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ENGLISH HOME LANGUAGE FACILITATOR’S GUIDE Grade 2

English Home Language Facilitator’s guide

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Grade 2

CAPS aligned

H Erasmus Dr N Scheepers

Facilitator’s Guide Grade 2 ~ English Home Language

Contents Impaq’s approach to language in Grade 2.........................................................................................9 Listening and speaking.......................................................................................................................9 Reading..............................................................................................................................................9 Phonics.............................................................................................................................................10 Handwriting......................................................................................................................................10 Writing..............................................................................................................................................10 Materials and resources...................................................................................................................10 How to use the materials and resources..........................................................................................10 Suggested daily programme for Grade 2.........................................................................................12

Term 1 Learning unit 1..................................................................................................................................14 Week 1: Revise c and t.....................................................................................................................14 Day 1............................................................................................................................................14 Day 2............................................................................................................................................16 Day 3............................................................................................................................................18 Day 4............................................................................................................................................20 Day 5............................................................................................................................................21 Week 2: Revise p, s and n................................................................................................................23 Day 6............................................................................................................................................23 Day 7............................................................................................................................................25 Day 8............................................................................................................................................26 Day 9............................................................................................................................................28 Day 10..........................................................................................................................................29 Learning unit 2..................................................................................................................................31 Week 3: Revise o and d...................................................................................................................31 Day 1............................................................................................................................................31 Day 2............................................................................................................................................33 Day 3............................................................................................................................................34 Day 4............................................................................................................................................36 Day 5............................................................................................................................................37 Week 4: Revise h and learn the digraph th-.....................................................................................39 Day 6............................................................................................................................................39 Day 7............................................................................................................................................41 Day 8............................................................................................................................................42 Day 9............................................................................................................................................43 Day 10..........................................................................................................................................44 Learning unit 3..................................................................................................................................46 Week 5: Revise f and e....................................................................................................................46 Day 1............................................................................................................................................46 Day 2............................................................................................................................................47 Day 3............................................................................................................................................49 Day 4............................................................................................................................................51 Day 5............................................................................................................................................53 Week 6: Revise b and m and learn the digraph -ch.........................................................................54 Day 6............................................................................................................................................54 Day 7............................................................................................................................................56 3

Facilitator’s Guide Grade 2 ~ English Home Language

Day 8............................................................................................................................................57 Day 9............................................................................................................................................59 Day 10..........................................................................................................................................60 Learning unit 4..................................................................................................................................61 Week 7: Introduce the u and x sounds, revise r and learn the digraph sh-...................................... 61 Day 1............................................................................................................................................61 Day 2............................................................................................................................................63 Day 3............................................................................................................................................65 Day 4............................................................................................................................................66 Day 5............................................................................................................................................68 Week 8: Revise w, l and j, introduce the v-sound, learn the digraph wh-.........................................69 Day 6............................................................................................................................................69 Day 7............................................................................................................................................71 Day 8............................................................................................................................................72 Day 9............................................................................................................................................74 Day 10..........................................................................................................................................75 Learning unit 5..................................................................................................................................77 Week 9: Introduce the digraph ee and revise the digraph sh-..........................................................77 Day 1............................................................................................................................................77 Day 2............................................................................................................................................78 Day 3............................................................................................................................................80 Day 4............................................................................................................................................81 Day 5............................................................................................................................................83 Week 10: Digraph oo........................................................................................................................84 Day 6............................................................................................................................................84 Day 7............................................................................................................................................85 Day 8............................................................................................................................................86 Day 9............................................................................................................................................87 Day 10..........................................................................................................................................89

Term 2 Learning unit 6..................................................................................................................................90 Week 11: Revise digraph -th and -ch, introduce digraphs -ea and -oa............................................90 Day 1............................................................................................................................................90 Day 2............................................................................................................................................91 Day 3............................................................................................................................................92 Day 4............................................................................................................................................94 Day 5............................................................................................................................................95 Week 12: Introduce the y, k and q sounds, learn the digraph -ng....................................................96 Day 6............................................................................................................................................96 Day 7............................................................................................................................................98 Day 8..........................................................................................................................................100 Day 9..........................................................................................................................................101 Day 10........................................................................................................................................103 Learning unit 7................................................................................................................................104 Week 13: Revise the digraphs sl- and sp-......................................................................................104 Day 1..........................................................................................................................................104 Day 2..........................................................................................................................................106 Day 3..........................................................................................................................................107 © Optimi

Facilitator’s Guide Grade 2 ~ English Home Language

Day 4..........................................................................................................................................108 Day 5.......................................................................................................................................... 110 Week 14: Digraph -ck, revise digraph -ch, learn digraph -tch, introduce digraph -ai...................... 111 Day 6.......................................................................................................................................... 111 Day 7.......................................................................................................................................... 113 Day 8.......................................................................................................................................... 114 Day 9.......................................................................................................................................... 115 Day 10........................................................................................................................................ 116 Learning unit 8 ............................................................................................................................... 118 Week 15: Introduce digraph cr- and learn digraph dr-, practise br- and fr-.................................... 118 Day 1.......................................................................................................................................... 118 Day 2.......................................................................................................................................... 119 Day 3..........................................................................................................................................120 Day 4..........................................................................................................................................122 Day 5..........................................................................................................................................123 Week 16: Introduce digraph tr- and learn digraph gr-.....................................................................124 Day 6..........................................................................................................................................124 Day 7..........................................................................................................................................125 Day 8..........................................................................................................................................127 Day 9..........................................................................................................................................128 Day 10........................................................................................................................................129 Learning unit 9................................................................................................................................130 Week 17: Revise -ck and introduce digraph str-.............................................................................130 Day 1..........................................................................................................................................130 Day 2..........................................................................................................................................131 Day 3..........................................................................................................................................133 Day 4..........................................................................................................................................134 Day 5..........................................................................................................................................135 Week 18: Introduce digraphs cl- and pl-.........................................................................................136 Day 6..........................................................................................................................................136 Day 7..........................................................................................................................................137 Day 8..........................................................................................................................................138 Day 9..........................................................................................................................................139 Day 10........................................................................................................................................141 Learning unit 10..............................................................................................................................142 Week 19: Assessments and introduce the digraph -mp.................................................................142 Day 1..........................................................................................................................................142 Day 2..........................................................................................................................................143 Day 3..........................................................................................................................................144 Day 4..........................................................................................................................................145 Day 5..........................................................................................................................................146 Week 20: Revise digraphs -ch and -tch, introduce the silent e......................................................147 Day 6..........................................................................................................................................147 Day 7..........................................................................................................................................148 Day 8..........................................................................................................................................150 Day 9..........................................................................................................................................151 Day 10........................................................................................................................................152

Facilitator’s Guide Grade 2 ~ English Home Language

Term 3 Learning unit 11..............................................................................................................................153 Week 21: Revise digraphs: oo, ee, ea and ai, introduce the digraph oi.........................................153 Day 1..........................................................................................................................................153 Day 2..........................................................................................................................................154 Day 3..........................................................................................................................................155 Day 4..........................................................................................................................................157 Day 5..........................................................................................................................................158 Week 22: Introduce the digraphs sw- and sm-...............................................................................159 Day 6..........................................................................................................................................159 Day 7..........................................................................................................................................161 Day 8..........................................................................................................................................162 Day 9..........................................................................................................................................163 Day 10........................................................................................................................................165 Learning unit 12..............................................................................................................................166 Week 23: Revise digraph ai and learn ay, revise str-.....................................................................166 Day 1..........................................................................................................................................166 Day 2..........................................................................................................................................168 Day 3..........................................................................................................................................169 Day 4..........................................................................................................................................170 Day 5..........................................................................................................................................172 Week 24: Revise digraph -ng.........................................................................................................173 Day 6..........................................................................................................................................173 Day 7..........................................................................................................................................175 Day 8..........................................................................................................................................176 Day 9..........................................................................................................................................177 Day 10........................................................................................................................................179 Learning unit 13..............................................................................................................................180 Week 25: Revise question marks, past tense and nouns...............................................................180 Day 1..........................................................................................................................................180 Day 2..........................................................................................................................................181 Day 3..........................................................................................................................................183 Day 4..........................................................................................................................................184 Day 5..........................................................................................................................................186 Week 26: Introduce double consonants at the end of words..........................................................187 Day 6..........................................................................................................................................187 Day 7..........................................................................................................................................188 Day 8..........................................................................................................................................190 Day 9..........................................................................................................................................191 Day 10........................................................................................................................................193 Learning unit 14..............................................................................................................................194 Week 27: Revise digraphs -st and -sk, introcuce verbs and the sounds ar and or........................ 194 Day 1..........................................................................................................................................194 Day 2..........................................................................................................................................195 Day 3..........................................................................................................................................196 Day 4..........................................................................................................................................197 Day 5..........................................................................................................................................198

Facilitator’s Guide Grade 2 ~ English Home Language

Week 28: Revise digraphs -sl, sp-, st-, cr- and dr-.........................................................................200 Day 6..........................................................................................................................................200 Day 7..........................................................................................................................................201 Day 8..........................................................................................................................................202 Day 9..........................................................................................................................................203 Day 10........................................................................................................................................205 Learning unit 15..............................................................................................................................206 Week 29: Introduce the digraph ow, assessment, introduce the sound combination ir.................. 206 Day 1..........................................................................................................................................206 Day 2..........................................................................................................................................207 Day 3..........................................................................................................................................208 Day 4..........................................................................................................................................209 Day 5.......................................................................................................................................... 211 Week 30: Assessment, revise the sound combination ir and er.....................................................212 Day 6..........................................................................................................................................212 Day 7..........................................................................................................................................213 Day 8..........................................................................................................................................214 Day 9..........................................................................................................................................216 Day 10........................................................................................................................................217

Term 4 Learning unit 16..............................................................................................................................219 Week 31: Revise the sound combination ur...................................................................................219 Day 1..........................................................................................................................................219 Day 2..........................................................................................................................................220 Day 3..........................................................................................................................................221 Day 4..........................................................................................................................................222 Day 5..........................................................................................................................................224 Week 32: Revise digraphs -st, -sk, oa, introduce the digraph -oe..................................................225 Day 6..........................................................................................................................................225 Day 7..........................................................................................................................................227 Day 8..........................................................................................................................................228 Day 9..........................................................................................................................................230 Day 10........................................................................................................................................231 Learning unit 17..............................................................................................................................232 Week 33: Revise digraphs sw- and tw-, revise the silent e............................................................232 Day 1..........................................................................................................................................232 Day 2..........................................................................................................................................234 Day 3..........................................................................................................................................235 Day 4..........................................................................................................................................236 Day 5..........................................................................................................................................238 Week 34: Revise digraphs -ng, -nk and wh-...................................................................................239 Day 6..........................................................................................................................................239 Day 7..........................................................................................................................................240 Day 8..........................................................................................................................................242 Day 9..........................................................................................................................................244 Day 10........................................................................................................................................245 Learning unit 18..............................................................................................................................246 Week 35: Revise digraphs -ft, -mp, oi and oy and the y-sound......................................................246 7

Facilitator’s Guide Grade 2 ~ English Home Language

Day 1..........................................................................................................................................246 Day 2..........................................................................................................................................247 Day 3..........................................................................................................................................249 Day 4..........................................................................................................................................251 Day 5..........................................................................................................................................252 Week 36: Revise digraphs ee, ea and ow......................................................................................253 Day 6..........................................................................................................................................253 Day 7..........................................................................................................................................255 Day 8..........................................................................................................................................256 Day 9..........................................................................................................................................257 Day 10........................................................................................................................................259 Learning unit 19..............................................................................................................................260 Week 37: Introduce digraph -nd, revise er and or..........................................................................260 Day 1..........................................................................................................................................260 Day 2..........................................................................................................................................261 Day 3..........................................................................................................................................263 Day 4..........................................................................................................................................264 Day 5..........................................................................................................................................266 Week 38: Revise digraphs oa, oe, -nt and -nd...............................................................................267 Day 6..........................................................................................................................................267 Day 7..........................................................................................................................................268 Day 8..........................................................................................................................................269 Day 9..........................................................................................................................................270 Day 10........................................................................................................................................272 Learning unit 20..............................................................................................................................273 Week 39: Assessment....................................................................................................................273 Day 1..........................................................................................................................................273 Day 2..........................................................................................................................................275 Day 3..........................................................................................................................................276 Day 4..........................................................................................................................................277 Day 5..........................................................................................................................................278 Week 40: Assessment....................................................................................................................279 Day 6..........................................................................................................................................279 Day 7..........................................................................................................................................280 Day 8..........................................................................................................................................281 Day 9..........................................................................................................................................282 Day 10........................................................................................................................................284

Facilitator’s Guide Grade 2 ~ English Home Language

Introduction for the facilitator Impaq’s approach to language in Grade 2 We use language to think and communicate. When learners use language effectively they are able to think critically, obtain knowledge, express their creative abilities and identity, as well as their feelings and ideas. They also interact better with others and manage their experiences. Home language is an important foundation and shapes learners’ ability to communicate and learn. In Grade 2, 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. This learning programme contains 20 units that stretch over 40 weeks and each unit covers 10 days (or two weeks). Term 1: weeks 1 – 10 Term 2: weeks 11 – 20 Term 3: weeks 21 – 30 Term 4: weeks 31 – 40 Each day offers one or two detailed language sessions on these aspects: • Listening and speaking • Reading and phonics • Writing and language structure

Listening and speaking Listening and speaking form the foundation of learning and that is why, in Grade 2, time is dedicated to focused activities to develop these skills. During the listening and speaking sessions, learners are encouraged to improve their vocabulary and language structure. The facilitator must create ample opportunity for learners to talk spontaneously about a topic. Should learners be unable to have a meaningful conversation, the facilitator may ask questions directed at helping the flow of the conversation. The listening- and speaking activities include conversations on specific topics, image discussions, introducing new stories to learners and speeches. The programme offers dedicated listening- and speaking sessions but these are, in some instances, integrated with reading- or writing sessions. In each learning unit, sessions are allocated specifically to listening- and speaking activities. It is, however, important that the facilitator integrates listening- and speaking skills with other learning areas. This gives learners the opportunity to think critically, listen attentively and talk when they are interacting or doing other tasks.

Reading Developing learners’ reading skills is an important component of this programme. The year plan is based on the reader series: The adventures of Ben, Lebo and Hanna (Phases 5 – 8). Each phase has six 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. The learners read with increasing fluency and understanding and rely on high-frequency words (that appear regularly in most reading passages) to improve their reading skills. The facilitator uses sight words 9

Facilitator’s Guide Grade 2 ~ English Home Language

should learners still find some words difficult or if the words are unfamiliar. For learners who are more advanced readers, there is no need to use sight words. The programme provides for shared-, group guided- and independent reading when the learners read with the facilitator or another learner, as well as individual reading. Learners are continuously introduced to new reading passages as well as comprehension tests and poems. However, there are sessions where learners will be expected to read unseen texts.

Phonics Each learning unit includes a range of phonics activities which alternate between the introduction of new sounds, embedding sounds and new spelling rules. The phonics sessions are spread across the 20 learning units. They learn new spelling rules throughout and there is enough time for revision and to entrench what they have learnt. It also requires learners to each week write the familiar words in their exercise books.

Handwriting Throughout the year learners systematically master handwriting skills. They revise patterns that promote handwriting as well as all the letters in cursive writing. From the second half of the academic year, learners are prepared for cursive writing. They begin with patterns which lead to the forming of cursive letters. By the end of the year they should be able to write single words in cursive.

Writing Writing activities focus on the learners’ abilities to write meaningful sentences, whereas handwriting focuses on the skill of forming letters correctly. Writing activities are simple at first and require learners to fill in words to complete sentences and even build sentences. As the programme progresses, learners are challenged to write their own sentences, plan and write stories, and to read with comprehension and provide answers. The Grade 2 home language programme introduces learners to parts of speech, specifically proper nouns and verbs, and also makes provision for simple exercises to make learners aware of the present, past and future tense in verbal as well as written language.

Materials and resources Grade 2 learners write with pencils. All the written activities are set out in the workbooks. However, learners will need two blank books (an exercise book and a class work book for creative writing and writing familiar spelling words (weekly exercise). Use exercise books with thin Irish lines and margins (Irish & Margin).

How to use the materials and resources The Grade 2 package includes: 1. 2. 3. 4. 5. 6. 7. © Optimi

A facilitator’s guide Workbook 1: Handwriting and Phonics, Term 1 Workbook 1: Handwriting and Phonics, Term 2 Workbook 1: Handwriting and Phonics, Term 3 Workbook 1: Handwriting and Phonics, Term 4 Workbook 2: Writing, Terms 1 and 2 Workbook 2: Writing, Terms 3 and 4 10

Facilitator’s Guide Grade 2 ~ English Home Language

8. 9. 10. 11. 12.

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: • A pencil for writing activities. • Two blank books (an exercise book and a class work book for creative writing and writing familiar spelling words (weekly exercise). Use exercise books with thin Irish lines and margins (Irish & Margin). All other writing activities are done in the workbooks. Facilitator’s guide This guide contains 20 learning units. Every learning unit is spread over two weeks and covers 10 days. Each day is divided into three to five language sessions that include listening and speaking, reading (group guided, paired- and independent reading), phonics, writing and handwriting. Refer to the proposed daily programme for the time allocation of the sessions. Each session is concluded with two information boxes – Conceptualisation and Resources. The conceptualisation box summarises the concepts that are embedded, while the resources box provides a list of items provided (i) and/or required () for the session. Two symbols are used in each session.

The owl indicates what the facilitator must do.

The pencil indicates what the learner must do. Workbook 1: Writing and Sounds There is one workbook for each term and 187 activities that support the gradual learning and embedding of handwriting and sounds. Workbook 2: Writing There is one workbook for terms 1 and 2 and one for terms 3 and 4 with 60 activities to help develop the learner’s ability to write meaningful sentences. Reading series: The adventures of Ben, Lebo and Hanna The reading series is developed specifically for the Grade 2 English Home Language programme. It consists of phases 5 to 8 and builds on the Grade 1 readers (phases 1 to 4). Facilitator aid The facilitator aid contains spelling words, large cursive letters, sounds, words for phonics lessons, high frequency words and sight words. Learner aid The learner aid contains spelling words, spelling tests, sounds, words for phonics lessons, high frequency words and pattern cards.

Facilitator’s Guide Grade 2 ~ English Home Language

Suggested daily programme for Grade 2 Per week: 23 hours 1. Home Language (HL): 8 hours 2. First Additional Language (FAL): 2 hours 3. Mathematics: 7 hours 4. Life Skills (LS): 6 hours

Facilitator’s Guide Grade 2 ~ English Home Language

TIME

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

HL HL HL HL HL Listening and Listening and Listening and Listening and Listening and 07:50 – 08:05 speaking: speaking: speaking: speaking: speaking: Greet, news, oral Greet, news, oral Greet, news, oral Greet, news, oral Greet, news, oral 08:05 – 09:30 (total Maths period)

MATHEMATICS Mental maths (25 min)

(30 min)

Mathematics

(30 min)

Mathematics

09:30 – 10:00

HL Phonics

10:00 – 10:20

BREAK

10:20 – 10:45

LS LS LS LS LS Personal and Personal and Personal and Personal and Personal and social wellsocial wellsocial wellsocial wellsocial wellbeing, beginning being, beginning being, beginning being, beginning being, beginning knowledge knowledge knowledge knowledge knowledge

10:45 – 11:10

HL Write and/or handwriting

11:10 – 11:40

HL Reading

11:40 – 11:55

EAT Listening and speaking

LS Creative arts (40 min)

EAT Reading and sounding sight words, writing (20 min)

11:55 – 12:15

12:15 – 13:15

BREAK

LS Physical education

LS Creative arts (40 min)

LS Physical education

EAT Reading and sounding sight words, writing (20 min) 13

Facilitator’s Guide Grade 2 ~ English Home Language

Learning unit Day 1

1 Week 1

Session 1: Listening, speaking and reading: “Have you seen my glasses?” This is a combined reading, listening and speaking session. Depending on the stage of each story in the reading series, the listening and speaking sessions are integrated with the reading sessions. At the end of each new story, there is a listening and speaking session as well. During this session learners are introduced to the new story, or at the end of each story learners talk about the story and answer questions and/or draw conclusions.

• • • • • • • • • • •

Discuss the title and the picture on the opening page of the story: “Have you seen my glasses?” Read the title of the story to learners. Read the title again; learners read the title with you. Discuss the use of the question mark at the end of the title: Look at the punctuation mark at the end of the title. Which punctuation mark can we see? (Question mark) Why is there a question mark? When do we use question marks? Learners formulate questions. Emphasise the difference between a question and a statement (a normal sentence). Look at the picture on the opening page of the story. (The adventures of Ben, Lebo and Hanna, Phase 5, p. 7) Where are Ben and Carin? (In a bedroom.) Why do you say they are in a bedroom? (Learners identify the furniture and explain that’s why they are in a bedroom). What is Ben doing? What is Carin doing? What are the friends looking for? What makes you think that? (The friends are looking for glasses because the title of the story is “Have you seen my glasses?”). Let’s start reading this week’s story to find out what happens with Ben and Carin.

The reading sessions provide for independent and group reading (with the facilitator or a friend). Facilitate each reading lesson and use the sight words as indicated to introduce learners to new and/or unfamiliar words. In addition to the sight words, learners read high frequency words, e.g. they, the, is, am, are, it, etc. These are familiar words found in almost all texts. Learners are required to read high frequency words to improve their reading proficiency. If they find it difficult to read a word, they can try to sound and read the word, before you sound and read the word. • Learners cut out the high frequency words for the week in the learner aid and practise them every day. Flash these high frequency words to the learners who must recognise them instantly. They are already familiar with the words and should be able to read them with ease. Shuffle and flash the words while learners read each word at least three times. • the, and, a, to, said, in, he, she • Flash these sight words: Ben, Carin, visiting, Grandpa, Granny, newspaper, glasses, bathroom, washing. • Read and sound the words with the learners. • Let’s look at the opening page of the story: “Have you seen my glasses?” Read the title of the story with the learners. © Optimi

Facilitator’s Guide Grade 2 ~ English Home Language

Session 2: Phonics: c-sound • • • • • • • • • • • • • • • •

In Grade 1, learners learnt most of the single sounds and a few digraphs. All the familiar sounds are revised during the first term. Tell the following story: Coco is a cat. The cat climbs into the cot. Ask the following questions to facilitate the phonics lesson: Coco is an animal. Which animal is Coco? What did Coco do? Listen to the story again and try to recall all the words that start with ‘c’. Allow learners to name all the words that start with ‘c’. Read the following sentences. Learners listen and clap when they hear the ‘c’ sound: Coco can climb into the cot. Candice eats candy and claps happily. Can you clap your hands? The cock crows in the cage. Can you remember what the ‘c’ sound looks like? Flash the ‘c’ sound to learners. Emphasise the shape of the letter ‘c’. Flash the ‘c’ words from the learning resources to learners. They read the words to you. Flash the words to the learners again. They sound each word and read it to you. Make a sentence with the word, for example, cat: The cat sits on the mat. Cock - The cock crows. Cut - Dad cuts the meat with a knife, etc. Words for the sound activity: cat, cut, cot, cup.

c Spelling words 1

cat, can, cup, tap, tub, hat, sat, fat, rat, bat.

Facilitator’s Guide Grade 2 ~ English Home Language

Session 3: Handwriting: c-sound You revised the ‘c’ sound this morning. Learners had to read and sound words with the ‘c’. They are already familiar with the shape of the ‘c’ sound and wrote it in Grade 1. Complete Activity 1 in Workbook 1.

Day 2 Session 1: Listening and speaking • • • • • • • •

It is the beginning of a new school year. Have a conversation about the December holidays. Use questions to help learners who do not talk spontaneously. Everyone had fun during the holiday. Were you at home or did you go away to family, friends or a holiday destination? Use the learners’ frames of reference and formulate questions according to their discussion, e.g.: Where did you go during the holiday? Who went with you? Did you enjoy the holiday? Why? What did you do during the holiday? Are you looking forward to the new year? What does it mean to ‘look forward to’ something? Why are you excited about the new year? Have a 10-minute conversation to let learners talk about their holidays. Pay attention to their vocabulary and use of complete sentences.

Session 2: Phonics: t-sound • • • • • © Optimi

Yesterday, learners read and sounded words with the ‘c’ sound. Think of a few words that begin with ‘c’. Learners name words that begin with ‘c’. Today, we listen to another sound. Listen to the story and see whether you can recognise today’s sound. Ted the tiger is tired. He is too tired to tiptoe to the tree. Ted is an animal. Which animal is Ted? What is wrong with Ted? Listen to the story again and try to recall all the words that begin with ‘t’. 16

Facilitator’s Guide Grade 2 ~ English Home Language

• • • • • • •

Do you know any words that begin with ‘t’? Let’s see whether you can name 5 words beginning with ‘t’. Learners name words beginning with ‘t’, for example, teddy, toy, tank, television, Tom, etc. Flash the ‘t’ sound to learners. Learners demonstrate the ‘t’ sound. They use a finger to form the ‘t’ in the air or write it on the board or in an exercise book. Demonstrate the shape of the ‘t’ on the board. Emphasise the shape of the letter. Write ‘t’ words on the board and the learners read the words with you. Read the words to the learners a second time. They sound each word and read it to you. Learners make a sentence with each word, for example, tap: Open the tap to fill the tub. Words for the sound lesson: tap, tin, top, tan, tub.

t Session 3: Handwriting You revised the ‘t’ sound this morning. Learners had to read and sound words with the ‘t’. They are already familiar with the shape of the ‘t’ sound and wrote it in Grade 1. Complete Activity 2 in Workbook 1.

Session 4: Reading: “Have you seen my glasses?” Learners cut out the high frequency words for the week in the learner aid and practise them every day. Flash these high frequency words to the learners who must recognise them instantly. They are already familiar with the words and should be able to read them with ease. Shuffle and flash the words while learners read each word at least three times. • Flash the high frequency words from day 1. • Flash these sight words to learners: Ben, Carin, visiting, Grandpa, Granny, newspaper, glasses, bathroom, washing. • You and the learners must read the words together. • Read pages 8 - 9 of the story “Have you seen my glasses?” Learners follow in their books.

Facilitator’s Guide Grade 2 ~ English Home Language

Session 5: Writing Learners complete the sentences by filling in the missing words. Look at the sentences on pages 8 - 9 of the reader and fill in the correct words to complete each sentence. Complete Activity 1 in Workbook 2.

Day 3 Session 1: Phonics and word-building Revise the ‘c’ and ‘t’ sounds covered the last two days. Flash the ‘c’ and ‘t’ sounds to the learners a few times. They must be able to identify and name the sounds quickly. • Learners were introduced to all the single sounds in Grade 1. We revise the single sounds during the first term of Grade 2. Explain to learners that they will build familiar words that start with ‘c’ or ‘t’. • Say a word that starts with ‘c’ or ‘t’. Learners sound the word. Thereafter, they build the word with individual sounds from the learning aids. • Use these words for the sound activity: cat, can, cot, cut, cup, tap, tin, top, tan, tub.

Session 2: Handwriting and phonics Complete Activity 3 in Workbook 1: Complete the crossword puzzle: Look at the picture and write the word in the blocks in the direction the arrow is pointing (can, cat, tap, cot, top, cup, tub). Hint: All the words begin with the ‘c’ or the ‘t’ sound.

Facilitator’s Guide Grade 2 ~ English Home Language

Session 3: Reading: “Have you seen my glasses?” Learners cut out the high frequency words for the week in the learner aid and practise them every day. Flash these high frequency words to the learners who must recognise them instantly. They are already familiar with the words and should be able to read them with ease. Shuffle and flash the words while learners read each word at least three times. • Flash the high frequency words from day 1. • Flash these sight words to learners: Ben, Carin, visiting, Grandpa, Granny, newspaper, glasses, bathroom, washing. • You and the learners read the words together. Learners quietly read pages 8 - 9 of the story “Have you seen my glasses?” You may support them if nessary. They must be able to read text comfortably on their own. Learners read to you or a friend.

Session 4: Listening and speaking

• • • • • • •

Learners are reading the story “Have you seen my glasses?” In today’s session, they will read that Ben and Carin are visiting Grandpa and Granny on the farm. Use the events in the story as starting point and begin a conversation. This session follows on the reading session. Ben and Carin are visiting Grandpa and Granny. Where do Grandpa and Granny live? (On a farm). Do you know someone who lives on a farm? Have you ever been on a farm? What do people do who live on a farm? (They farm with livestock or plant crops. Learners may explain in their own words.) Where does your grandpa and/or granny live? If learners no longer have a grandpa or granny, you may refer to any other person close to them. Do you visit your grandpa and/or granny often? What do you like to do when you visit them? Do you enjoy visiting your grandpa and/or granny? Why is it fun? Talk about the emotions children experience when they visit Grandpa and/or Granny. How does it feel when something is fun? How does it make you feel?

Facilitator’s Guide Grade 2 ~ English Home Language

Day 4 Session 1: Phonics and word-building • • •

Revise the ‘a’ sound during this phonics lesson. Flash the ‘a’ to learners. Emphasise the shape of the letter. Can you think of words that begin with the ‘a’ sound? (apple, ant, at. etc.) Can you think of words where we can hear the ‘a’ in the middle? Learners name words that have the ‘a’ in the middle, for example, mat, cat, rat, hat, pat, tap, etc.

Learners use sound cards from the learning aids to build words. Flash a word and learners sound and read the word. Thereafter, they build the word with individual sounds from the learning aids. Use these words for the phonics activity: can, tap, rat, hat.

a Session 2: Listening, speaking and writing This session integrates the listening, speaking and writing sessions. Learners talk about a specific subject. This subject is then used as starting point for the writing session. Learners share their personal experiences and/or news. Learners identify an experience or event that they would like to share with you (or a friend/the class), for example, Granny came to visit, what happened during the holiday and Christmas, outings or movies, etc. Start a conversation by asking open questions that cannot be answered with yes or no. Learners tell their stories. Pay attention to grammar, sentence construction and the use of words to share their experiences. Learners formulate a sentence to tell their story. For example: We went to the beach. Write the sentence on the board. Learners transcribe the sentence and copy it exactly as it is onto their page. Draw a picture to tell your story.

Facilitator’s Guide Grade 2 ~ English Home Language

Session 3: Reading: “Have you seen my glasses?” Learners cut out the high frequency words for the week in the learner aid and practise them every day. Flash these high frequency words to the learners who must recognise them instantly. They are already familiar with the words and should be able to read them with ease. Shuffle and flash the words while learners read each word at least three times. • Flash the high frequency words from day 1. • Flash these sight words to learners: Ben, Carin, visiting, Grandpa, Granny, newspaper, glasses, bathroom, washing. • You and the learners read the words together. • Read pages 10 - 11 of the story “Have you seen my glasses?” to the learners while they follow in their books.

Day 5 Session 1: Writing: Spelling test 1 Learners write the spelling test on the given page in the learner aid. They are tested on the words given to them on day 1. Say each word aloud and use it in a sentence so learners can hear the meaning of the word in context.

Session 2: Handwriting You revised the ‘a’ sound earlier this week. Learners had to read and sound words with the ‘a’. They are already familiar with the shape of the ‘a’ sound. Complete Activity 4 in Workbook 1.

Facilitator’s Guide Grade 2 ~ English Home Language

Session 3: Reading: “Have you seen my glasses?” Learners cut out the high frequency words for the week in the learner aid and practise them every day. Flash these high frequency words to the learners who must recognise them instantly. They are already familiar with the words and should be able to read them with ease. Shuffle and flash the words while learners read each word at least three times. • Flash the high frequency words from day 1. • Flash these sight words to learners: Grandpa, Carin, glasses, bathroom, washing. • You and the learners read the words together. Learners quietly read pages 10 - 11 of the story “Have you seen my glasses?” You may support them if necessary. They have to be able to read the text comfortably on their own. Learners read to you or a friend.

Session 4: Writing

• • •

This week we read about Ben and Carin who are visiting their Grandpa and Granny on the farm. Learners also had an opportuity to talk about their own experience of having a grandpa and granny (or someone close to them if they no longer have a grandpa and/or granny). Learners must write two sentences about their grandpa and/or granny (or another relevant person). Learners should write the sentences themselves as far as possible. If necessary, you may help them with difficult words. At this stage, learners write simple sentences and may use the words and sounds from the story to write their sentences, e.g. This is my Granny. She has a red dress. Note the use of punctuation and capitalisation, as learners are already aware of the full stop at the end of a sentence and the capital letter at the beginning of a sentence. You may emphasise the capital letter during this activity.

Learners complete Activity 2 in Workbook 2. They must write two sentences to tell you about their grandpa and/or granny. Remember that a sentence begins with a capital letter and ends with a full stop.

Facilitator’s Guide Grade 2 ~ English Home Language

Day 6

Week 2

Session 1: Listening and speaking • • • • • • • • • • •

Begin a conversation about emotions. Refer to the story: “Have you seen my glasses?” Ask learners to read the sentences on page 8 of the story. Refer to the emotions that Ben and Carin experience: They love Grandpa and Granny, and they have fun on the farm. When do we say that something is fun? How do you feel when you are having fun? Ben and Carin love Grandpa and Granny. What does it feel like to love someone? Learners explain in their own words what it means to love something or someone. How do you behave towards someone you love? (When we love someone we treat them with respect, do fun things together, listen when they speak, etc. Learners discuss what it means to love someone.) What do you like doing for your mom/dad/brother/sister because you love them? Even when we love someone, we sometimes argue with them or have different opinions. How do we feel when someone does something we don’t like? (Upset or perhaps cross). How does it feel to be cross? When have you been cross with someone in your family? Have you ever been unhappy about something your mom/dad/brother/sister did? What did they do and why were you upset? What did you do to solve the problem so everyone could be happy again? Use additional questions to keep the coversation flowing. Pay attention to learners’ vocabulary, sentence construction and use of full sentences.

Session 2: Phonics and word-building • • • • • • •

Revise the ‘p’ sound. Learners are already familiar with the ‘p’, as they learnt all the single sounds during Grade 1. Read the sentences, while the learners listen. They have to listen carefully, because they have to recall all the words that begin with ‘p’: Peter is a parrot who plays in the park. Can you remember the words that begin with ‘p’? Learners name all the words that begin with p, for example, Peter, parrot, park, plays. Can you think of any words that end with the ‘p’ sound? Everyone names words that end with the ‘p’ sound, for example, top, hop, lap, tap, etc. Do you know what the letter ‘p’ looks like? Flash the ‘p’ sound from the learning aid. Emphasise the shape of the letter. Flash these words from the learning aid: pig, pan, pot, pen Read each word with the learners. 23

Facilitator’s Guide Grade 2 ~ English Home Language

• •

Flash the words to them a second time. Learners sound and read each word. Repeat the exercise with the ‘s’ sound. Revise the sound and shape of the ‘s’ sound. Use these words for the activity: sun, sap, sad, six.

Learners use sound cards from the learning aids to build words. Flash a word and the learners sound and read the word. Thereafter, they build the word with individual sounds from the learning aids. Use these words for the phonics activity: sit, sun, sap, sad, six, pig, pan, pot, pen, pat.

s Spelling words 2

sit, sun, sap, sad, six, pig, pan, pot, pen, pat

Session 3: Handwriting During the previous session you revised the ‘s’ sound and learners had to build words with the ‘s’ sound. They are already familiar with the ‘s’ sound as they were introduced to all the single sounds in Grade 1. Complete Activity 5 in Workbook 1: Complete the patterns. Write the letters and repeat the letters to fill the line.

Facilitator’s Guide Grade 2 ~ English Home Language

• •

You and the learners read the words together. Read pages 12 - 13 of the story “Have you seen my glasses?” while learners follow in their books.

The facilitaror chooses five sight words the learners already know. Write the words on the board. The learners make a new sentence with each word on the board and write it in their exercise book.

Day 7 Session 1: Phonics and word-building Flash these sounds to learners: c, t, a, and s. Shuffle the sounds and flash the cards repeatedly. Learners read each sound at least four times. Learners use sounds from the learner aid to build words that start with the ‘c’, ‘t’, ‘a’, ‘s’ sounds. Flash the word. Learners sound and read each word. They build the word with the individual sounds from the learner aid. Use these words for the word-building activity: cat, six, sun, rat, hat, cup, cot, tin, tub, cut

Session 2: Handwriting Revise the ‘c’ and ‘a’ sounds. Complete Activity 6 in Workbook 1: Complete the patterns. Write the letters and repeat the letters to fill the line.

Facilitator’s Guide Grade 2 ~ English Home Language

Session 3: Reading: “Have you seen my glasses?” Learners cut out the high frequency words for the week in the learner aid and practise them every day. Flash these high frequency words to the learners who must recognise them instantly. They are already familiar with the words and should be able to read them with ease. Shuffle and flash the words while learners read each word at least three times. • Flash the high frequency words from day 6. • Flash these sight words to learner: Grandpa, glasses, porch. • You and the learners read the words together. Learners quietly read pages 12 - 13 of the story “Have you seen my glasses?” You may support them if necessary. They must be able to read text comfortably on their own. Learners read to you or a friend.

Session 4: Writing Complete Activity 3 in Workbook 2: Read the words in the blocks at the top of the page. Look at the sentences on pages 10 - 12 in the reader. Complete the sentences.

Day 8 Session 1: Listening, speaking and writing Learners share daily news or personal experiences with you or the class. Learners must identify an experience or event that they would like to share, for example, a birthday, an outing to the movies, a friend came to visit and/or play, etc. Start the conversation by asking open questions (questions that cannot be answered with yes or no). Learners tell their stories. Pay attention to sentence construction and the use of words to share their experience. Learners make a sentence to tell their story, for example: Mom buys me new shoes. Write the sentence on the board. Learners transcribe the sentence and copy it exactly as it is onto their page. Draw a picture to tell the story.

Facilitator’s Guide Grade 2 ~ English Home Language

Session 2: Writing: Spelling test 2 Learners write the spelling test on the given page in the learner aid. They are tested on the words given to them on day 6. Say each word aloud and use it in a sentence so learners can hear the meaning of the word in context.

Session 3: Reading: “Have you seen my glasses?” Learners cut out the high frequency words for the week in the learner aid and practise them every day. Flash these high frequency words to the learners who must recognise them instantly. They are already familiar with the words and should be able to read them with ease. Shuffle and flash the words while learners read each word at least three times. • Flash the high frequency words from day 6. • Flash these sight words to learners: Granny, kitchen, fridge, glasses, Carin, pocket, Ben. • You and the learners read the words together • Read pages 14 - 15 of the story “Have you seen my glasses?” while the learners follow in their books. Flash a word and the learners look for the word on pages 14 - 15 of the reader. Flash, for example, ‘fridge’ and the learners look for the word ‘fridge’. Pay attention to the time it takes them to find the word. Repeat the exercise with at least 6 words.

Facilitator’s Guide Grade 2 ~ English Home Language

Day 9 Session 1: Listening and speaking • • • •

In this week’s reading sessions, Grandpa is looking for his glasses, because he wants to read the newspaper. Other than the newspaper, we can also read books, magazines, stories, etc. What do people read in the newspaper? (News. Learners explain what they think is ‘news’, for example, daily events such as a sports team that won a game, the weather, events in the country or the world, etc.) Do you like to read? Why do you or don’t you like to read? What is your favourite story to read? Learners must tell you or a friend their favourite story. They mustn’t read the story but retell it (note the sequence of events).

Session 2: Phonics: revise the n-sound • • • • • • • •

Revise the ‘n’ sound. Read the sentence, while the learners listen. They have to listen carefully, because they have to clap when they hear the ‘n’ sound: Nick and Nelly cannot count to nine. Can you remember the words that begin with ‘n’? Learners name all the words that begin with 'n'. (Nick, Nelly, nine) Can you think of any words that end with the ‘n’ sound? Everyone names words that end with the ‘n’ sound, for example, pan, tin, can, sun, etc. Do you know what the letter ‘n’ looks like? Flash the ‘n’ sound. Emphasise the shape of the letter. Flash these words from the learning resources: not, nap, nod, nut Read each word with the learners. Flash the words a second time. Learners sound and read each word.

n © Optimi

Facilitator’s Guide Grade 2 ~ English Home Language

Session 3: Handwriting Learners are familiar with the ‘p’ sound. Revise the ‘p’ sounds. Complete Activity 7 in Workbook 1: Complete the patterns. Write the letter and repeat the letter to fill the line.

Session 4: Reading: “Have you seen my glasses?” Learners cut out the high frequency words for the week in the learner aid and practise them every day. Flash these high frequency words to the learners who must recognise them instantly. They are already familiar with the words and should be able to read them with ease. Shuffle and flash the words while learners read each word at least three times. • Flash the high frequency words from day 6. • Flash these sight words to learners: Grandpa, Ben, glasses, porch, Carin, points, laughs. • You and the learners read the words together. Learners quietly read pages 14 - 16 of the story “Have you seen my glasses?” You may support them if necessary. They must be able to read the text comfortably on their own. Learners read to you or a friend.

Day 10 Session 1: Reading, listening and speaking: “Have you seen my glasses?” Learners read pages 8 - 16 of the reader: “Have you seen my glasses?” 29

Facilitator’s Guide Grade 2 ~ English Home Language

• • • • • • • • • • •

Discuss the events in the story with the learners. Pay attention to their vocabulary and their ability to formulate complete sentences and express themselves clearly. Use questions to start the conversation, for example: Where were Ben and Carin? Why were they with Grandpa and Granny? What was Grandpa looking for? Where did he look? (room, bathroom, in his bakkie, in the drawer on the porch, in the kitchen, and in the fridge). Where did Grandpa find his glasses? Why do some people wear glasses? (They cannot see very well.) Does your grandpa/granny/dad/mom wear glasses? Do you think that only adults wear glasses? Our eyes and our ability to see is one of our senses. What are our other senses? (Hear, taste, smell and feel) Why are our senses so important? (Learners may use their own words to discuss the importance of senses, for example, if someone’s eyes cannot see, he/she is blind; without ears/hearing we won’t be able to hear; etc.)

Session 2: Writing Ben and Carin are visiting Grandpa and Granny on the farm. Have you ever visited your grandpa and/or granny? If some of the learners no longer have a grandpa or granny, replace the question with ‘visited an aunt, uncle or friend’. • What did you do while you visited Grandpa and/or Granny? • Write one sentence at the top of a page in your exercise book, for example: I play with Grandpa. You may help them to write the sentence (if necessary). • Draw a picture that illustrates everything you did while you visited Grandpa and/or Granny.

Session 3: Phonics and word-building Flash these sounds to learners: c, t, a, s, p and n. Shuffle the sounds and flash it repeatedly. Learners read each sound at least four times. Learners use sounds from the learning resources to build words. Flash the word. Learners sound and read each word. They build the words with the individual sounds from the learning resources. Make a sentence with each word. Use these words for the word-building activity: pat, nap, cut, cat, cup, tub, pan, hat, tin. © Optimi

Facilitator’s Guide Grade 2 ~ English Home Language

Session 4: Handwriting Revise the shape of the small ‘y’ and capital ‘Y’. When do we use a capital letter? (Discuss the use of capital letters in text, for example, at the beginning of a sentence or a name.) Complete Activity 8 in Workbook 1: Complete the patterns. Write the letter and repeat the letter to fill the line.

Learning unit Day 1

2 Week 3

Session 1: Listening, speaking and reading: “Balloons in the air” • • • •

• • • •

Discuss the title and the front page of the story: “Balloons in the air”. Read the title of the story to the learners. Read it a second time; this time the learners read it with you. Look at the picture. Learners discuss the picture and decide for themselves what they think happens in the story. What is Carin doing with the balloons? What do you think will happen if she lets the balloons go? Look at the friends’ faces. Do you think they are scared or excited? What makes you think that? Learners cut out the high frequency words for the week in the learner aid and practise them every day. Flash these high frequency words to the learners who must recognise them instantly. They are already familiar with the words and should be able to read them with ease. Shuffle and flash the words while learners read each word at least three times. Flash these high frequency words to learners: for, at, his, but, that, all, we, am. Flash these sight words to learners: Mommy, yellow, sandals, birthday, Hanna, Lebo, Jack, Dodo. You and the learners read the words together. Flash the sight words again. Learners have to read the words. Read the text on pages 20 - 21 of the story “Balloons in the air” while the learners follow in their books. 31