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English Home Language Facilitator’s guide

1801-E-EHL-FG01

Í2!È-E-EHL-FG01wÎ

Grade 1

CAPS aligned

T Duganzich H Erasmus Dr N Scheepers R Venter


Facilitator’s Guide Grade 1 ~ English Home Language

Contents Introduction.........................................................................................................................................9 Impaq’s approach to language in Grade 1 ........................................................................................9 Listening and speaking.......................................................................................................................9 Reading..............................................................................................................................................9 Phonics.............................................................................................................................................10 Writing and handwriting....................................................................................................................10 Materials and resources...................................................................................................................11 How to use the materials and resources..........................................................................................11 How to choose a storybook..............................................................................................................13 Suggested timetable for Grade 1.....................................................................................................15 Learning unit 1................................................................................................................................16 Week 1: Learn t, learn i....................................................................................................................16 Day 1............................................................................................................................................16 Day 2............................................................................................................................................18 Day 3............................................................................................................................................20 Day 4............................................................................................................................................22 Day 5............................................................................................................................................24 Week 2 : Learn p, learn n.................................................................................................................27 Day 6............................................................................................................................................27 Day 7............................................................................................................................................29 Day 8............................................................................................................................................31 Day 9............................................................................................................................................33 Day 10..........................................................................................................................................35 Learning unit 2................................................................................................................................37 Week 3: Learn s, learn a..................................................................................................................37 Day 1............................................................................................................................................37 Day 2............................................................................................................................................39 Day 3............................................................................................................................................41 Day 4............................................................................................................................................43 Day 5............................................................................................................................................45 Week 4: Learn d, learn c..................................................................................................................47 Day 6............................................................................................................................................47 Day 7............................................................................................................................................49 Day 8............................................................................................................................................51 Day 9............................................................................................................................................53 Day 10..........................................................................................................................................56 Learning unit 3................................................................................................................................58 Week 5: Learn h, learn o..................................................................................................................58 Day 1............................................................................................................................................58 Day 2............................................................................................................................................60 Day 3............................................................................................................................................63 Day 4............................................................................................................................................65 Day 5............................................................................................................................................67 Week 6: Learn r, learn m..................................................................................................................69 Day 6............................................................................................................................................69 Day 7............................................................................................................................................71

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Facilitator’s Guide Grade 1 ~ English Home Language

Day 8............................................................................................................................................73 Day 9............................................................................................................................................75 Day 10..........................................................................................................................................77 Learning unit 4................................................................................................................................78 Week 7: Learn e, learn b..................................................................................................................78 Day 1............................................................................................................................................78 Day 2............................................................................................................................................80 Day 3............................................................................................................................................82 Day 4............................................................................................................................................84 Day 5............................................................................................................................................86 Week 8: Learn l, learn f....................................................................................................................88 Day 6............................................................................................................................................88 Day 7............................................................................................................................................89 Day 8............................................................................................................................................91 Day 9............................................................................................................................................93 Day 10..........................................................................................................................................95 Learning unit 5................................................................................................................................97 Week 9: Learn g, learn u..................................................................................................................97 Day 1............................................................................................................................................97 Day 2............................................................................................................................................99 Day 3..........................................................................................................................................101 Day 4..........................................................................................................................................103 Day 5..........................................................................................................................................105 Week 10: Learn k, learn v, assessment..........................................................................................107 Day 6..........................................................................................................................................107 Day 7..........................................................................................................................................109 Day 8..........................................................................................................................................110 Day 9..........................................................................................................................................112 Day 10........................................................................................................................................114 Learning unit 6..............................................................................................................................115 Week 11: Learn w, learn y..............................................................................................................115 Day 1..........................................................................................................................................115 Day 2..........................................................................................................................................117 Day 3..........................................................................................................................................119 Day 4..........................................................................................................................................121 Day 5..........................................................................................................................................124 Week 12: Learn j, learn q...............................................................................................................125 Day 6..........................................................................................................................................125 Day 7..........................................................................................................................................127 Day 8..........................................................................................................................................129 Day 9..........................................................................................................................................131 Day 10........................................................................................................................................133 Learning unit 7..............................................................................................................................135 Week 13: Learn z, learn x...............................................................................................................135 Day 1..........................................................................................................................................135 Day 2..........................................................................................................................................137 Day 3..........................................................................................................................................139 Day 4..........................................................................................................................................141 © Impaq

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Facilitator’s Guide Grade 1 ~ English Home Language

Day 5..........................................................................................................................................143 Week 14: End sounds....................................................................................................................144 Day 6..........................................................................................................................................144 Day 7..........................................................................................................................................146 Day 8..........................................................................................................................................148 Day 9..........................................................................................................................................149 Day 10........................................................................................................................................151 Learning unit 8..............................................................................................................................152 Week 15: Middle e..........................................................................................................................152 Day 1..........................................................................................................................................152 Day 2..........................................................................................................................................154 Day 3..........................................................................................................................................156 Day 4..........................................................................................................................................158 Day 5..........................................................................................................................................159 Week 16: Middle o..........................................................................................................................161 Day 6..........................................................................................................................................161 Day 7..........................................................................................................................................163 Day 8..........................................................................................................................................165 Day 9..........................................................................................................................................166 Day 10........................................................................................................................................167 Learning unit 9..............................................................................................................................169 Week 17: Middle a..........................................................................................................................169 Day 1..........................................................................................................................................169 Day 2..........................................................................................................................................171 Day 3..........................................................................................................................................173 Day 4..........................................................................................................................................174 Day 5..........................................................................................................................................176 Day 6..........................................................................................................................................177 Week 18: Middle i...........................................................................................................................177 Day 7..........................................................................................................................................179 Day 8..........................................................................................................................................181 Day 9..........................................................................................................................................182 Day 10........................................................................................................................................183 Learning unit 10............................................................................................................................185 Week 19: Middle u..........................................................................................................................185 Day 1..........................................................................................................................................185 Day 2..........................................................................................................................................187 Day 3..........................................................................................................................................188 Day 4..........................................................................................................................................190 Day 5..........................................................................................................................................192 Week 20: Revise vowels, assessment...........................................................................................193 Day 6..........................................................................................................................................193 Day 7..........................................................................................................................................195 Day 8..........................................................................................................................................196 Day 9..........................................................................................................................................197 Day 10........................................................................................................................................199

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Facilitator’s Guide Grade 1 ~ English Home Language

Learning unit 11............................................................................................................................200 Week 21: Revise middle sounds....................................................................................................200 Day 1..........................................................................................................................................200 Day 2..........................................................................................................................................202 Day 3..........................................................................................................................................203 Day 4..........................................................................................................................................205 Day 5..........................................................................................................................................207 Week 22: Learn st-.........................................................................................................................208 Day 6..........................................................................................................................................208 Day 7..........................................................................................................................................210 Day 8..........................................................................................................................................212 Day 9..........................................................................................................................................213 Day 10........................................................................................................................................215 Learning unit 12............................................................................................................................216 Week 23: Learn ee, learn tr-...........................................................................................................216 Day 1..........................................................................................................................................216 Day 2..........................................................................................................................................218 Day 3..........................................................................................................................................220 Day 4..........................................................................................................................................221 Day 5..........................................................................................................................................223 Week 24: Learn oo, learn sh-.........................................................................................................224 Day 6..........................................................................................................................................224 Day 7..........................................................................................................................................226 Day 8..........................................................................................................................................227 Day 9..........................................................................................................................................229 Day 10........................................................................................................................................230 Learning unit 13............................................................................................................................231 Week 25: Learn the long oo, learn sp-...........................................................................................231 Day 1..........................................................................................................................................231 Day 2..........................................................................................................................................234 Day 3..........................................................................................................................................235 Day 4..........................................................................................................................................237 Day 5..........................................................................................................................................238 Week 26: Learn ea, learn ch-.........................................................................................................240 Day 6..........................................................................................................................................240 Day 7..........................................................................................................................................242 Day 8..........................................................................................................................................244 Day 9..........................................................................................................................................245 Day 10........................................................................................................................................246 Learning unit 14............................................................................................................................248 Week 27: Learn ee, oo, ea, learn gr-..............................................................................................248 Day 1..........................................................................................................................................248 Day 2..........................................................................................................................................250 Day 3..........................................................................................................................................252 Day 4..........................................................................................................................................253 Day 5..........................................................................................................................................255 Week 28: Learn ay.........................................................................................................................256 Day 6..........................................................................................................................................256 © Impaq

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Facilitator’s Guide Grade 1 ~ English Home Language

Day 7..........................................................................................................................................258 Day 8..........................................................................................................................................260 Day 9..........................................................................................................................................261 Day 10........................................................................................................................................262 Learning unit 15............................................................................................................................264 Week 29: Distinguish b from d........................................................................................................264 Day 1..........................................................................................................................................264 Day 2..........................................................................................................................................265 Day 3..........................................................................................................................................267 Day 4..........................................................................................................................................269 Day 5..........................................................................................................................................270 Week 30: Assessment....................................................................................................................271 Day 6..........................................................................................................................................271 Day 7..........................................................................................................................................273 Day 8..........................................................................................................................................274 Day 9..........................................................................................................................................275 Day 10........................................................................................................................................276 Learning unit 16............................................................................................................................278 Week 31: Learn a-e........................................................................................................................278 Day 1..........................................................................................................................................278 Day 2..........................................................................................................................................279 Day 3..........................................................................................................................................281 Day 4..........................................................................................................................................283 Day 5..........................................................................................................................................284 Week 32: Learn i-e.........................................................................................................................286 Day 6..........................................................................................................................................286 Day 7..........................................................................................................................................287 Day 8..........................................................................................................................................289 Day 9..........................................................................................................................................291 Day 10........................................................................................................................................292 Learning unit 17............................................................................................................................293 Week 33: Learn o-e........................................................................................................................293 Day 1..........................................................................................................................................293 Day 2..........................................................................................................................................295 Day 3..........................................................................................................................................297 Day 4..........................................................................................................................................298 Day 5..........................................................................................................................................299 Week 34: Learn u-e........................................................................................................................301 Day 6..........................................................................................................................................301 Day 7..........................................................................................................................................302 Day 8..........................................................................................................................................304 Day 9..........................................................................................................................................306 Day 10........................................................................................................................................307 Learning unit 18............................................................................................................................309 Week 35: Learn oy.........................................................................................................................309 Day 1..........................................................................................................................................309 Day 2..........................................................................................................................................310 Day 3..........................................................................................................................................312

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Facilitator’s Guide Grade 1 ~ English Home Language

Day 4..........................................................................................................................................314 Day 5..........................................................................................................................................315 Week 36: Learn ai..........................................................................................................................316 Day 6..........................................................................................................................................316 Day 7..........................................................................................................................................318 Day 8..........................................................................................................................................320 Day 9..........................................................................................................................................321 Day 10........................................................................................................................................322 Learning unit 19............................................................................................................................324 Week 37: Revise ay, a-e, i-e...........................................................................................................324 Day 1..........................................................................................................................................324 Day 2..........................................................................................................................................326 Day 3..........................................................................................................................................327 Day 4..........................................................................................................................................329 Day 5..........................................................................................................................................330 Week 38: Revise o-e, u-e, oy.........................................................................................................332 Day 6..........................................................................................................................................332 Day 7..........................................................................................................................................334 Day 8..........................................................................................................................................335 Day 9..........................................................................................................................................337 Day 10........................................................................................................................................338 Learning unit 20 ...........................................................................................................................340 Week 39: Revise vowel sounds......................................................................................................340 Day 1..........................................................................................................................................340 Day 2..........................................................................................................................................341 Day 3..........................................................................................................................................342 Day 4..........................................................................................................................................343 Day 5..........................................................................................................................................344 Week 40: Assessment....................................................................................................................346 Day 6..........................................................................................................................................346 Day 7..........................................................................................................................................347 Day 8..........................................................................................................................................348 Day 9..........................................................................................................................................349 Day 10........................................................................................................................................350

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Facilitator’s Guide Grade 1 ~ English Home Language

Introduction Impaq’s approach to language in Grade 1 Language is an instrument for thinking and communication. When learners use language effectively they are able to think critically and accumulate knowledge, express their creative abilities and identity, as well as their feelings and ideas. They are also able to better interact with others and manage their experiences. Home language is an important foundation and shapes learners' ability to communicate and learn. In Grade 1, it is important to teach language effectively and create learning opportunities and interactions that focus on the development of learners’ abilities to listen, speak, think, argue, read and write. The learning programme consists of 20 learning units that stretch over 40 weeks. Each learning unit consists of 10 days (or two weeks). Each day comprises three or four language sessions that cover: • Listening and speaking • Reading and phonics • Writing and handwriting

Listening and speaking Listening and speaking form an integral part of all other learning areas. These are important skills that form the foundation of learning and that is why, in Grade 1, time is specifically dedicated to focused activities to develop listening and speaking skills. The listening and speaking activities include conversations, picture discussions, poems and games.

Reading The development of reading skills is an important component of the Grade 1 Home Language programme. The year plan is based on the reader series: The adventures of Ben, Lebo and Hanna. The series consists of four phases: • Phase 1 a – c: Picture cards for discussions and reading simple sentences. • Phases 2 – 4: Short stories. As the learners progress through the year, the stories and sentences gradually become longer. The programme is developed to promote word recognition and sentence construction. Introduce learners to new words to prepare them for the reading lesson. Use the flash cards in the learner aid to introduce new words. These flash cards promote word recognition as well as sentence construction. Initially, the learners are challenged to construct simple sentences from the reader, but they are eventually expected to construct more complex sentences and to read them. The learning programme provides for shared reading, when the learners read with the facilitator, as well as individual reading. As the reading programme progresses, new words are continuously introduced. The learners will know the words by the time they are expected to read them aloud. Repetition and embedding are important during the Foundation Phase. This programme ensures that reading skills are embedded. However, there are sessions where learners will be expected to read unseen texts.

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Facilitator’s Guide Grade 1 ~ English Home Language

Phonics Every learning unit includes a range of phonics activities. These activities alternate between the introduction of new sounds, embedding sounds and word building. The phonics sessions are spread across the 20 learning units. The learners learn all the single sounds (vowels and consonants), as well as digraphs (e.g., ch and ai) with vowels and consonants. The new sound is introduced once, but there is ample opportunity to embed the sounds, recognise the sound and build the word. Initially, the learners learn the sounds, construct words and complete written activities. The second part of the programme requires learners to master spelling words for assessment purposes. If learners’ home language is not English, it is possible to slow down the learning of sounds throughout the year. Follow your own pace with the help of workbook 3 to learn the sounds. It is very important that the learner knows a sound well before moving to the next sound. When teaching the 26 letters of the alphabet, it is important to use the correct sound as it is formed by the mouth, lips, tongue, etc. For example, the 'm' sound is taught as ‘mmm' and not ‘em’, which is the name of the sound. It is important to teach the difference between the sound and the letter name: the sound is 'mmmm' made by the letter 'em'. Each letter is introduced through a story told in 26 instalments and once the letter is introduced, the facilitator must draw the symbol for the letter on a large paper or on the board using the examples provided in the facilitator aid. It allows learners to see the letters. Take care not to use the associations of the letters, in other words, never refer to ‘a for apple’. The correct reference is the sound ‘a’ as in ‘apple’. The sound is not 'apple', the sound is 'a'. It may confuse learners with learning difficulties if they think of the sound as a picture. If learners ask what a letter looks like, show them the actual letter. The facilitator may quickly show the matching captal letter when introducing the lower case letters, but learners do not need to learn the capitals until much later in the year.

Writing and handwriting The programme provides for the systematic mastering of handwriting skills. Learners are taught various patterns that promote handwriting. They are taught the correct shape of the letters and are given ample opportunity to practise their letters during phonics and writing activities. The learners progress from patterns to letters and then to full sentences. Initially, learners only copy the words and sounds, but eventually they progress to writing their own sentences. It is very important that learners’ pencil grips are correct. See the illustration below.

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Facilitator’s Guide Grade 1 ~ English Home Language

Materials and resources Grade 1 learners should write with retractable pencils and lead pencils. All the written activities are set out in the three workbooks. However, learners will need two A4 exercise books each, a blank one for creative writing and drawing, and a lined one for learning to write between lines, as well as an A5 booklet for spelling and writing exercises. The facilitator must also have a weather chart. Do the weather using the weather chart daily, as well as the days of the week and months of the year.

How to use the materials and resources The Grade 1 package comprises: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Facilitator’s guide Workbook 1/3: Reading and Writing Workbook 2/3: Handwriting Workbook 3/3: Phonics Readers from the reading series, The adventures of Ben, Lebo and Hanna Learner aid Facilitator aid Assessment (portfolio book) Assessment guidelines and memorandum

You have to buy: • Retractable crayons, Retractable crayons and colouring pencils for writing and colouring activities • A lead pencil, sharpener and eraser for writing exercises • Scissors, ruler, glue (Pritt and wood glue) for activities • A blank exercise book for creative writing and drawing • A lined 72-page A5 writing book (Feint and Margin 17 mm) • A lined 72-page A4 brag book (Feint and Margin 17 mm) • Two envelopes, marked 'Sounds' and 'High Frequency Words' The facilitator’s guide This guide contains 20 learning units. Every learning unit is spread over two weeks and consists of 10 days. Every day is divided into three or four language sessions that cover listening and speaking, reading and phonics, writing and handwriting. Refer to the proposed daily programme for the time allocation of the sessions. Every session is concluded with two information boxes – Conceptualisation and Resources. The conceptualisation box provides a short summary of the concepts that are embedded, while the 11

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Facilitator’s Guide Grade 1 ~ English Home Language

resources box provides a list of items provided and/or required for the session. The facilitator’s guide clearly indicates when The facilitator aid or The learner aid must be used. іі indicates a provided resource. This includes the three workbooks, the readers and items in the facilitator aid and Learner aid. ÆÆ indicates a resource that the facilitator must provide. Two symbols are used in each session: The owl indicates what the facilitator must do.

The pencil indicates what the learners must do. Workbook 1/3: Reading and writing This workbook consists of 141 activities, which support the development of reading skills. The activity pages for cutting activities can be found in the learner aid. Workbook 2/3: Handwriting This workbook consists of 124 activities, as well as pattern cards and number writing worksheets to support the development of writing skills. Workbook 3/3: Phonics This workbook consists of 100 activities. The sounds can be found in the learner aid. Reading series: The adventures of Ben, Lebo and Hanna The reading series is developed specifically for the Grade 1 English Home Language programme. The series is divided into phases to systematically develop reading skills and to monitor the learner’s progress. • • • •

Phase 1a: Eight picture cards for discussion. Phase 1b: Simple sentences starting with This is ..., This is a ..., I like ... and I see a ... Phase 1c: Five stories with simple sentences. Phase 2 – 4: Three readers consisting of four to five short stories. As the learners progress through the phases, the stories and sentences gradually become longer.

Facilitator aid The facilitator aid contains an arrow chart, a body chart with flash cards, sound cards, flash cards of sight words to support the readers. Learner aid The learner aid contains activity pages, spelling tests, big sight words, sight words, sounds, high frequency words and a page with a cat. The cat page and play dough is used to teach letter formation and will be used throughout the year. To make sure the page lasts longer, it may be a good idea to laminate it.

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Facilitator’s Guide Grade 1 ~ English Home Language

Make your own playdough 2 cups flour 1 cup salt 1 cup water 2 tablespoons cooking oil food colouring 1. Mix the flour and salt. 2. Add the water, food colouring and oil. Mix well until the colour is mixed through. 3. If the mixture is too dry, add water and mix until the texture is correct.

How to choose a storybook The Grade 1 Home Language and First Additional Language programmes often refer to stories that the facilitator must read to learners. The facilitator, and even the learners, may choose the stories. It is important to choose books that will encourage learners to read. The story must be appropriate for the learners’ level of development, but more importantly, it must awaken the learners’ interest in reading. Home Language learners will read with the facilitator at first, and later they will read on their own. In First Additional Language, learners will listen to the stories, but it is not expected of them to read. Keep the following in mind when choosing storybooks: • Learners must enjoy the stories. • The pictures in the books must be suitable for Grade 1 learners. • The vocabulary in the stories must be applicable to Grade 1 learners. During the year, the stories can gradually become more difficult. Always explain difficult words to the learners. They do not have to be able to read it themselves, they should just know the meaning of the words. • Regularly read stories to the learners that have been read before. They can listen to a story more than once, but introduce them to new books quite often. The list below is recommended books for Grade 1 learners. It is not necessary to buy storybooks. Borrow books from the library to ensure that learners are introduced to a variety of stories. • • • • • • • • • •

Corduroy – Don Freeman Curious George in the Big City – Margret Rey and H. A. Rey The Velveteen Rabbit – Margery Williams Frog and Toad Are Friends – Arnold Lobel Ivy and Bean – Annie Barrows There Is a Bird on Your Head! – Mo Willems The Boy Who Loved Words – Roni Schotter and Giselle Potter Bear Snores On – Karma Wilson and Jane Chapman The Empty Pot – Demi Henry and Mudge – Cynthia Rylant

Ladybird Books offer older, well-known stories which learners still enjoy and can read by themselves, e.g.: • The Little Mermaid – Hans Christian Andersen • The Elves and the Shoemaker – The Brothers Grimm • The Wonderful Wizard of Oz – L. Frank Baum • Alice in Wonderland – Lewis Carroll 13

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Facilitator’s Guide Grade 1 ~ English Home Language

• • • • • • • • • • • • • •

Aladdin – A tale from The Arabian Nights The Three Little Pigs – J. O. Halliwell-Phillips (orginal author) Jack and the Beanstalk – Joseph Jacobs The Pied Piper of Hamelin – The Brothers Grimm Sam and the Robots – Mandy Ross The Red Knight – Ronne Randall and Emma McCann The Jungle Book – Rudyard Kipling The Wind in the Willows – Kenneth Grahame The Three Musketeers – Alexandre Dumas The Princess and the Frog – Based on the tale by the Brothers Grimm: The Frog Prince The Big Pancake – Original author unknown Peter Pan – J. M. Barrie Sleeping Beauty – Charles Perrault The Magic Porridge Pot – The Brothers Grimm

Elf-help Books for Kids, e.g.: • Mad Isn’t bad – Michaelene Mundy • Sad Isn’t bad – Michaelene Mundy Fairy tales by the Brothers Grimm are available in a collection to read during the year, e.g.: • 'The Town Musicians of Bremen' • 'Faithful John' • 'Hans in Luck' • 'Jorinda and Joringel' • 'Old Sultan' • 'The Twelve Dancing Princesses' • 'The Fisherman and His Wife' • 'The Frog Prince' • 'The Brave Little Tailor' • 'Hansel and Gretel' • 'The Giant with the Three Golden Hairs' • 'Rapunzel' Stories by Hans Christian Andersen are available in a collection to read during the year, e.g.: • 'The Red Shoes' • 'The Story of a Mother' • 'The Snow Queen' • 'The Tinderbox' • 'The Travelling Companion' • 'The Angel' • 'The Princess and the Pea' • 'The Ugly Duckling' • 'The Little Match-Seller' • 'The Old Street Lamp' • 'Under the Willow Tree' • 'The Puppet-Show Man'

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Facilitator’s Guide Grade 1 ~ English Home Language

Suggested timetable for Grade 1 Per week: 23 hours 1. 2. 3. 4.

Home Language (HL): 8 hours First Additional Language (FAL): 2 hours Mathematics: 7 hours Life Skills (LS): 6 hours

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY HL HL HL HL HL 07:50 – Listening and Listening and Listening and Listening and Listening and 08:05 speaking speaking speaking speaking speaking 15 min 15 min 15 min 15 min 15 min MATHEMATICS MATHEMATICS MATHEMATICS MATHEMATICS MATHEMATICS 08:05 – Class activity Class activity Class activity Class activity Class activity 09:30 (oral) (oral) (oral) (oral) (oral) 25 min 25 min 25 min 25 min 25 min Mathematics Mathematics Mathematics Mathematics Mathematics 30 min 30 min 30 min 30 min 30 min Mathematics Mathematics Mathematics Mathematics Mathematics 30 min 30 min 30 min 30 min 30 min HL HL HL HL HL 09:30 – Reading and Reading and Reading and Reading and Reading and 10:00 phonics phonics phonics phonics phonics 30 min 30 min 30 min 30 min 30 min 10:00 – BREAK 10:20 LS LS LS LS LS Personal Personal Personal Personal Personal and Social and Social and Social and Social and Social 10:20 – Wellbeing and Wellbeing and Wellbeing and Wellbeing and Wellbeing and 10:50 Beginning Beginning Beginning Beginning Beginning Knowledge Knowledge Knowledge Knowledge Knowledge 30 min 30 min 30 min 30 min 30 min HL HL HL HL HL 10:50 – Writing Writing Writing Writing Writing 11:20 30 min 30 min 30 min 30 min 30 min 11:20 – 11:45 11:45 – 12:00 12:00 – 12:15

12:15 – 13:15

HL Handwriting 25 min

HL Handwriting 25 min

HL Handwriting 25 min

HL Handwriting 25 min

HL Handwriting 25 min

FAL 15 min

FAL 15 min

FAL 15 min

FAL 15 min

FAL 15 min

LS Creative Arts 40 min

LS Creative Arts 40 min

FAL 20 min

FAL 20 min

BREAK LS Physical Education 60 min

LS Creative Arts 40 min FAL 20 min

LS Physical Education 60 min

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Facilitator’s Guide Grade 1 ~ English Home Language

Learning unit Day 1

1 Week 1



Session 1: Listening and speaking: My body I have a little body Jean Warren

I have a little body (Point to self) That belongs to me. I have two ears to hear with (Point to ears) And two eyes to see. (Point to eyes) I have a nose for smelling. (Point to nose) I have a mouth to eat. (Point to mouth) I have two hands to wave At everyone I meet! (Wave hands) Start the session with the rhyme ‘I have a little body’. Read the rhyme out loud while the learners listen and repeat it with them. Facilitate a discussion where learners talk about their bodies. Pay attention to the different body parts and name each one individually. Use the following guidelines: • What body parts do we use to walk with? (Legs and feet) • How many fingers and toes do you have? (The learners can count their fingers and toes.) • What part of our body is between our head and shoulders? (Neck) • Where is your elbow? • Move through the rest of the body, making sure the learners know all its parts. Use the body chart and flash cards in the facilitator aid. Learners do not have to be able to read the names of the body parts on their own. Read the names of each body part and ask learners to identify the beginning sound of each word. Once the body part and beginning sound have been identified, learners may paste the flash card next to the body part on the chart. • Hands: What sound do you hear at the beginning of the word? (h) • Paste the flash card next to the hands. • Feet: What sound do you hear at the beginning of the word? (f) • Paste the flash card next to the feet. • Repeat the activity until all the body parts are named.

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Facilitator’s Guide Grade 1 ~ English Home Language

Session 2: Reading and phonics: Ben Look at picture card 1. The words 'Ben' and 'Lebo' are on the card. The learners will learn the word 'Ben' in this session. Write the word 'Ben' on the board. Tell the learners the following story: Ben is six years old. He lives with his mother and father in a big house. There is a park near their home. Ben likes to play in the park. Sometimes his friends, who live on the same street, play with him in the park. Ben does not have any brothers or sisters. He is an only child. Ask learners the following questions: • What does Ben look like? (Happy, friendly) • What do you think Ben likes? (To ride his skateboard.) • What is your favourite toy? • Do you have a brother or sister? • Ben is six years old. How old are you? • What letter does Ben’s name start with? (B) • Where is Ben? (In the park) • How do you know he is in the park? (There are jungle gyms and toys.) Learners complete activity 1 in workbook 1. They write the word 'Ben' on the page. They colour Ben to look the same as in the picture.



Session 3: Writing: Ben Use the big sight words in the learner aid. Identify the word 'Ben' and let the learners cut it out. Write the word 'Ben' on the board repeatedly, so that the learners may recognise and copy the spelling. Learners cut out the sight word. They trace over the word using different coloured retractable crayons.



Session 4: Handwriting: Patterns Do the following exercises with the learners: Write an r on the learners’ right hands and an l on their left hands. Give an instruction and ask learners to distinguish between right and left with their hands. 17

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Facilitator’s Guide Grade 1 ~ English Home Language

• • • • • • • •

Raise your right hand and point to the right. Raise your left hand and point to the left. Put your right hand on your left shoulder. Put your left hand on your right knee. Put your right hand on your head. Pick up your book with your right hand and put it down on the left side of the table. Hop on your right leg. Hop on your left leg.

Story: The farmer wants to build a fence to keep his chickens inside. He must plant the poles: one tall, one short, one tall, one short, etc. Learners complete activity 1 in workbook 2. They first draw the pattern in the air and then in their workbooks using retractable crayons. Make sure the learners draw the lines from top to bottom.



Day 2 

Session 1: Listening and speaking: I am unique! Yesterday we spoke about our bodies. You now know the different parts of your body. • • • • • • •

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Does every person look the same? (No, we all look different. Another word for different is unique.) This means there is no one else in the whole world exactly like you. Sometimes two people may look similar, but everyone is unique and no one is exactly the same as anyone else. Look at yourself in the mirror. What does your hair look like? What colour eyes do you have? What do you see around your eyes? (Eyelashes) Tell me what your friend or facilitator or mom looks like. Compare two people by looking at their hair, clothes, eye colour, etc. Learners point out similarities and differences, e.g., My hair is short and dark, but my friend’s hair is long and light brown. Use other comparisons that encourage learners to use their vocabulary of the body to discuss similarities and differences.

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Facilitator’s Guide Grade 1 ~ English Home Language

Session 2: Reading and phonics: Lebo Use picture card 1 and introduce learners to the second character in the readers. His name is Lebo. Write the word 'Lebo' on the board. Tell the learners the following story: Lebo is Ben’s best friend. Lebo is also six years old. Lebo lives next door to Ben. They are neighbours. Lebo and Ben like to play together. Sometimes Ben and Lebo play in the park. Ben takes his skateboard and Lebo takes his ball. In the park there is a path where Ben can ride his skateboard. The path goes up a hill. Ben sits on his skateboard at the top of the hill and Lebo crouches down next to him, ready to roll his ball. When Lebo counts to three, they see if Ben or the ball gets to the bottom of the hill first. Then they swap so that each one gets a turn. Ask learners the following questions: • What does Lebo look like? • What colours are Ben and Lebo wearing? (Ben: orange shirt and blue shorts; Lebo: green shirt and purple/blue shorts) • Do you have a friend who lives on your street? • Do you have a best friend? • What is your best friend’s name? • What letter does Lebo’s name start with? (L) Learners complete activity 2 in workbook 1. They write the word 'Lebo' on the page. They colour Lebo to look the same as in the picture.



Session 3: Writing: Lebo Use the big sight words in the learner aid. Identify the word 'Lebo' and let the learners cut it out. Write the word 'Lebo' on the board repeatedly, so that the learners may recognise and copy the spelling. Learners cut out the sight word. They decorate the word with sand.



Session 4: Handwriting: Patterns Do finger exercises with the learners. •

Learners touch their thumb to each finger on the same hand, starting with their index finger and ending with their little finger.

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• •

Flick the fingers. Place a newspaper on the floor. Learners’ palms rest on the floor while they get a grip on the newspaper by crumpling it with their fingers.

Story: The farmer wants to build a fence on his farm. He must plant the poles. First a long one (vertical) and then one across (horizontal). The vertical poles must be planted from top to bottom and the horizontal poles must be placed from left to right, otherwise the animals will get out. Learners complete activity 2 in workbook 2. They first draw the pattern in the air, showing how the farmer plants the poles. They draw the pattern in their workbooks using retractable crayons. Make sure learners draw the lines from top to bottom and then from left to right. Make sure learners use the correct pencil grip.



Day 3 Session 1: Listening and speaking: My senses Yesterday we spoke about how you are unique and that there is no one like you. Today, we are going to talk about your senses. • • • • • •

What senses do you have? (Sight, hearing, taste, smell, touch) What do you use your eyes for? What do you use your ears for? What do you use your mouth for? What do you use your nose for? What do you use your skin for?

Play a game using your senses. Close your eyes. You are in the kitchen. You walk over to the drawer and take out a knife. Check very carefully with your fingers whether the knife is sharp. Now go over to the fruit bowl and take out a lemon. Smell the lemon. Place the lemon on a cutting board and cut a slice. Pick up the slice and taste it. Can you taste how sour it is? Have a discussion with learners about senses and how they can use their different senses.

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Session 2: Reading and phonics: Learn t Teach learners the t sound. Tell the following short story to introduce them to the sound: Tom lives in a city with his mom, dad and older sister. He loves going to school and playing with all his friends. But today Tom is sad, his parents told him that they are moving to a new home. "I don’t want to move!" Tom cries. "I love my school and my friends." "You will make new friends, Tom," says mom, but he doesn't believe her. Finally, the day of the move arrives and Tom’s family is very excited. When they arrive at their new house, Tom is still very sad. It is a beautiful house, but it isn't his beloved old home. He sits down on his bed in his new bedroom and looks out the window. Woods surround his new home. I wonder what lives in those woods, he thinks. I will go for a walk tomorrow. He soon drifts off to sleep … We’ll learn more about Tom’s adventures in the next lesson. Draw a picture of Tom in the woods and write his name on the board. You may also use the the picture provided in the facilitator aid. Ask the learners what sound his name starts with and demonstrate a t on the board with the correct letter formation. Let them practise by drawing the letter in the air. Let them draw a t on a friend’s back. Give each learner a pipe cleaner, a piece of wire or a string. Learners try to form the letter t with the pipe cleaner. Slowly demonstrate it to them so that they can see how to do it. Learners may find this challenging, but will improve as they learn more letters. Learners say out loud: "The sound is t (make the sound) made by the letter t (say the name of the sound)." Use the sound of the letter and the name of the letter for each letter introduced, distinguishing between the two. (Refer to the the introduction of this guide for more information.) Ask learners to think of words beginning with a t. Give each learner the opportunity to contribute a word. Display a large t on the wall. The correct letter formation of t:

t Learners cut out a t from the learner aid and place it in their sounds envelope.



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Session 3: Writing: Ben and Lebo Display the flash cards for Ben and Lebo on the board. Show learners the correct formation of the words again, by writing them on the board. Learners complete activity 3 in workbook 1. They first trace over the words with their fingers and then write over them with a retractable crayon. The learners draw a picture of Ben and Lebo on the page when they have finished writing.



Session 4: Handwriting: Patterns Do finger exercises with the learners. • • •

Learners rotate their wrists in a circle to stretch their finger muscles. Flick the fingers. Learners hold a piece of paper or newspaper in their one hand and crumple it without using their other hand. Repeat the exercise with the other hand.

Story: The farmer wants to build a zigzag path on his farm. Learners complete activity 3 in workbook 2. They first trace the pattern with their fingers and then write it in their workbooks using retractable crayons. Make sure learners take their time and do not go too far off the lines. Make sure learners use the correct pencil grip.



Day 4 Session 1: Listening and speaking: News of the day Start an informal conversation with learners, where they can tell their news from the previous weekend or holiday. Ask questions to encourage the discussion.

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Session 2: Reading and phonics: Hanna Use picture card 2 and introduce learners to the third character in the readers. Her name is Hanna. Write the word 'Hanna' on the board. Tell the learners the following story: Hannah lives on the same street as Ben and Lebo. Her real name is Hasinah, but when she was little she could not pronounce her name properly. Every time her mom asked her what her name was, she replied ‘Hanna’. Her mom eventually gave up and started calling her Hanna. Hanna attends the same school as Ben and Lebo. She likes to play with them. One day, Hanna goes to Ben and Lebo where they are playing in the sandpit. Ask learners the following questions: • What do you think Hanna said to them? • Do you think Hanna is happy or sad or angry? (Happy) • What colour clothes is Hanna wearing? (Pink and purple) • Is Hanna a girl or a boy? (Girl) • May a girl wear pants? (Yes) • What are they playing with in the sandpit? (Buckets, spades, tractor, truck and aeroplane) • Are they wearing different clothes? How are they different? • What letter does Hanna’s name start with? (H) Learners complete activity 4 in workbook 1. They write the word 'Hanna' on the page. They colour Hanna to look the same as in the picture.



Session 3: Writing: Hanna Use the big sight words in the learner aid. Identify the word 'Hanna' and let the learners cut it out. Write the word 'Hanna' on the board repeatedly, so that the learners may recognise and copy the spelling. Learners cut out the sight word. They decorate the word with sequins.



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Session 4: Handwriting: Revise t Revise the t sound with the learners. Build with clay or playdough Give each learner a ball of clay or playdough. Use the cat on the lines in the learner aid to build the letter. Learners roll their playdough into a long snake and form a t. Make sure they first build the line going down and around and then break off a piece to cross the t. Make sure learners start the letter at the top of the page and form the curve of the t on the bottom line. Make sure learners build it between the correct lines (top and middle). Write on the ground Write a large t outside on the paving with chalk. Learners walk along the lines, learning the correct letter formation. Write in sand Learners write the letter t in the sandpit or in a sand tray 10 times. Ensure the letters are formed correctly. Use body formation Learners use their bodies to form a letter t. They may work in groups or individually. Learners complete activity 1 in workbook 3. Say the name of each picture out loud. Learners say whether the word starts with a t sound. Learners colour all the pictures beginning with a t sound and trace over the letter below the pictures. They write the letter on their own, completing the line. Answers: toothbrush, tent, table, tractor, teacup, tiger, train, tooth.



Day 5 Session 1: Listening and speaking: Emotions Discuss different emotions. Explain what emotions are and how people feel different emotions in different situations. Use pictures to demonstrate emotions and ask learners to find pictures of people in magazines who are displaying emotion. Name each of the emotions listed below and let the learners role-play them, depicting the emotion. Read the sentence in brackets as a clue to the emotion evoked. • Angry (Your sister breaks your toys.) Š Impaq

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• • • • • • • • •

Scared (It is dark in the house and you need to go to the bathroom alone.) (A lion is chasing you.) Sad (Your friend tells you that s/he no longer wants to play with you.) Happy (You made a new friend at school.) Feeling sorry for yourself (You fell hard and hurt yourself.) Cheerful or happy (It is a nice spring day and you are playing outside.) Excited (The teacher tells you that you are going on a trip.) Disappointed (The teacher says that the class can no longer go on the trip.) Proud (The teacher whispers in your ear that you have done great work.) Unlucky (You entered the competition, but did not win the prize.)



Session 2: Reading and phonics: Learn i Teach learners the i sound. Continue the story of Tom to introduce learners to the sound. Ask learners to recall what happened at the beginning of the story. The next morning, Tom wakes up to find a tiny creature on his pillow, staring at him. "Aaah!" he shouts. "What's the matter?" asks the tiny creature. "What are you? And why are you talking?" asks Tom, confused. "Can't you see I'm an insect?" it replies. "I have six legs, don't I? My name is Isabelle. I live in the woods, but sometimes I go for walks around here. What's your name? And what do you mean, why am I talking?" Tom is still in shock but he manages to tell her his name. Where he comes from, insects certainly don't talk. Am I still dreaming, he wonders. Just then, Isabelle jumps onto the windowsill. "Come on, let’s go for a walk in the woods. I’ll introduce you to everyone." Tom can only stare in amazement … We’ll learn more about Tom's adventures in the next lesson. Draw a picture of Isabelle the insect. You may also use the the picture provided in the facilitator aid. Write the word 'insect' below it. Learners look at the letter i and practise writing it in the air. Send them outside to find objects they may use to make an i, such as a stick and a small stone. Ask learners to think of words beginning with an i. Give each learner the opportunity to contribute a word. Display a large i on the wall next to the t. The correct letter formation of i:

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Learners cut out an i from the learner aid and place it in their sounds envelope.



Session 3: Writing: Emotions We have spoken about emotions. Look at picture card 2 again. Hanna is happy. Ask learners the following questions: • How would Hanna look if she were angry? • How would Hanna look if she were sad? • What could make her angry or sad? Learners complete activity 5 in workbook 1. Read each sentence out loud and ask learners to read the sentences together. Learners draw a face next to each sentence with the correct expression depicting the emotion. They find the word that describes the emotion in each sentence and circle it with a crayon.



Session 4: Handwriting: Patterns Story: The farmer wants to build another fence on his farm. This time he will need more wooden poles so he can plant two standing upright and one across, two upright and one across. Learners complete activity 4 in workbook 2. They first draw the pattern in the air, showing how the farmer plants the poles. Learners draw the pattern in their workbooks using retractable crayons. They create their own pattern on the last line. Make sure learners draw the lines from top to bottom and then from left to right. Make sure learners use the correct pencil grip.



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Day 6

Week 2



Session 1: Listening and speaking: News of the day Each learner gets a turn to tell his or her news. If learners are not sure what to tell or are reluctant to speak, ask questions about their experience on the first day of school to encourage them to participate.



Session 2: Reading and phonics: Mommy and Daddy Use picture card 3 and introduce learners to Mommy and Daddy. Write the words 'Mommy' and 'Daddy' on the board (learners do not yet need to know the word 'and'). Tell the learners the following story: This is Ben’s daddy and mommy. Ben’s dad goes to work every day and his mom stays at home. His mom is pregnant and Ben cannot wait for the baby to be born, because he will have a new brother or sister. Mom says the new baby is a surprise. Ben cannot wait to play with the new baby. His mom says that the baby will be too small to play for a while, but Ben has already decided that when the baby is a little bigger, they will have fun playing together. Hanna and Lebo are very excited about the new baby on the way. Ask learners the following questions: • What does Daddy look like? • What does Mommy look like? • Is your mom pregnant? • Do you have a brother or sister? • How do you feel when you are excited? • Can babies play yet? Learners complete activity 6 in workbook 1. They write the words 'Mommy' and 'Daddy' on the page. They colour Mommy and Daddy to look the same as in the picture.



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Session 3: Writing Use the high frequency words for week 1 to 3 in the learner aid. Learners cut out all the words and place them in their high frequency words envelope. Learners take out the names Ben, Lebo and Hanna. Read the names out loud. Learners hold up the correct word in the air each time. Continue until each name has been called out at least 5 times. Learners complete activity 7 in workbook 1. They look for the names Ben, Lebo and Hanna and circle the names with a crayon.



Session 4: Handwriting: Revise i Revise the i sound with the learners. Build with clay or playdough Give each learner a ball of clay or playdough. Use the cat on the lines in the learner aid to build the letter. Learners roll their playdough into a long snake and form an i. Make sure they first build the line going down and then break off a small piece to make the dot for the i. Make sure learners build it between the correct lines (in the middle). Write on the ground Write a large i outside on the paving with chalk. Learners walk along the lines, learning the correct letter formation. Write in sand Learners write the letter i in the sandpit or in a sand tray 10 times. Ensure the letters are formed correctly. Use body formation Learners use their bodies to form a letter i. They may work in groups or individually. Learners complete activity 2 in workbook 3. Say the name of each picture out loud. Learners say whether the word starts with an i sound. Learners colour all the pictures beginning with an i sound and trace over the letter below the pictures. They write the letter on their own, completing the line. Answers: igloo, insects, ink, Indian, injection.

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Day 7



Session 1: Listening and speaking: My family Use picture card 3, showing Ben’s family. Guide a discussion using the following questions: • • • •

Who are your family members? Can a family be just a mom and a dad? (Yes) Does your family all live in the same house? Do you often fight with someone in your family?



Session 2: Reading and phonics: Learn p Teach learners the p sound by continuing the story: Tom quickly follows Isabelle. He jumps down from the windowsill and runs after her across the garden and down the road. Tom can't believe how fast she is. Just before they go into the woods, Isabelle shouts: "Follow me and stay close!" Tom has never walked among so many trees before. They are tall and very old. Suddenly, he hears a loud squawk and covers his head. "Hello," says a loud voice. "Who are you?" Tom looks up to see a colourful parrot sitting on a big branch of a tree. "This is Tom," says Isabelle. "He lives in that big house. He thinks it is strange that we can talk. Tom, meet Peter the parrot." "Actually, I’ve heard many parrots talk before," says Tom. "Talking parrots, but not talking insects? How strange," whispers Isabelle to herself ... We’ll learn more about Tom's adventures in the next lesson. Draw a picture of Peter the parrot on the board. You may also use the the picture provided in the facilitator aid. Write the word 'parrot' below it, demonstrating the correct letter formation. Learners look at the letter p and practise writing it in the air. Give each learner a pipe cleaner, a piece of wire or a string. Learners try to form the letter p with the pipe cleaner. Demonstrate it slowly and help those who have difficulty. Ask learners to think of words beginning with p. Give each learner the opportunity to contribute a word. Display a large p on the wall next to the other letters. 29

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The correct letter formation of p:

p Learners cut out a p from the learner aid and place it in their sounds envelope.



Session 3: Writing: Daddy Use the big sight words in the learner aid. Identify the word 'Daddy' and let the learners cut it out. Write the word 'Daddy' on the board repeatedly, so that the learners may recognise and copy the spelling. Learners cut out the sight word. They decorate the word with string.



Session 4: Handwriting: Patterns Use the arrow chart in the facilitator aid and turn it left, right, up or down. Learners look at the arrow, quickly identify its direction and show the direction using their bodies, e.g., if the arrow points to the right, the learners point to the right. Learners also use the correct word with the action. Story: The farmer’s roof is leaking. He decides to replace the old roof with a new one. Can you help him do it? Learners complete activity 5 in workbook 2. They first draw the pattern in the air and then in their workbooks. They draw their own pattern on the last line.

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Gr 1 english home language facilitator’s guide  
Gr 1 english home language facilitator’s guide