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Reg. No.: 2011/011959/07
English Home Language
Facilitatorʼs Guide 1/2
Grade 5
2505-E-EHL-FG01
CAPS aligned A Mills
PREFACE
PLEASE NOTE
The study guide and facilitator’s guide cover all the work for Grade 5 Home Language. The book has been compiled according to the CAPS requirements as set out by the Department of Basic Education with additional activities to practise certain concepts
All the content can be covered according to the activities set out in the book, or only certain activities can be done. Use your discretion about the level the learners are on and adapt the content and time allocation accordingly.
CAPS provides a breakdown of the minimum work that must be covered. In some instances, the study guide and facilitator’s guide contain more information than required by CAPS.
The study guide is divided into four units and 18 lessons. Each lesson is discussed over two weeks (12 hours) and each unit extends over a term.
At the end of units 2 and 4 (terms 2 and 4), the learners write exams (refer to the portfolio book and assessment plan).
Unit 1 consists of five lessons
Lesson 1: 3rd rock from the sun
Lesson 2: Extraordinary elephants
Lesson 3: I spy …
Lesson 4: Down in the garden
Lesson 5: Beary nice to meet you
Unit 2 consists of four lessons
Lesson 6: Be some kind of awesome
Lesson 7: Super sharks
Lesson 8: ‘Where the land moves on forever …’
Lesson 9: Toy stories
Unit 3 consists of five lessons
Lesson 10: Fantastic flyers
Lesson 11: Treasures: Lost and found
Lesson 12: River tails
Lesson 13: Dogs with jobs
Lesson 14: Delightful donkeys
Unit 4 consists of four lessons
Lesson 15: Journeys
Lesson 16: Who’s there?
Lesson 17: Up in the trees
Lesson 18: A pinch of fantasy …
The lessons are divided into activities that contain the lesson content as well as questions on it.
Each lesson consists of:
• Listening and speaking
• Reading and viewing
• Writing and presenting
• Language structures and conventions
Section 1: Listening and speaking
Listening and speaking are integral to all subjects. Each lesson begins with a discussion about the topic which serves as an introduction. Other discussions in lessons can be viewed as orals instead of only formal conversations/discussions. The more learners practise writing and delivering orals, the easier it becomes to do tasks and exams. It will also improve their self-confidence if they speak to an audience more often.
It is important to pronounce words clearly and correctly when reading aloud. Help learners when they use incorrect sentence structure or vocabulary when they speak. Pay attention to the listening process as it is very important in the higher grades and used during listening tests. The listening process is discussed below. Make sure you know when learners can take notes.
Listening process and strategies
The listening process is a three-phase activity and not every step of the process will be used every time. For example, if learners are listening to a recording, they will need to do a pre-listening activity which allows them to focus their listening and helps them to make associations with their own experiences. Listening activities help learners to recall details and evaluate the message. Post-listening may include learners responding to what they have heard through discussion.
Pre-listening
This introduces learners to the listening situation. It allows them to access their existing knowledge of the topic and prepare for listening.
• Talk about background knowledge before listening.
• Predict what the text may be about from the title.
• Deal with any unfamiliar vocabulary.
• Set a pre-listening question/s to focus learners’ attention.
• Prepare learners with, for example, pen and paper for taking notes.
During listening
Learners:
• Analyse the message, the speaker, and the speaker’s evidence
• Make mental connections
• Find meaning
• Ask questions
• Make inferences and confirm predictions
• Reflect and evaluate
Post-listening
Learners:
• Ask questions and talk about what the speaker said
• Review notes
• Summarise the presentation orally
• Analyse and evaluate critically what they have heard
• Combine new knowledge with prior knowledge
• Draw conclusions, evaluate, give an opinion, and respond critically.
Follow the listening process for the first few weeks and see how the learners progress. If it becomes clear that they do not have to listen to a text three times, you do not have to read it three times. The process must, however, be followed for tasks/exams.
Section 2: Reading and viewing
The more learners read, the easier it will be for them to understand language use and pick up on things such as spelling patterns. Learners must read as much as possible on their own. Always help with pronunciation and meaning when learners read on their own.
Learners must read at least one book per term. Encourage them to read more than one book per term and from as many genres as possible.
If there is not enough time to do all the language activities in the lesson, make sure new work is covered before going back to previous work.
Section 3: Writing and presenting
The length of the written texts learners must produce is set according to the CAPS requirements. However, this might limit some learners’ creativity when it comes to writing an essay or a story. Use your discretion to determine whether they must adhere to the required number of words, or whether they can write longer texts.
The CAPS requirements are as follows:
• Paragraph: 60–80 words
• Essay: 120–140 words
SAMPLE
• Short story: 140–160 words
• Summary: 50–60 words (for a 250-word text)
• Longer transactional texts, e.g. letters: 80–100 words
• Shorter texts: 40–60 words
The more learners write, the better. When you write, you are more inclined to use grammar and spelling correctly. Take note of the writing process set out below. Learners are also introduced to various types of texts, each with its own format (e.g. stories, dialogues, news reports, posters, and poems).
Writing process
Not every step of the writing process will be used each time. Make sure learners know where the focus is for each task, e.g. structure, sentence construction, or paragraph writing.
The writing process includes:
• Planning/Pre-writing
• Drafting
• Revising
• Editing
• Proofreading
• Presenting
Planning
Analyse the structure and features of the text. What is the purpose of the text? Decide on the requirements for the format and brainstorm ideas using, for example, mind maps, idea trees, flow charts, or lists.
Drafting
Write a first draft from the planning process. Read the draft critically and get feedback from others. Make sure all the requirements for the text have been met.
Revising, editing, proofreading and presenting
Read through the draft, correct spelling errors, refine word choice, evaluate style and register, and use grammar correctly. Write the final draft including the correct layout/format, heading, and fonts. Present the final version.
Section 4: Language structures and conventions
By interacting with language in written and spoken format, the foundation for grammar is laid. Although all the work required by CAPS is covered in the study guide, we do, however, recommend that facilitators provide learners with additional language exercises. It does not necessarily have to be an activity; it can simply be a revision of the previous day’s work or an informal quiz about synonyms or a spelling test.
SAMPLE
Language aspects must be entrenched early on – it forms the basis for all language work up to Grade 12 (the level only gets higher each year). The more learners practise these language aspects, the better they get at using them correctly.
Stationery list for Grade 5 English Home Language
• 1 x A4 72-page script or hardback exercise book.
• 1 x A5 hardback exercise book.
• Highlighters in different colours.
• A good dictionary, such as the Oxford School Dictionary or Pharos’s English Dictionary for South African schools
G05~ English Home Language
Learners must complete their activities in their exercise books. It is recommended that learners write important information in their exercise books and not only answer the questions in the activities. For example, let them write down what a synonym is or how we recognise a proper noun. They can also write down the answers from any class discussion after the discussion is finished.
Learners will also require an A5 hardback exercise book to create their own dictionary.
Some activities can be completed in the study guide. However, where it states that learners must rewrite the sentences, it is recommended that learners write their answers in their exercise books to practise sentence structure and spelling.
Time allocation
According to CAPS, learners must spend 6 hours per week studying English Home Language, so 12 hours per lesson (runs over two weeks). This means that homework is not included in this time. If learners cannot complete the activities during school time, they must do it for homework.
Listening and speaking: 2 hours
Reading and viewing: 5 hours
Writing and presenting: 4 hours
Language structures and conventions: 1 hour
Take note that the time allocation for each activity does not necessarily add up to the 12hour two-week cycle. This is because the time spent on an activity will be determined by the number of learners in the class. Some activities also take longer, where the facilitator must assess learners’ work, present a poem, orals, etc. In these cases, the activity could be done over a few days to allow each learner the opportunity to complete the activity.
Use your discretion to make sure learners cover all the work. In some instances, the work extends over a few periods, you can decide on how to complete these lessons.
Planning
SAMPLE
The books have been compiled in such a way that the facilitator has to do the minimum planning. However, it is still necessary to prepare for the lesson (especially since the time allocated for the activities is determined by the number of learners). Go through the lesson and see what you must prepare (for example, a text for reading aloud, decorating the class to suit the theme of the lesson, the necessary preparation for a language quiz/game, asking learners to bring an item to class the following day, etc.). Also, plan which activities you will do on which days during the two-week cycle (days 1 to 10).
The activities can be done in the order they appear in the book, but it is not necessary to do all the listening and speaking activities only at the beginning of the lesson. If time does not allow, you may decide to not do some of the listening and speaking activities such as performing a poem.
If learners have mastered some language aspects, they do not have to complete all the activities in class. If, for example, they understand abbreviations, they may complete the activity on abbreviations as revision at home (you can mark it in class).
Vocabulary and spelling
Encourage learners to use their dictionaries from day one and throughout the year. If possible, write a spelling test at the end of each lesson, or they can write a spelling test at the end of the day or week.
Where possible, we have included lists of words that learners may find difficult or to help them broaden their vocabulary to make essays and transactional texts easier to write.
About the texts
CAPS requirements for reading texts
According to the CAPS requirements, home language learners in Grade 5 must be able at a minimum to read texts as set out below.
Task
Longer listening comprehension texts, e.g. story, interviews, plays, news reports
Shorter listening comprehension texts, e.g. announcements, information texts, instructions, directions
Reading comprehension/intensive reading texts
SAMPLE
200–250 words or up to 5 minutes
70–80 words or 1 to 2 minutes
200–250 words
You may decide how much a learner must read. Some learners are strong readers and will be able to read longer texts, while others might only be able to read the minimum as stipulated. Where possible, encourage ‘weaker’ readers to try to read more, this will build their confidence and help them to focus on longer 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 of the book wrote the poem/story.
IMPORTANT NOTE
The lengths and complexity of the texts in the study guide vary. There are easier texts and there are those that may pose more of a challenge to learners.
They must learn to read and engage with texts of various lengths and levels of difficulty. Reading comprehension is not only a vital step in helping learners develop a better memory and vocabulary, but also acquire the soft skills needed to navigate social and professional situations in their adult lives.
The advantages of a longer attention span cannot be overstated. The better we can focus on one task at a time, the more productive we become. Reading for longer periods will help instil the discipline needed to remain committed to a task until it is done.
If you find that a learner/learners are having difficulty with a text, spend time with them and help them to read the text bit by bit. We want to remove the apprehension some learners may feel when they must read a longer text for comprehension. There is no need to rush through any text and you may provide as much assistance as necessary. However, do not shy away from longer texts as we are gradually building up to the skills expected of learners in the higher grades (and beyond). This will make the transition easier for them in the long term and they will overcome any perceived obstacles to reading longer texts.
Extract from the CAPS document on the approach to teaching languages
The approaches to teaching language are text-based, communicative, and process orientated. The text-based and communicative approaches depend on the continuous use and production of texts
The text-based approach explores how texts work. This approach aims to enable learners to become competent, confident, and critical readers, writers, and viewers of texts. It includes listening to, reading, viewing, and analysing texts to understand how they are produced and what their effects are. Through this critical interaction, learners develop the ability to evaluate texts. The text-based approach also involves producing different types of texts for particular purposes and audiences.
SAMPLE
A communicative approach suggests that when learning a language, a learner should have a great deal of exposure to the target language and many opportunities to practise or produce the language by communicating for social or practical purposes. Language learning should be a natural, informal process carried over into the classroom where the literacy skills of reading/viewing and writing/presenting are learnt in a ‘natural’ way – learners learn to read by doing a lot of reading and learn to write by doing a wide range of writing.
General
A few things to keep in mind:
• Each lesson has a theme. Try to make the theme as exciting as possible – the class could be decorated to suit the theme or learners could find interesting articles about it and share them with the class.
• There is a table at the beginning of each lesson in the facilitator’s guide. This table contains the relevant activities and time allocation. Although other aspects may also be covered during the activity it is not the focus and is not listed in the table.
• Many activities require more than one learner if there is only one learner the facilitator must take up the other role(s).
• As mentioned, some activities require learners to bring items to class – read ahead and give learners enough time to collect these items. For example, if they must bring along a magazine/newspaper or an item for role play, give them at least a week or two to get these together.
• In-between doing activities, learners can also write short, informal tests about language aspects, such as gender, degrees of comparison, etc.
• As far as possible, the headings in the study guide are according to CAPS, even though it might say ‘perform a poem’, it refers to the poem in the study guide, unless stated otherwise.
• More advanced learners can research the topic throughout the year, design and make a poster and tell the class about it. For example, they can research the information in the ‘For the curious’ block or you can ask them to research a specific author or poet.
Recommended books
There are no prescribed books for English Home Language. Learners must, however, have a good bilingual dictionary or school dictionary from Oxford or Pharos. A thesaurus is also beneficial.
SAMPLE
As mentioned, learners are expected to read at least one book per term. This may be any appropriate book of the learner’s choice. When learners read, they broaden their vocabulary and improve their spelling. We have included suggestions for further reading throughout the study guide.
Some recommended books for Grade 5 English Home Language level:
1. Island of the Blue Dolphins (Scott O’Dell)
2. From the Mixed-Up Files of Mrs. Basil E. Frankweiler (E.L. Konigsburg)
3. Hatchet (Gary Paulsen)
4. Wonder (R. J. Palacio)
5. James & the Giant Peach (Roald Dahl)
6. Sideways Stories from Wayside School (Louis Sachar)
7. Frindle (Andrew Clements)
8. Snow Treasure (Marie McSwigan)
9. Save Me a Seat (Gina Weeks & Gita Varadarajan)
Facilitatorʼs Guide 1/2
G05~ English Home Language
10. Mr. Popper’s Penguins (Richard & Florance Atwater)
11. Pippi Longstocking (Astrid Lindgren)
12. The Miraculous Journey of Edward Tulane (Kate DiCamillo)
13. The Wild Robot (Peter Brown)
14. Charlie & the Chocolate Factory (Roald Dahl)
15. Sarah, Plain & Tall (Patricia MacLachlan)
16. Charlotte’s Web (E.B. White)
17. The Lemonade War (Jacqueline Davies)
18. Shiloh (Phyllis Reynolds Naylor)
19. Tales of a Fourth-Grade Nothing (Judy Blume)
20. The One and Only Ivan (K.A. Applegate)
Formal assessment
No activity in the study guide is done for formal assessment. Please refer to the portfolio book for all formal assessments.
Exams
There are two exams in Grade 5 – the June and November exams. In both exams, learners write two papers.
לPaper 2: Reaction to written texts (reading comprehension, language in context, writing narrative/descriptive texts, and transactional texts)
Always refer to the assessment plan as the content of the exams may change.
The *Optimi Online Portal (OLP) contains additional material to assist Grade 5 English Home Language learners including language exercises, explanations of concepts, mind maps, and quizzes. All remedial and extension activities are also available online. Scan the QR code to visit the Optimi Online Learning Portal or go to https://optimi.learning.co.za/login.
*Please note that the OLP facility is only available to subscribers.
YEAR PLAN
LESSONS:
rock from the sun
Extraordinar y elephants
I sp y …
Down in the garden
Beary nice to meet you
Language structures and conventions
Writing and presenting
Common and pr oper nouns
Finite and infinite verbs
Noun pr efixes and suffixes
Sentence types
Subject-ver b agreement
Tenses
Personification
Pro verbs
Idioms
Simile
Synon yms
Punctuation
Prepositions
Determiners
Articles
Anton yms
Adjecti ves
Ad verbs
Pronouns
Conjunctions
Metaphors
Statements
SAMPLE
Reading and viewing
Writ e an information text
Writ e a newspaper article
Writ e a myth
Writ e a poem
Read a poem • Writ e a story
Read a book review
Read an information text
Read a new spaper article
Read a m yth
Listening and speaking
Perf orm a poem • Read a st ory
• Listen to a story • Discuss a st ory
Listen t o and discuss an information text • Listen t o and respond to a newspaper article
Listen t o a myth
o a poem
Listen
Alliter ation
Rhyme
Rhythm
Dictionary w ork
Sight w ords
Spelling t est
UNIT 1: Weeks 1 – 2
LESSON 1:
3rd rock from the sun
Skills
Listening and speaking
Listen to a story
Discuss the story
Reading and viewing
Predict from the title and pictures
Read a story
Discuss new vocabulary
Discuss the story in detail
Discuss cause and effect in a story
Reflect on texts read independently
Compare texts read independently
Writing and presenting
Read a book review
Brainstorm ideas for your story
Write a summary
Write a topic sentence
Write a first draft
Write the final draft
Create a personal dictionary
Language structures and conventions
Identify common and proper nouns
Activity 135 min.
Activity 235 min.
Activity 335 min.
Activity 435 min.
Activity 535 min.
Activity 635 min.
Activity 735 min.
Activity 835 min.
Activity 935 min.
Activity 1035 min.
Activity 1135 min.
Activity 1235 min.
Activity 1335 min.
Activity 1435 min.
Activity 1535 min.
Activity 1635 min.
Activity 1735 min.
Use prefixes and suffixes
Punctuation and simple present tense
Types of sentences: complex
Synonyms word search
Sight words and spelling test
Activity 1835 min.
Activity 1935 min.
Activity 2035 min.
Activity 2135 min.
Activity 2235 min.
Remedial activity: Unscramble the words and write the sentence in the correct order.
Extension activity: Mark the correct and incorrect sentences.
SECTION 1 Listening and speaking
What do you think the heading of the lesson means? Share your thoughts with your facilitator or the class. Remember, don’t be afraid to speak up – we all want to hear what you have to say, and we all learn from one another.
Let learners first share their opinions before you give them the answer. Earth is sometimes called ‘the third planet’ because it is the third planet in distance away from the Sun. Mercury is closest to the Sun, followed by Venus, Earth, and Mars. These are the rocky planets, and Earth is the largest rocky planet (as opposed to the much larger ‘gas giants’ like Jupiter, Saturn, Uranus, and Neptune). The title of the third planet and the heading of our lesson, was popularised in a 1996 TV show called Third Rock from the Sun.
Can you name the landmarks in the right lens of the binoculars? If there is one you do not know, your facilitator will tell you what it is – but try to identify as many as you can first.
Allow learners to first identify all the landmarks they know before giving them the answers.
O
ur world is full of incredible wonders, from majestic mountains and oceans to valleys, deserts, rivers, ancient pyramids, and even a clock named Big Ben.
However, how often do we stop to think about our place in this strange and wonderful world? Where do we fit in, and are we doing enough to protect our planet?
SAMPLE
The theme of our lesson is about taking a moment to fully appreciate the beauty of our world. Look around you – really look. Do you find magic in raindrops on flowers? Are you still amazed by the birds in the sky? Do you appreciate the salty air at the beach or the stars that shine every night – whether you notice them or not?
The secret to many things, including learning English, is to be observant. Pay attention to the small things – the sound of thunder, the warmth of a blanket in winter, the taste of ice cream on a summer holiday – and observe the world around you with fresh eyes
Read about far-off lands, discover why the Great Library of Alexandria in Egypt was so important, learn about the tribes of the Amazon Rainforest and explore the wonders of narwhals. Take pleasure in everything this ‘blue planet’ has to offer.
Sydney Opera House
Elizabeth Tower with Big Ben (London)
Statue of Liberty (New York)
Arc de Triomphe (Paris) Pyramids of Giza
The Parthenon (Athens)
Golden Gate Bridge (San Francisco)
The Little Mermaid statue (Copenhagen)
• A complete guide with all the texts and explanations included.
• Comprehensive explanations of language aspects.
• Step-by-step guidelines in plain language.
• Fun, engaging, and practical activities.
• Interesting themes for Grade 5s to expand general knowledge and inspire curiosity.
• Encourages independent thinking and develops reasoning skills.
