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Reg. No.: 2011/011959/07
English Home Language
Facilitator’s Guide
Grade 2
CAPS aligned H Erasmus 2402-E-EHL-FG01
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 can 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 three or four detailed language sessions on these aspects:
• Listening and speaking
• Reading and phonics
• Writing and language structures
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 listening and speaking sessions, learners are encouraged to improve their vocabulary and language structures. The facilitator must create ample opportunities 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 allows learners 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 (which appear regularly in most reading passages) to improve their reading skills. The facilitator uses sight words 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 in which learners will be expected to read unseen texts.
Phonics
Each learning unit includes a range of phonics activities that 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 write familiar words in their exercise books each week.
Handwriting
Throughout the year, learners systematically master handwriting skills. They revise patterns that promote handwriting, as well as all the letters in cursive writing. In the second half of the academic year, learners are prepared for cursive writing. They begin with patterns that lead to the formation of cursive letters. By the end of the year, they should be able to write single words in cursive.
Writing
Writing activities focus on 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.
SAMPLE
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 written activities are set out in the workbooks. However, learners will need one blank book (an exercise book that we will refer to as the ‘brag book’) for creative writing and writing familiar spelling words (weekly exercise). Use an exercise book with thin Irish lines and margins (Irish & Margin).
How to use materials and resources
The Grade 2 package includes the following:
1. A facilitator’s guide
2. Workbook 1: Reading and Phonics, Term 1
3. Workbook 1: Reading and Phonics, Term 2
4. Workbook 1: Reading and Phonics, Term 3
5. Workbook 1: Reading and Phonics, Term 4
6. Workbook 2: Writing and Handwriting, Term 1
7. Workbook 2: Writing and Handwriting, Term 2
8. Workbook 2: Writing and Handwriting, Term 3
9. Workbook 2: Writing and Handwriting, Term 4
10. Readers from the reading series: The adventures of Ben, Lebo and Hanna (Phases 5–8)
11. Learner aid
12. Facilitator aid
13. Assessment (portfolio book)
14. Assessment guidelines and memorandum
You have to buy:
• A pencil for writing activities.
• One blank A4 book (a brag 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 provided.
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 four 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.
SAMPLE
The owl indicates what the facilitator must do.
The pencil indicates what the learner must do.
Workbook 1: Reading and Phonics
There is one workbook for each term and 142 activities that support the gradual learning and embedding of handwriting and sounds.
Workbook 2: Writing and Handwriting
There is one workbook for each term with 137 activities to help develop the learner’s handwriting and their 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, sound cards, cursive letters, single sounds, sounds for word building, sight words, words for phonics lessons, and high-frequency words.
Learner Aid
The learner aid contains spelling words, spelling tests, single sounds, sounds for word building, highfrequency words, and pattern sheets.
About the texts
The texts, poems, and stories used in the books have the necessary permissions or are freely available in the public domain. Where there is no accreditation the author(s) of the book wrote the poem/story.
SAMPLE
Per week: 23 hours
Voorgestelde rooster vir Graad 2
Home Language (HL): 7/8 hours
First Additional Language (FAL): 2/3 hours
Mathematics: 7 hours
Life Skills (LS): 6 hours TIME MONDAY
–
– 09:30
09:30 –
10:20 – 10:50
SAMPLE
10:50 – 11:20 Home Language: Group guided reading 30 min Home Language: Group guided reading
11:20 –
–
12:00 – 12:15
12:15 – 13:15
FAL: Reading, writing and phonics
Learning unit 1
Day 1 Week 1
Session 1: Listening and speaking: ‘Have you seen my glasses?’
Have a conversation about the picture on the first page of the story ‘Have you seen my glasses?’ The focus of the session is on the learners’ ability to participate in a conversation, give an opinion and visual observation. Use the questions below, but other questions can be asked about the picture and what the learners can see. Do not read the story, only use the image.
Discuss the title and picture on the opening page of the story.
• 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? Ben is looking for something under the cupboard.
• What is Carin doing? Carin is looking for something on the bed.
• What are they looking for? What makes you think that? They are looking for glasses because the title of the story is ‘Have you seen my glasses?’
• Do you know anyone who wears glasses?
SAMPLE
• Flash these sight words from week 1 to learners: Ben, Carin, visiting, Grandpa, Granny, newspaper, glasses, bathroom, kitchen, laughs
• You and the learners read the words together. Flash the sight words again. The learners sound and read each word two or three times.
• Read the text on pages 7–9 of the story while the learners follow in their books.
Cut out the high-frequency words for week 1 in the learner aid and facilitator aid. Flash these highfrequency words to learners: the, and, a, to, said, in, he, she
• Practise them every day.
• Shuffle and flash the words while learners read each word at least three times.
Session 2: Phonics: Revise phonics t, i and p
In Grade 1, learners learnt phonics with the story of Tom. For the first few weeks we will revise the story to make sure all the phonics are embedded. Give each learner an A3 piece of paper. They will draw a story of the phonics while you read the stories to them. Use the same paper in each lesson and draw the additional phonics on it. Ensure each phonic is embedded
Revise the phonics t, i, and p. Read the story below to the learners:
Teach learners the t sound. Read the story to introduce them to the sound. Tom lives in a city with his family. He loves going to school and playing with his friends. But today, Tom is sad; his parents told him 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 everyone 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 on his bed in his new room and looks out the window. There are woods around the house. I wonder what lives in there, he thinks. I will go for a walk tomorrow. He soon drifts off to sleep …
The next morning, Tom wakes up to find a tiny creature on his pillow staring at him.
“Aah!” 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? 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 tells 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. I’ll introduce you to everyone.”
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 had 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.
“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.”
SAMPLE
“Actually, I’ve heard many parrots talk before,” says Tom. “Talking parrots, but not talking insects? How strange,” says Isabelle to herself.
We’ll learn more about Tom’s adventures in the next lesson.
Complete Activity 1 in workbook1. Learners draw a picture in each block of something that begins with the given phonic. They then fill in the missing letters or words: plant, ink, torch, tea, pan, ice
Spelling: New words for test
Learners write a spelling test once a week. Refer to the learner aid and facilitator aid for the spelling tests. Give learners the words for spelling test 1. They will write the test on day 5 of this week. Remember that learners must write the words in lower case letters.
Spelling words 1 cat, can, cup, tap, tub, hat, sat, fat, rat, bat
Session 3: Group guided reading: ‘Have you seen my
glasses?’
Read in pairs: ‘Have you seen my glasses?’
• Refer to this morning’s listen and talk session. The learners are already familiar with the title and theme of the story.
• Introduce learners to difficult words in the text. Determine what their reading level is. Most Grade 2 learners will be able to read independently, while others will read better with guidance. If necessary, use the sight words for week 1 (see facilitator aid) to introduce unfamiliar words, or allow learners to decipher the words themselves.
• Learners work in pairs and read pages 7–9 of the story with a partner.
Session 4: Handwriting: Print script
All small print and upper case handwriting letters were done in Grade 1. During the first part of the year, we review all lower case and upper case letters in print. Later in the year, we deal with cursive writing. Make sure all print script is embedded before you move on to cursive writing. Letter formation is very important because it relates to cursive writing. Each activity also has a pattern the learners must complete to prepare for cursive writing. Encourage learners to complete it without picking up their pencils.
Demonstrate the letter formation of capital letters B and A and lower case b and a.
Complete activity 1 in workbook 2. Copy the letters to the end of the line. Write the sentence on the dotted lines.Complete the pattern.
Bb Aa SAMPLE
Day 2
Session 1: Listening and speaking: Holidays
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 holidays. Were you at home or did you visit 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 holidays? Who went with you?
◦ Did you enjoy the holidays? Why?
◦ What did you do during the holidays?
◦ 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: Handwriting: Print script
Demonstrate the letter formation of capital letters M and S and lower case m and s.
Complete activity 2 in workbook 2. Copy the letters to the end of the line. Write the sentence on the dotted lines.Complete the pattern.
Sessions 3 and 4: Group guided reading: ‘Have you seen my glasses?’
Group guided reading: ‘Have you seen my glasses?’
• Learners work in groups. Divide the class into groups based on the learners’ reading skills. If there is only one learner, take turns reading.
• Work with one group, while the rest of the learners are reading. Manage the session so each group receives adequate attention.
• Introduce learners to unfamiliar words in the text. Use the sight words for week 1.
• The learners in the group take turns reading sections of the text on pages 10–13.
• Discuss the story and answer questions following the text.
Day 3
Session 1: Listening and speaking: Grandparents
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 a starting point for a conversation.
• 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 to 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 their grandparent(s). How does it feel when something is fun? How does it make you feel?
Session
2: Phonics: Revise the phonics n, s and a Learners take out their phonics paper and continue their drawing. Make sure all sounds are embedded.
Revise the phonics n, s, and a. Read the story to the learners.
Tom is still trying to understand what is happening, when he hears a rustling in the bushes. He is afraid, but Peter and Isabelle don’t seem worried.
“Hello, my friends,’’ says a gentle voice. “Who is this?”
Isabelle introduces Tom.
“Are you a talking buck? I’m so confused,” says Tom.
“Not just any buck. I’m a nyala. My name is Nellie. What brings you to the woods?”
“We moved into our new house last night, and I am very sad about leaving my friends behind,” explains Tom. The animals listen attentively.
“You can stay here with us,” says Peter. “We’ll be your new friends.” Tom looks puzzled. “How can I be friends with three talking animals?”
Nellie tells Tom a story about Sam the snake who lives in the woods. “Sam used to be a very sad little snake. He had no friends. Everyone thought that because he is a snake he is sly, and they were all suspicious of him. He tried to be a good friend to everyone he met, but many of the animals judged him by the stories they had heard about snakes. In time, the animals realised that Sam was always kind and he had a good heart. They made friends with him. Soon, all the animals in the woods realised they could be friends with anyone they liked. Honey badgers made friends with lizards, tortoises made friends with butterflies. The animals chose friends who were kind to them, not only ones who looked like them. That’s how we became friends. And you can be our friend too.”
Tom is very grateful for his three new animal friends. Although they may never replace his old school friends, he will try to make the best of it while he is with them.
“So, what do a parrot, a nyala and an insect do for fun in the woods?” he asks.
SAMPLE
“We go on adventures!” says Isabelle enthusiastically.
“Adventures? What kind of adventures?”
“Follow us!” they shout. Isabelle, Nellie and Peter whisk Tom away on his very first adventure. As they set off through the trees, Tom wonders where they are going.
We’ll learn more about Tom’s adventures in the next lesson.
Complete activity 2 in workbook 1. The learners draw a picture in each block of something that begins with the given phonic. They then fill in the missing letters or words: nest, snake, apple, net, ant, sun
Sessions 3 and 4: Shared reading: Comprehension test
Do the comprehension test in workbook 1, activity 3 with the learners. Follow the steps:
• Learners read the first paragraph themselves.
• After the first paragraph, learners should be able to predict what will happen.
• Read the whole passage as the learners follow in their books.
• Read through the questions.
• Read the story again as the learners circle core passages or words related to the questions.
• Do the first question with the learners.
• Learners must answer the rest of the questions themselves but help them if necessary.
Answer the questions in the comprehension test in workbook 1, activity 3.
Answers
1. What is the gnome’s name? Bitsy
2. What type of bird lands on the road? A sparrow
3. Why does the bird not fly away? It hurt its wing. Also acceptable: It was scared and tired.
Day 4
SAMPLE
Session 1: Listening and speaking: News about yourself
Do an activity where learners share news about themselves. They can talk about something that happened or whether they are excited about something happening in the future. Guide them to start at the beginning of the story and end in the right place. Sometimes learners are so excited about the end of a story they forget to tell the beginning.
Session 2: Writing: Draw a picture and write two sentences
Learners learnt how to write sentences in Grade 1. Remind them what a sentence looks like. A sentence begins with a capital letter and ends with a full stop. Learners should be able to write two sentences with few spelling errors. Learners are not necessarily all on the same level
and should be encouraged according to their ability. If the learner can already write more than two sentences, they should be encouraged to do so.
Complete activity 3 in workbook 2. In our story we read that Ben and Carin visit the farm. Write two sentences about the picture. Let learners read their sentences out loud. Let them write it again if they feel they need to change anything. Learners colour the picture once they are done writing.
Sessions 3 and 4: Group guided reading: ‘Have you seen my glasses?’
Group guided reading: ‘Have you seen my glasses?’
• Learners work in groups. Divide the class into groups based on the learners’ reading skills. If there is only one learner, take turns reading.
• Work with one group, while the rest of the learners are reading. Manage the session so each group receives adequate attention.
• Introduce learners to unfamiliar words in the text. Use the sight words for week 1.
• The learners in the group take turns reading sections of the text on pages 14–16.
• Discuss the story and answer any questions following the text.
After learners have finished reading the book, the session can be used for independent reading or group guided reading. Depending on the learners’ reading level and proficiency, you may use the session to review unfamiliar words in the text and learners can read the story again in a group setting. Learners with good reading skills, who can easily read the story, can read books/texts of their choice or books available in class during this session.
Day
5
SAMPLE
Session 1: Listening and speaking: ‘What do you say about ...?’
Do an activity: ‘What do you say about...?’
• Write a word on the board that learners can talk about in a group setting. They should be fairly familiar with the word to lead to proper discussion.
• Use a term/word of your choice (from the life skills themes or the week’s theme), or use one of these words: farms, wild animals, house rules.
• Learners work in groups of 3 to 5. They discuss the word and share their knowledge with each other.
• The learners give feedback to the rest of the class.
Session 2: Phonics: Revise the phonics d, c and h
Learners take out their phonics paper and continue their drawing. Make sure all sounds are embedded.
Revise the phonics d, c, and h. Read the story to the learners.
Tom, Nellie and Isabelle walk for a long time down the forest path. Peter flies from tree to tree. Tom has no idea where they’re going. He climbs over rocks and tree roots and through bushes. One branch is in his way and he can’t pass. He snaps it off, and throws it over his shoulder. Just then, he hears a familiar sound.
“Is that a dog barking?” he asks. He turns to look, and there’s a fluffy dog with the branch in her mouth.
“Did you fetch my stick?” asks Tom.
“Yes, I did. I love playing fetch,” says the dog. Tom is getting used to talking animals.
“Hello, Daisy,” says Peter. Everyone says hello to Daisy, as she jumps excitedly around them. From that moment, Daisy doesn’t leave Tom’s side. She loves playing games and Tom throws sticks and stones that Daisy fetches and brings back. Tom is beginning to enjoy himself with his new friends.
Tom and the others spot a small wooden house among the trees. “Look there’s a cabin!” shouts Tom.
“Who lives there?” Tom’s friends look at each other and smile.
“We’ve been searching for this cabin for a long time,” says Isabelle. “We heard that a fairy lives there, but we could never find it. This is so exciting!”
“Why do you want to find the fairy?” asks Tom.
“She can show others what magic is,” replies Nellie. The friends slowly walk up to the cabin, and creep to the front door. There is an old wooden sign that reads: COSY COTTAGE. They are nervous and no one knows what to expect. They look at each other.
SAMPLE
Peter, the parrot, is about to knock on the door when Tom shouts and takes a few steps back.
“It’s a hyena!” he shrieks.
“Calm down, Tom!” squawks Peter. “That’s Hal, he lives in the woods.” Tom can’t believe his eyes. Hal was happy to see the others and explains how he too has been searching for the cabin for a long time. Tom finds it strange that Hal is not trying to eat Nellie! Am I dreaming, he wonders. Why are these creatures looking for a fairy when they are already magical? He is just grateful for meeting them, and that he is not alone in the woods.
We’ll learn more about Tom’s adventures in the next lesson.
Complete Activity 4 in workbook1. Learners draw a picture in each block of something that begins with the given phonic. They then fill in the missing letters or words: donkey, hand, crab, cat, dog, hen
