eenvoudige storie deur prente te orden, ‘n sin of onderskrif by ‘n prent te pas en vrae te beantwoord.
AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3
54 KURRIKULUM- EN ASSESSERINGSBELEIDSVERKLARING (KABV)
GRAAD 2: KWARTAAL 2
Skryfaktiwiteite (twee maal per week)
Onderwysers moet uit die volgende kies: Hulle moet soveel aktiwiteite moontlik probeer kies vir die beskikbare tyd.
• Maak gebruik van handskifvaardighede wat in Huistaal onderrig is.
• Kies en kopieer ‘n byskrif wat by die prent sal pas.
• Leerders kan met hulp ‘n onderskrif vir die prent skryf.
• Voltooi sinne deur die ontbrekende woorde in te vul.
• Skryf sinne deur van klanke en eenvoudige sigwoorde gebruik te maak wat reeds onderrig is.
• Maak gebruik van leestekens wat reeds in Huistaal onderrig is (punte, hoofletters).
• Bou eie woordbank en woordeboek op.
ASSESSERING
• Voltooi drie sinne deur die ontbrekende woorde in te vul.
Week 6 - 10
• Maak sinne met woorde wat die klanke en sigwoorde bevat wat reeds geleer is.
• Gebruik leestekens wat reeds in Huistaal geleer is (hoofletters en punte).
Voorgestelde formele assesseringsaktiwiteit 2
Skryf (geskrewe)
• Maak sinne met woorde wat die klanke en sigwoorde bevat wat reeds geleer is.
• Gebruik leestekens wat reeds in Huistaal geleer is (hoofletters en punte).
AFRIKAANS EERSTE ADDISIONELE TAAL GRAAD 1-3
69KABV
• Toon begrip vir leestekens (punte, kommas, vraagtekens, uitroeptekens en aanhalingstekens) tydens hardoplees.
• Gaan voort om sigwoordeskat op te bou deur groepbegeleide, gedeelde en selfstandige lees.
Selfstandige lees (gedurende leerders se vrye tyd by die skool en tuis)
Leerders moet aangemoedig word om selfstandig te lees in hul Eerste Addisionele Taal-periode, byvoorbeeld
wanneer hulle voor ander leerders hul skriftelike werk voltooi het en by die huis (vir huiswerk). Dit is belangrik dat
leerders elke geleentheid in die klas gebruik om hul lees te ontwikkel.
• Lees eie en ander se skryfwerk.
• Lees boeke wat tydens groepbegeleide leessessies gelees is, en boeke met eenvoudige onderskrifte en prentstorieboeke
in die leeshoekie.
• Lees bekende gedigte en rympies.
• Maak van een- en tweetalige kinderprentwoordeboeke gebruik om die betekenis van onbekende woorde na te slaan.
ASSESSERING
Klanke (mondeling en / of prakties en / of geskrewe)
• Bou en klank kort (drieletter- en vierletter-) woorde deur die aangeleerde klanke te gebruik
Voorgestelde formele assesseringsaktiwiteit 1
addisionele taal.
• Herken tweekonsonantkombinasies, byvoorbeeld: sk- , br- ,fr- , pl- aan die begin van woorde - sk- ip , br-ug, fr-is, pl-uk.
• Herken tweekonsonantkombinasies, byvoorbeeld: -lf, - nt, -rk, -rs aan die einde van woorde - wo-lf, se-nt, vu-rk, ke-rs.
Voorstelle vir informele assesseringsaktiwiteite
Gedeelde lees
• Lees saam met die onderwyser ‘n kort storie uit ‘n Grootboek of ‘n ander teks en gebruik die titel om te voorspel wat in die
storie gaan gebeur.
• Beantwoord vrae oor ‘n storie, byvoorbeeld: Wat het die seun by die skool gedoen?
Groepbegeleide lees
• Toon begrip en vlotheid wanneer die leerder op sy leesvlak, saam met die onderwyser lees.
Selfstandige lees
Voorgestelde formele assesseringsaktiwiteit 1
Gedeelde lees
Groepbegeleide lees
• Gebruik sigwoorde, klanke en begripsvaardighede om die teks te verstaan.
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• Listens to stories and acts these out
• Listens and responds to simple questions
• Listens to and repeats rhythmic patterns, and copies correctly
• Listens to and recalls simple word sequences in order (e.g. big, beg, bag)
• Names and points to parts of the body
• Sings simple songs and does action rhymes
• Talks about pictures in posters, theme charts, books etc
• Matches and sorts things according to shape, colour etc
• Participates in discussions and asks questions
• Listens to stories and expresses feelings about the story
• Listens to instructions and announcements and responds appropriately
• Listens without interrupting, taking turns to speak and asking questions for clarification
• Listens, enjoys and responds to picture and word puzzles, riddles and jokes
• Talks about personal experiences and feelings
• Tells a familiar story which has a beginning, middle and end
• Answers closed and open-ended questions
• Role plays different situations
• Participates in class discussions
• Listens to a complex sequence of instructions and responds appropriately
• Listens without interrupting showing respect for the speaker, asking questions and commenting on what was heard
• Talks about personal experiences and more general news
• Tells a story that has a beginning, middle and end
• Expresses feelings about a story or poem and gives reasons
• Answers open-ended questions and justifies answer
• Makes up own rhymes
• Role plays different situations
• Participates in discussions, and reports back on the group’s work
• Uses terms such as noun, adjective, verb, pronoun, preposition, comma, question mark, paragraph
• Listens for the main idea and for detail in stories and answers open-ended questions
• Listens to a story and works out cause and effect
• Expresses feelings about a text and gives reasons
• Listens to a complex sequence of instructions and responds appropriately
• Engages in conversation as a social skill, accepting and respecting the way others speak
• Makes an oral presentation (e.g. tells personal news, describes something experienced, recounts an event)
• Tells a short story with a simple plot and different characters
• Uses language imaginatively (e.g. tells jokes and riddles)
• Interviews people for a particular purpose
• Uses terms such as subject, verb, object, question, statement, command, synonym, antonym, exclamation mark
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oVerVieW of the lanGuaGe skills to Be tauGht in the home lanGuaGe Grades r-3
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• Identifies rhyming words in well known rhymes and songs such as Humpty Dumpty
• Begins to recognise that words are made up of sounds, e.g. the beginning letter(s) of their names
• Segments oral sentences into individual words
• Divides multisyllabic words into syllables
• Recognises aurally and visually some initial consonants and vowels especially at the beginning of a word
• Identifies letter-sound relationships of all single letters
• Builds words using sounds learnt (e.g. words with. -at, -et, -it, -ot, -ut, -ag, e.g. -ig, -og, -ug, -an, -en, -in, -un, -am)
• Uses consonant blends to build up and break down words (r and l blends )
• Recognises common consonant digraphs at the beginning and end of a word, e.g. sh, ch and th
• Recognises plurals (‘s’ and ‘es’) and word endings ( ‘ing’ and ‘ed’) aurally
• Groups common words into sound families
• Consolidates Grade 1 phonics
• Revises common consonant digraphs (sh, ch, th) at the beginning and end of words
• Recognises ‘wh’ at the beginning of a word
• Uses initial and final consonant blends to build up and break down words, , e.g. bl-a-ck, bri-ng, sa-ng 3-letter consonant blends at the beginning of words, e.g. str-ip, str-ap
• Recognises vowel digraphs, e.g. ‘oo’ as in moon, ‘ee’ as in tree, ‘oa’; ‘ea’ short ‘oo’ as in book, ‘ai’ as in ‘rain’
• Recognises ‘silent e’/split digraph in words, for xample. tape
• Recognises at least 5 new vowel digraphs, e.g. ‘ar’ as in car, ‘er’ as in fern, ‘ir’ as in shirt, ‘or’ as in short, ‘ur’ as in church etc.
• Recognises common double consonants such as ll,at the end of words
• Recognises and uses suffixes such as -ly, -ies
• Spells words correctly using their phonic knowledge
• Builds words using the phonic sounds taught during the year.
• Consolidates Grade 1&2 phonics
• Recognises consonant digraphs at the beginning and end of words (sh-, -sh, ch-, -ch, th-, -th and wh-) at the beginning and end of words
• Recognises ‘silent e’ or split digraphs in words (e.g. same, bite, note)
• Recognises vowels such as -ere, -air, -are
• Recognises and uses spelling patterns (e.g. -igh (high), -ough (tough), -eigh (neigh), -augh (caught)
• Recognises and uses rhyming words (e.g. blow, flow, glow)
• Recognises that some sounds can be represented by a number of different spelling choices, e.g. ow (cow) ou (found), aw (draw), au (autumn); tie, high, sky; few, blue
• Recognises digraphs making /f/, e.g. ‘ph’ as in elephant)
• Recognises silent letters in words, i.e. ‘k’, ‘l’, ‘b’ ‘w’
• Recognises hard and soft sounds of ‘c’ and ‘g’
• Recognises and uses synonyms and antonyms
• Recognises and uses prefixes such as un-, re-) and suffixes such as -ful, -ness)
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oVerVieW of the lanGuaGe skills to Be tauGht in the home lanGuaGe Grades r-3
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• Uses words that are pronounced and spelt the same but have different meanings (homophones)
• Uses words that sound the same but are spelt differently
• Builds 3, 4 and 5-letter words
• Sorts letters and words into alphabetical order
• Spells words correctly using their phonic knowledge
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• Recognises and points out common objects in pictures
• Arranges a set of pictures in such a way that they form a story
• Interprets pictures , e.g. makes up own story and ‘reads’ the pictures
• Acts out parts of a story, song or rhyme
• Holds the book the right way up and turns pages correctly
• Pretends to read and adopts a ‘reading voice’
• Recognises own name and names of some other children in the class
• Begins to ‘read’ high frequency words seen in the classroom and at school, e.g. door, cupboard)
shared reading as a class with teacher
• ‘Reads’ enlarged texts such as poems, Big Books. posters
• Makes links to own experience when reading with the teacher
• Describes characters in stories and gives opinions
• Predicts what will happen in a story through the pictures
• Answers questions based on the story read
• Draws pictures capturing main idea of the stories
emergent reading skills
• Develops book handling skills (holding the book and turning pages correctly)
• Interprets pictures to make up own story i.e. ‘reads’ the pictures
• Reads logos, labels and other words from environmental print
• Recognises own name and names of peers
• Reads labels and captions in the classroom
• Develops basic concepts of print including
• *Concept of a book
• *Concept of words and letters
• *Directionality - Start reading at front, end at back; read from left to right and top to bottom of a page
shared reading as a class with teacher
• Reads Big Books or other enlarged texts
• Uses pictures and the book cover to predict what the story is about
• Discusses the story, identifying the main idea and characters
• Sequences the events in the story
• Recognises cause and effect in a story, e.g. The girl got into trouble because she broke a window
shared reading as a class with teacher
• Reads Big Books or other enlarged texts (e.g. fiction and non-fiction books, poems and songs)
• Uses visual cues i.e. pictures and the cover of a book to predict what the story is about
• Identifies key details in what was read
• Expresses whether a story was liked and is able to justify the response, e.g. ‘I didn’t enjoy the story because…’
• Answers higher order questions based on the text read, e.g. ‘In your opinion…’
• Discusses different cultures represented in stories
• Interprets pictures and other print media, e.g. photographs, calendars, advertisements; newspaper and magazine pictures, posters
shared reading as a class with teacher
• Reads enlarged texts such as fiction and non-fiction big books, newspaper articles, plays, dialogues and electronic texts (computer texts)
• Reads book and discusses the main idea, the characters, the ‘problem’ in the story, the plot and the values in the text
• Answers a range of higher order questions based on the passage read
• Reads different poems on a topic
• Uses visual cues to talk about a graphical text, e.g. advertisements, pictures, graphs, charts and maps
• Finds and uses sources of information, e.g. community members, library books
• Uses table of contents, index and page numbers to find information
• Uses key words and headings to find information in non-fiction texts
• Uses a dictionary to find new vocabulary and their meanings
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oVerVieW of the lanGuaGe skills to Be tauGht in the home lanGuaGe Grades r-3
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• Recognises and points out common objects in pictures
• Arranges a set of pictures in such a way that they form a story
• Interprets pictures , e.g. makes up own story and ‘reads’ the pictures
• Acts out parts of a story, song or rhyme
• Holds the book the right way up and turns pages correctly
• Pretends to read and adopts a ‘reading voice’
• Recognises own name and names of some other children in the class
• Begins to ‘read’ high frequency words seen in the classroom and at school, e.g. door, cupboard)
shared reading as a class with teacher
• ‘Reads’ enlarged texts such as poems, Big Books. posters
• Makes links to own experience when reading with the teacher
• Describes characters in stories and gives opinions
• Predicts what will happen in a story through the pictures
• Answers questions based on the story read
• Draws pictures capturing main idea of the stories
emergent reading skills
• Develops book handling skills (holding the book and turning pages correctly)
• Interprets pictures to make up own story i.e. ‘reads’ the pictures
• Reads logos, labels and other words from environmental print
• Recognises own name and names of peers
• Reads labels and captions in the classroom
• Develops basic concepts of print including
• *Concept of a book
• *Concept of words and letters
• *Directionality - Start reading at front, end at back; read from left to right and top to bottom of a page
shared reading as a class with teacher
• Reads Big Books or other enlarged texts
• Uses pictures and the book cover to predict what the story is about
• Discusses the story, identifying the main idea and characters
• Sequences the events in the story
• Recognises cause and effect in a story, e.g. The girl got into trouble because she broke a window
shared reading as a class with teacher
• Reads Big Books or other enlarged texts (e.g. fiction and non-fiction books, poems and songs)
• Uses visual cues i.e. pictures and the cover of a book to predict what the story is about
• Identifies key details in what was read
• Expresses whether a story was liked and is able to justify the response, e.g. ‘I didn’t enjoy the story because…’
• Answers higher order questions based on the text read, e.g. ‘In your opinion…’
• Discusses different cultures represented in stories
• Interprets pictures and other print media, e.g. photographs, calendars, advertisements; newspaper and magazine pictures, posters
shared reading as a class with teacher
• Reads enlarged texts such as fiction and non-fiction big books, newspaper articles, plays, dialogues and electronic texts (computer texts)
• Reads book and discusses the main idea, the characters, the ‘problem’ in the story, the plot and the values in the text
• Answers a range of higher order questions based on the passage read
• Reads different poems on a topic
• Uses visual cues to talk about a graphical text, e.g. advertisements, pictures, graphs, charts and maps
• Finds and uses sources of information, e.g. community members, library books
• Uses table of contents, index and page numbers to find information
• Uses key words and headings to find information in non-fiction texts
• Uses a dictionary to find new vocabulary and their meanings
oVerVieW of the lanGuaGe skills to Be tauGht in the home lanGuaGe Grades r-3
Grade r Grade 1 Grade 2 Grade 3
• Gives an opinion on what was read
• Answers open-ended questions based on the passage read
• Interprets information from posters, pictures and simple tables, e.g. a. calendar
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oVerVieW of the lanGuaGe skills to Be tauGht in the home lanGuaGe Grades r-3
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Group guided reading • Reads aloud from own book in a
guided reading group with teacher i.e. the whole group reads the same story
• Uses phonics, context clues, structural analysis and sight words when reading
• Reads with increasing fluency and expression
• Monitors self when reading, both in the area of word recognition and comprehension.
• Shows an understanding of punctuation when reading aloud
Paired/independent reading • Reads own writing, starting to correct
errors
• Reads independently books read in Shared Reading sessions, simple picture story books and books from the classroom reading corner.
Group guided reading • Reads silently and aloud from fiction
and non-fiction books at own level in a guided reading group with teacher, i.e. whole group reads same text
• Uses sight words, phonics, contextual and structural analysis, and comprehension skills to make meaning
• Reads with increasing fluency and speed using correct pronunciation
• Uses self-correcting strategies when reading
• Monitors themselves when reading, both in the area of word recognition and comprehension
Paired/independent reading • Reads own and others writing
• Reads aloud to a partner
• Reads independently simple fiction and non-fiction books, poetry cards, comics
• Plays reading games and completes crosswords
Group guided reading • Reads both silently and out loud from
own book in a guided reading group with the teacher i.e. whole group reads the same text
• Uses phonics, contextual and structural analysis, when reading unfamiliar words
• Uses self-correcting strategies when reading
• Monitors self when reading, both in the area of word recognition and comprehension
• Uses diagrams and illustrations in text to increase understanding
• Reads with increasing fluency, speed and expression
Paired/independent reading • Reads own and others writing
• Reads aloud to a partner
• Reads independently simple fiction and non-fiction books and books from different cultures, books read in Shared Reading sessions, magazines and comics
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oVerVieW of the lanGuaGe skills to Be tauGht in the home lanGuaGe Grades r-3
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• Develops small muscle skills through finger play, e.g. play dough, screwing nuts onto bolts
• Develops fine motor control using scissors to cut out bold outlined pictures, shapes etc
• Develops eye-hand co-ordination by playing eg catching and throwing, drawing and painting
• Traces simple outlines of pictures, patterns and letters in own name where the correct starting point and direction arrows are included on all letters
• Forms letters using finger painting, paint brushes, wax crayons etc starting at the right point and following the correct direction
• Copies patterns, words and letters (using the correct starting point and direction when forming letters)
• Uses a range of writing tools, e.g. paintbrushes, wax crayons
• Practises holding and manipulating crayon and pencil
• Develops directionality: left to right; and top to bottom
• Develops hand-eye co-ordination by drawing patterns and tracing
• Copies and writes own name, short words and sentences
• Begins to write using drawings and copies letters, numbers, words and simple sentences
• Forms lower and upper case letters correctly and fluently
• Forms numerals correctly
• Holds pencil and crayon correctly
Maintenance of the print script
• Uses handwriting tools effectively, e.g. pencil, eraser, ruler
• Aligns writing on 17 mm ruled lines
• Forms upper and lower case letters correctly
• Writes words with correct spacing between letters and words
• Writes in print script all capitals and lower case letters
• Copies and writes one paragraph of between 3 - 4 lines from a printed text
• Copies and writes different formats of writing (short invitations such as birthday invitations; messages; lists etc
• Uses print script in all forms of written recording
Transition to a joined script or cursive writing
• Copies and writes writing patterns in the joined script or cursive writing
• Copies and writes all lower case letters and commonly used capital letters in the joined script or cursive writing
• Copies, writes and reads short words in joined script or cursive writing
• Copies and writes short sentences in joined script or cursive writing.
Transition to a joined script or cursive writing
• Uses handwriting tools effectively, e.g. pencil, eraser, ruler
• Writes a sentence legibly and correctly in both the print script and the joined script or cursive writing
• Forms all lower and upper-case letters in joined script or cursive writing
• Writes short words in the joined script or cursive writing
• Transcribes words and sentences correctly in the joined script or cursive writing
• Makes transition to the joined script or cursive writing in all written recording (i.e. the date, own name; and own written texts)
• Copies written text from the board, textbooks, work cards etc. correctly
• Writes neatly and legibly with confidence and speed in a joined script or cursive writing
• Experiments with using a pen for writing
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oVerVieW of the lanGuaGe skills to Be tauGht in the home lanGuaGe Grades r-3
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• Copies known letters in own name to represent writing
• ‘Writes’ from left to right and top to bottom
• Contributes ideas for a class news book by means of drawings
• Makes an attempt to write letters using squiggles, scribbles etc
• Talks to own writing, e.g. ‘reads’ what squiggles ‘say’
• Makes own books and contributes to class book collection
• Draws pictures to convey a message, e.g. draws about a personal experience
• Contributes ideas for and helps to revise a class/group story (Shared Writing).
• Copies one sentence of news from the board/chart correctly
• Writes a message on a card such as a get well card
• Writes and illustrates a caption or short sentence on a topic, e.g. to contribute to a book for the reading corner
• Writes at least three sentences of own news or creative story using capital letters and full stops
• Writes sentences using words containing the phonic sounds and common sight words already taught
• With help uses nouns and pronouns (I, you, she, he, it etc) correctly in writing
• Begins to use present and past tense correctly in writing
• Forms the plurals of familiar words
• Spells common words correctly
• Organises information into a simple graphic form (chart or timeline)
• Builds own word bank and personal dictionary
• Contributes ideas and words for a class story (Shared Writing)
• Writes a simple poem
• Writes an expressive text such as a birthday card or letter
• Writes at least two paragraphs (ten sentences) on personal experiences or events such as a family celebration
• Drafts, writes and ‘publishes’ own story of at least two paragraphs for others to read
• Uses informational structures when writing, e.g. writes recipes
• Organises information in a chart or table
• Writes and illustrates sentences (4 - 6 sentences) on a topic to contribute to a book for the reading corner
• Uses the writing process (drafting, writing and editing)
• Uses correct punctuation (full stops, commas, question marks and exclamation marks)
• Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge
• Uses present, past and future tenses correctly
• Uses prepositions, nouns, verbs and pronouns correctly
• Builds own word bank and personal dictionary
• Uses a dictionary
• Contributes ideas, words and sentences for a class story (Shared Writing)
• Uses pre-writing strategies to gather information and plan writing
• Writes a selection of short texts for different purposes, e.g. writes recounts, dialogues
• Writes about personal experiences in different forms, e.g. writes a short newspaper article
• Drafts, writes, edits and ‘publishes’ own story of at least two paragraphs (at least 12 sentences) for others to read
• Writes and illustrates six to eight sentences on a topic to contribute to a book for the class library
• Uses informational structures when writing, e.g. experiments, recipes
• Keeps a diary for one week
• Writes a simple book review
• Sequences information and puts it under headings
• Summarises and records information, e.g. using mind maps
• Uses punctuation correctly, e.g. capital letters, full stops, commas, question marks, exclamation marks, inverted commas, apostrophes in contractions)
• Uses conjunctions to form compound sentences
• Uses phonics knowledge and spelling rules to write more difficult words
• Uses a dictionary
90 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Grade 2 home lanGuaGe enGlish
reQuirements Per term
maximum time: 5 hours per week
Content/ConCePts/skills
Handwriting
Formal lessons three times a week of 15 minutes
Children use print script to copy and write longer and more varied pieces of writing neatly and correctly from a printed text.
• Writes in print script all capitals and lower case letters confidently and accurately
• Uses appropriate spacing between words in a sentence.
• Aligns writing properly on 17 mm ruled lines
• Copies and writes one paragraph of between 3 - 4 lines from a printed text (a story, a poem etc)
• Copies and writes different formats of writing (short invitations such as birthday; messages; lists etc)
• Draws patterns in preparation for a joined script or cursive writing
• Uses handwriting tools effectively: pencil, eraser, ruler
Shared, Group and Independent Writing
Whole class / small group lessons two to three times a week for 20 minutes. Use the Shared Writing activities to model the use of correct punctuation and spelling. Provide a writing frame to assist children to write their own stories.
• Participates in a discussion to choose a topic to write about
• Writes an expressive text such as a thank you card or letter using a given format
• Writes own story of at least one paragraph (at least five sentences) using a writing frame
• Writes one paragraph (at least five sentences) on personal experiences or events such as daily news
• Writes and illustrates sentences (4 - 6 sentences) on a topic to contribute to a book for the reading corner
• Uses the writing process (drafting, writing and editing)
• Uses capital letters (at the beginning of a sentence and for proper names) and correct punctuation (full stops, commas, question marks, exclamation marks)
• Begins to spell common words correctly
• Uses present and past tenses correctly
• Uses prepositions correctly
• Reads own writing to a partner
• Builds own word bank and personal dictionary using initial letter of word to develop dictionary skills such as far, granny, home
ENGLISH HOME LANGUAGE GRADES R-3
91CAPS
assessment
handwriting
• Uses handwriting tools effectively: pencil, eraser, ruler
formal assessment activity 1:
handwriting
• Writes in print script all capitals and lower case letters confidently and accurately
• Copies and writes different formats of writing such as short birthday invitations, messages, lists etc.
formal assessment activity 2:
handwriting
• Writes in print script all capitals and lower case letters confidently and accurately
• Copies and writes one paragraph of between 3 - 4 lines from a printed text such as a story, a poem etc.
suggestions for informal assessment activities :
Writing:
• Builds own word bank and personal dictionary using initial letter of word to develop dictionary skills such as far, granny, home
• Begins to spell common words correctly
formal assessment activity 1:
Writing
• Writes an expressive text such as a thank you card or letter
• Participates in a discussion to choose a topic to write about
• Writes own story of at least one paragraph (at least 5 sentences) using a writing frame
• Uses capital letters (at the beginning of a sentence and for proper names) and correct punctuation (full stops, commas, question marks, exclamation marks)
formal assessment activity 2:
Writing
• Writes own story of at least one paragraph (at least five sentences) using a writing frame
• Writes one paragraph (at least five sentences) on personal experiences or events such as daily news
• Uses the writing process (drafting, writing, editing and publishing)
• Begins to spell common words correctly
• Uses present and past tenses correctly
• Reads own writing to a partner
ENGLISH HOME LANGUAGE GRADES R-3
111CAPS
reQuirements Per term
minimum time: 45 minutes per week
maximum time: 1 hour per week
Content/ConCePts/skills
Daily / Weekly activities in all areas of Language and other subjects
• Listens and responds to radio or intercom announcements and instructions
• Talks about personal experiences such as tells news expressing feelings and opinions
• Listens to stories, poems and songs and expresses feelings about the story, poem or song, giving reasons
• With support, predicts what will happen in a story, e.g., “Look at the title and the cover of the book. What do you think is going to happen?”
• Works out cause and effect in a story using connecting words such as ‘because’, e.g., ‘“The children fell off the bridge because…”
• Uses language to investigate and explore such as suggesting alternatives, e.g., ‘I think it could…’, ‘If…then…’
• Asks questions to clarify, plan and get information on an activity
• Analyses, compares and contrasts information such as the eating habits of a child and a monkey
• Understands and uses appropriate language of different subjects such as Life Skills
• Suggests solutions to a problem, specifically word problems in Mathematics
Twice weekly focussed listening and speaking activities
Weeks 1-3
• Listens to more complex instructions (at least 5) and responds appropriately
• Makes an oral presentation. For example, ‘Show and Tell’ - describes and compares an object
Weeks 4 - 6
• Listens to stories, read by the teacher or over the radio, for a longer period with interest
• Tells a short story with a simple plot and different characters
Weeks 7 - 10
• Participates in group and class discussions, suggests topics and contributes ideas
• Talks about a general news event, expressing feelings and opinions
• Listens to, and composes, riddles and jokes
assessment
listening and speaking: (oral and/or practical)
• Listens and responds to radio or intercom announcements and instructions
• Talks about a general news event, expressing feelings and opinions
• Listens to, and composes, riddles and jokes
• Uses language to investigate and explore. Suggests alternatives such as ‘I think it could…’, ‘If…then…’
• Asks questions to clarify, plan and get information on an activity
ENGLISH HOME LANGUAGE GRADES R-3
112 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
• Analyses, compares and contrasts information such as the eating habits of a child and a monkey
• Understands and uses appropriate language of different subjects such as Life Skills
• Suggests solutions to a problem, specifically word problems in Mathematics
formal assessment activity 1:
listening and speaking (oral and/ or practical)
• Listens to more complex instructions (at least 5) and responds appropriately
• Makes an oral presentation. For example, ‘Show and Tell’ - describes and compares an object
formal assessment activity 2:
listening and speaking (oral and/ or practical)
• Listens to stories, read by the teacher or over the radio, for a longer period with interest
• Tells a short story with a simple plot and different characters
formal assessment activity 3 :
• Participates in group and class discussions, suggests topics and contributes ideas
• Listens to stories, poems and songs and expresses feelings about the story, poem or song, giving reasons
• With support, predicts what will happen in a story, e.g., “Look at the title and the cover of the book. What do you think is going to happen?”
• Works out cause and effect in a story using connecting words such as ‘because’, e.g., “The children fell off the bridge because…”
LIFE SKILLS GRADES R-3
20 hours
recommended resources
In addition to the standard resources for Life Skills you will need:
• Examples of clothes for different seasons
• Pictures and information books
• Do routine activities and free play activities indoors and outdoors as specified in Section 2
• revision, assessment and feedback should be done on an ongoing basis. (time allocations allow this.)
• religious days and other special days celebrated by the community should be discussed as they occur throughout the term. (two hours per term are allocated for this)
topic: seasons - 6 hours
• how seasons affect growing things - sowing, growing and harvesting
• how seasons affect animals - include farming e.g. sheep shearing, animal dipping; birds e.g. migration and nesting
topic: animals - 4 hours
• Wild animals
topic: animals and creatures that live in water - 4 hours
• Fresh water
• Salt water
- Rock pools - e.g. starfish, crab
topic: animal homes - 4 hours
• Animals and creatures that make their homes - such as birds, some bees, ants
• Animals and creatures that find a home - such as baboons, snakes, squirrels
• Animals and creatures that carry their homes - such as snails, tortoises
religious days and other special days - 2 hours
LIFE SKILLS GRADES R-3
Creative arts 20 hours recommended resources
Refer to the standard resources for Life Skills listed in Section 2
The following content is to be covered in the course of the term 2. Select appropriate Life Skills topics for the term to provide the context for Performing Arts and Visual Arts lessons.
Performing Arts - 10 hours
Creative games and skills
• Warming up the voice: developing articulation (lips, tongue, jaw) through imaginative play
• Warming up the body: contrasting movements using verbal and sound signals such as ‘Freeze!’, ‘Go!’, ‘Up!’
• Rhythm games focusing on listening skills and recalling contrasting rhythm patterns
• Playing percussion instruments/body percussion in time to music and/or class singing
• Locomotor movements: marching, leaping, jumping, galloping, turning on their own and with a partner
• Non-locomotor movements: rolling, swinging, stretching alone and with a partner
• Cooling down the body and relaxation: express moods and ideas through movement such as floating on a cloud, feeling sleepy, etc.
improvise and interpret
• Performing rhythm patterns combined with locomotor movements such as clapping the rhythm of pony gallops, marching, skipping, etc.
• Performing songs focusing on dynamics such as: loud and soft, slow and fast
• Role play related to selected topics or stories told by the teacher, working with a partner in role and switching roles
• Using drama techniques to explore characters’ thoughts and feelings, e.g. the drama is frozen and each character in turn is tapped on the shoulder, and asked to reveal what s/he is feeling at that moment, etc.
Visual Arts - 10 hours
Create in 2d
• Draw or paint pictures related to topics of the term; focus informally on line, tone, texture, colour
• Use recyclable objects and thick paint to create a printed surface; talk about geometric and organic shapes
Create in 3d (constructing)
• Construct a mask using recyclable materials; discuss shape, texture, develop craft skills
LIFE SKILLS GRADES R-3
Physical education 20 hours recommended resources
Variety of balls, skittles, bean bags
The following content is to be covered in the course of term 2. Select Life Skills topics for the term to provide the context for Physical Education lessons, where appropriate. Alternative activities and school sports may also be included. Adapt activities for disabled learners.
locomotor
• Relay running with or without equipment
• Relay running; dribble a ball; zigzag through skittles or markers
• Reaction drills, such as knee boxing; grab the ball before your partner does, etc.
Perceptual motor
• Ball skills - bouncing balls against the wall
• Ball skills - bouncing balls around obstacles
rhythm
• Skipping with and without skipping ropes; skipping on the spot and across a distance
• Keep the beat of music or drumming, move various parts of the body - head … arms… hips… legs and feet
Co-ordination
• Work with a partner - one rolls ball to other who kicks it back before it stops rolling
• Throw a large ball at a target e.g. goal post or netball ring
• Simulation activities, i.e. picking apples, digging in the garden, sawing a plank, etc.
Balance
• Play simple games such as S.T.O.P
• Hop-scotch
• Obstacle course
• In pairs kick a ball with non-dominant foot
sports and games
• Play games such as “Wolf, wolf what’s the time?”
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duration
2.1
• simple patterns made with drawings of lines, shapes or objects
Create and describe own patterns
Create and describe own geometric patterns
• with physical objects
Patterns all around us
• in nature
• simple patterns made with drawings of lines, shapes or objects
Create and describe own patterns
Create and describe own geometric patterns
• with physical objects
• by drawing lines, shapes or objects
In Grade 1 and Term, 1 Grade 2 it was recommended that learners work with patterns in which elements (shapes, lines or objects) are repeated in exactly the same way. In Term 2 of Grade 2 learners can begin to work with patterns in which the size of the shapes or number of shapes changes in a predictable way.
 
Some patterns are made up from a single kind of shape, but each example of the shape increases or decreases in size
example
 
 
Copying the pattern helps learners to see the logic of how the pattern is made.
Extending the pattern helps learners to check that they have properly understood the logic of the pattern.
describing the pattern helps learners to develop their language and speaking skills. It also helps you to see how learners have interpreted the pattern. It is usually easier for learners to talk about the pattern after they have made it. By now learners should be able to describe patterns without the aid of guiding questions. Continue to focus on developing the language they need to describe the patterns.
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2.2
Copy, extend and describe
Copy, extend and describe simple number sequences to at least 200
Create and describe own patterns
Create own number patterns.
Copy, extend and describe
Copy, extend and describe simple number sequences to at least 150.
Sequences should show counting forwards and backwards in:
• 1s from any number between 0 and 150
• 10s from any multiple of 10 between 0 and 150
• 5s from any multiple of 5 between 0 and 150
• 2s from any multiple of 2 between 0 and 150
• 3s and 4s from any multiple of 3 and 4 between 0 and 150
See notes for Term 1, but extend the number range to 150. 3 lessons
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duration
3.1
language of position
describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to.
Position and views
Position and directions
language of position
describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to.
Position and directions
.
recommended focus for term 2: language of position, following directions
The focus in Term 2 can be on position and orientation. In Term 3 learners can work with views. Begin by assessing what learners know and remember about position and orientation.
What is different from Grade 1
In Grade 2, learners consolidate the work that they have done on position, orientation and views in Grade 1.
language of position
Language of position should be introduced and practised through practical activities that involve learners in physical movement, including songs and rhymes with movement and games with movement words. This can be done through whole class teaching time or focus group teaching time. It is suggested that you spend two lessons on position activities during Term 2, but then continue to introduce and practise position words for short parts of whole class, focus group and independent work time. The language of position can also be practised during Language and Life Skills lessons.
The language of position can be consolidated through written recording such as colouring or matching drawings with words, drawing an object or shape when told its position relative to another object or shape, colouring or matching drawings with words.
Position and directions
Teaching learners to follow directions should be done through practical activities in which learners move themselves according to instructions. In Grade 2 learners can be given either verbal or written directions to move around the classroom, e.g. “come to the front of the class”; “stand next to your chair”; “jump over the rubbish bin”.
2 lessons
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3.2
range of objects
recognise and name 3-d objects in the classroom and in pictures
• ball shapes, (spheres)
• box shapes (prisms)
• size
Focussed activities
Observe and build given 3-d objects using concrete materials such as cut-out 2-d shapes, building blocks, recycling, construction kits, other 3-d geometric objects.
No specific focus on 3-D work is recommended for Term 2. However, work on 3-D can be consolidated through written exercises. Learners can also continue to build d-3 objects from recycling material or construction kits during independent work time.
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3.3
• circles
• triangles
• squares
• rectangles
• size
• colour
• shape
• circles
• triangles
• squares
• rectangles
• size
• colour
• shape
• rectangles
Most work with shapes in Grade 2 is done practically with concrete objects. All work should be consolidated through written exercises.
Learners start with free play with various shapes including making pictures with cut-out geometric shapes. This can be done in independent time. This can also be done during Life Skills lessons.
Learners copy pictures made up of geometric shapes. These pictures can be provided by the textbook or the teacher. This helps learners to be able to identify
• circles and squares of different sizes;
• squares, rectangles and triangles in different positions; and,
• triangles and rectangles with different shapes. This can be done in independent time. This can also be done during Life Skills lessons.
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3.3
• circles
• triangles
• squares
• rectangles
• size
• colour
• shape
• circles
• triangles
• squares
• rectangles
• size
• colour
• shape
Learners compare the size of similar shapes e.g.
• order circles from smallest to greatest,
• put all squares or the same size together,
Use the language of size to compare different shapes e.g. “I drew a triangle inside the square, so the triangle is smaller than the square.”
describing 2-d shapes: colour
Learners talk about the colours of shapes and then sort shapes according to colour.
Identifying and naming objects and their colours, as well as comparing sizes of objects, can be practised during work with patterns.
recognising and naming circles, triangles, squares and rectangles
Learners should work with circles and squares of different sizes and triangles with different shapes.
It is important that learners do not only see one example of each shape. Most commercial sets of shapes give only one example of triangles. Learners need to be able to recognise
 
 
 
FoCus For term 2 some ClariFiCation notes or teaChinG Guidelines
duration
3.3
• circles
• triangles
• squares
• rectangles
• size
• colour
• shape
• circles
• triangles
• squares
• rectangles
• size
• colour
• shape
- Circles of different sizes. These are some examples of circles:
It is useful for learners to work with cut-out cardboard models of shapes. This allows learners to see different triangles, squares and rectangles placed in different positions.
Learners sort shapes according to whether they have straight or round sides.
Learners sort and groups shapes according to whether they are triangles, squares, or circles.
Work is consolidated through written exercises. These exercises can include colouring, matching names to shapes etc.
3 lessons
3.4
symmetry
symmetry
recognise and draw line of symmetry in 2-d geometrical and non- geometrical shapes.
symmetry
recognise and draw line of symmetry in 2-d geometrical and non- geometrical shapes.
Learners should look for lines of symmetry in concrete objects and pictures.
Written exercises
- should not only be “draw in the other half’;
- should include examples where learners draw in the line of symmetry. The line of symmetry should not always be a vertical line, e.g. in a picture of a snake the line of symmetry could be horizontal; and
- may include examples with more than one line of symmetry.
If learners are not sure whether a picture or shape has a line of symmetry, they can test by folding the piece of paper and seeing whether the two halves match exactly. If they do, then the fold line is the line of symmetry.
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4.1
time
• Tell 12-hour time in hours. half hours and quarter hours
Calculate length of time and passing of time
Use calendars to calculate and describe lengths of time in days or weeks.
Use clocks to calculate length of time in hours, half hours or quarter hours.
telling the time
• Place birthdays, religious festivals, public holidays, historical events, school events on a calendar
• Tell 12-hour time in hours and half hours on analogue clocks
Calculate length of time and passing of time
Use clocks to calculate length of time in hours or half hours.
Learners continue to practise talking about the duration of time and the sequencing of time.
during whole class teaching time and focus group time, learners continue to talk about the day of the week and month of the year and the date of the current day, as well as days before and days to come. Learners become familiar with calendars by the continual placing of
• Birthday;
on the calendar.
during Independent work time learners continue to sequence events from their daily lives and sequence pictures of events. Learners also work with exercises related to telling the time in hours.
What is different from term 1?
A focus in Term 2 is telling them time in hours and half hours using an analogue clock. This can be the focus of a lesson. It should include talking about the use of a.m. and p.m. with 12-hour time. Telling the time, should then be practised during the term on a continual basis. For example, learners can be asked to tell the time when school starts, at break time and at home time, or when they change from one lesson to another. Choose times where the clock shows an exact hour or a half hour. It is useful to have a large clock displayed in the classroom, so that learners can refer to it. Learners can also make models of clocks. You can then ask them to show various times and include some calculations e.g. “Show me 10 o’clock.” “Show me what the time will be half an hour later.”
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4.2
length
• Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc
• describe the length of objects by counting and stating how many informal units long they are
• Use language to talk about the comparison e.g. longer, shorter, taller, wider
introducing formal measuring
Estimate, measure, compare order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length
during Term 1 it was recommended that learners focus on estimating, measuring, comparing and recording lengths, widths and heights with informal units but also do a some estimating, measuring, comparing and recording measurements in metres.
Both these methods of measuring length can be practised in independent work time throughout the term. All work should be recorded.
during time allocated to Numbers, Operations and relationships learners can solve problems that use the contexts of
• informal measurement of length; and
• measuring lengths in metres.
Take account of the number range appropriate for the term, as well as the range of problems types appropriate for the term.
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4.3 mass
informal measuring • Estimate, measure,
compare, order and record mass using non-standard measures and a balance e.g. blocks, bricks etc
• Use language to talk about the comparison e.g. light, heavy, lighter, heavier
introducing formal measuring • Compare, order and
record the mass of commercially packaged objects which have their mass stated in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour
• Measure their own mass in kilograms using a bathroom scale
informal measuring • Estimate, measure,
compare, order and record mass using a balance and non- standard measures e.g. blocks, bricks etc
• Use language to talk about the comparison e.g. light, heavy, lighter, heavier
introducing formal measuring • Compare, order and
record the mass of commercially packaged objects which have their mass stated in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour
• Where bathroom scales are available, learners can measure their own mass in kilograms using a bathroom scale. The expectation is that learners only read to the nearest whole kilogram.
What is different in Grade 2? In Grade 1 it was recommended that learners focus on working with a measuring balance to
• directly comparing the mass of objects,
• ordering and comparing the masses of 3 or more objects, by placing pairs of objects on a balance, until all objects can be sequenced
• find the mass of objects using informal units of mass
Learners also focussed on developing the language to talk about mass.
Learners should begin by consolidating what they know about using a balance and informal units to measure mass.
Then they can be exposed to mass in kilograms
informal measurement of mass using a balance and non-standard units Learners can learn all the principles and practises of measurement using non-standard units. Measuring with non-standard units should not be considered to be inferior to measuring with standard units.
Commercial mass balances can be used. If you don’t have a commercial balance, you can make one by attaching a pair of one of the following to a coat hanger: a yoghurt cup, the cut off base of a 2 litre bottle, the cut off bottom of a litre milk or cold drink box (identical containers are attached to either side of the coat hanger).
Measuring with mass with non-standard units involves counting how many of the chosen unit have the same mass as the object being measured. For example a ruler has the same mass as 9 blocks.
Learners should measure a variety of objects using a range of objects as informal units.
Learners should be taught to always state the unit when giving the mass e.g. the book is has the same mass as 34 marbles.
Once learners have measured with any unit a couple of times, they should estimate about how many of that unit will have the same mass as the object being measured. Estimation before measuring is important, but can only be done once learners have done some measuring with that unit.
Learners need to be taught that in order to compare masses of different objects the same unit needs to be used. For example if a ruler has a mass of 20 blocks and a pair of scissors has the mass of 20 marbles, you cannot say whether they have the same mass or not, or which one is heavier.
recording measurements Although measuring is a practical skill learners should record their measurements at all times.
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4.3 mass
informal measuring • Estimate, measure,
compare, order and record mass using non-standard measures and a balance e.g. blocks, bricks etc
• Use language to talk about the comparison e.g. light, heavy, lighter, heavier
introducing formal measuring • Compare, order and
record the mass of commercially packaged objects which have their mass stated in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour
• Measure their own mass in kilograms using a bathroom scale
informal measuring • Estimate, measure,
compare, order and record mass using a balance and non- standard measures e.g. blocks, bricks etc
• Use language to talk about the comparison e.g. light, heavy, lighter, heavier
introducing formal measuring • Compare, order and
record the mass of commercially packaged objects which have their mass stated in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour
• Where bathroom scales are available, learners can measure their own mass in kilograms using a bathroom scale. The expectation is that learners only read to the nearest whole kilogram.
Working with kilograms Learners can begin to be introduced to kilograms by working with groceries that are sold in kilograms, where the number of kilograms is stated on the packaging. For example learners can compare the mass of packages of different substances (such as rice, sugar, mealie meal, flour or washing powder) that are sold in 1 kg amounts. They can place these on a balance to see that although the size of the packages may differ, they have more or less the same mass. Learners can then be given a range of packages of different items to sequence from heaviest to lightest, where they sequence according to the mass stated on the package e.g. 2 kg rice, 1 kg sugar, 5 kg mealie meal, 10 kg samp. reading bath room scales Where bath room scales are available learners can use these to read their own mass. There are two kinds of mass meters: digital and analogue. digital scales are easier to read because the mass is written in numbers. If you have a digital bathroom scale check that it states the mass only in whole kilograms. Some scales you can re-set to show only whole kilograms. If you cannot set it to show whole kilograms, teach learners to ignore the parts of kilograms for now. Most analogue bathroom scales have every 10 kg numbered, with a longer line showing the position of 5 kg. The 1kg lines are usually not numbered. This is similar to the way lines and numbers work on a ruler. Let learner start by counting to see that there are 10 spaces before the 10 kg mark, so that each space represents one kilogram, and the longer line represent 5 kg. Learners can read measurement of real bathroom scales as well as pictures of bathroom scales. It is easier to read the mass of a picture of a bathroom scale than off a real scale. recording measurements Although measuring is a practical skill learners should record their measurements at all times. measuring mass as a context for solving problems and calculations during time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of • informal measurement of mass example: The duster has a mass of 11 marbles. The box of crayons has a mass of 8 marbles. Together they will have a mass of how many marbles? • measuring mass in kilograms example: Puleka bought 12 kg of mealie meal, 5 kg of sugar and 2kg of rice. How much did her shopping weigh altogether. Take account of the number range appropriate for the term, as well as the range of problems types appropriate for the term.
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4.4
Capacity/ volume
informal measuring
• Estimate and measure, compare and order the capacity of containers (i.e. the amount the container can hold if filled) by using non- standard measures e.g. spoons and cups
• describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups
introducing formal measuring
• Estimate, measure, compare, order and record the capacity of objects by measuring in litres
• Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint
Following recipes, including baking, is a useful context in which learners can practise measuring. Choose recipes where ingredients are given in cups, teaspoons or informal units.
So far this year it was recommended that learners focus on
• developing the language to talk about differences in volume.
• comparing the volumes in two identical containers,
• comparing the volumes in two different looking containers especially wider and narrower containers
• measuring volumes and capacities with non-standard instruments and units.
during independent work time learners can to estimate, measure, compare, order and record volumes and capacities with non-standard instruments and informal units of capacity. Cooking and baking are useful a context in which learners can practise measuring capacity. Choose recipes in which measurements are given in cups, teaspoons and other informal units.
measuring capacity as a context for solving problems and calculations
during time allocated to Numbers, Operations and relationships learners can solve problems that use the context of informal measurement of capacity/volume e.g. Gogo uses 2 cups of milk to make a pudding. If she doubles the recipe, how much milk will she need?
Take account of the number range appropriate for the term, as well as the range of problems types
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5.4
Collect and organise data
• Collect data about the class or school to answer questions posed by the teacher
• Organise data in tallies
Analyse data from representations provided.
Learners should have experienced the whole data cycle in Term 1, they can focus on analysing representations that are given to them.
It is recommended that in Term 2 learners analyse (answer questions about) at least one pictograph
Learners answer questions that you ask about the picture graph e.g.
• “What TV programme is the most popular in our class?”
• “What programme is the favourite of the fewest learners in the class?”
• “Do more learners like …. or …..?”
• “How many more learners prefer …. than ….?”
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FoCus For term 2 some ClariFiCation notes or teaChinG Guidelines
duration
4.4
Capacity/ volume
informal measuring
• Estimate and measure, compare and order the capacity of containers (i.e. the amount the container can hold if filled) by using non- standard measures e.g. spoons and cups
• describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups
introducing formal measuring
• Estimate, measure, compare, order and record the capacity of objects by measuring in litres
• Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint
Following recipes, including baking, is a useful context in which learners can practise measuring. Choose recipes where ingredients are given in cups, teaspoons or informal units.
So far this year it was recommended that learners focus on
• developing the language to talk