suggested planning of teaching and assessment grade 2 … · phonics & spelling w:20% reading...

SUGGESTED PLANNING of TEACHING and ASSESSMENT Grade 2 FAL 2019

TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

CAPS section Listening & Speaking W: 50%

Phonics & Spelling W:20%

Reading W:25%

Writing: W:5%

Listening & Speaking W: 50%


Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%

Topic, concepts, skills and values

REVISION https://wcedeportal.co.za/eresource/49136 Listening and speaking: Consolidation https://wcedeportal.co.za/eresource/49261 https://wcedeportal.co.za/eresource/78306 Phonics: Revise single letter sounds, beginning with the same letter-sound relationships that are the same in the Home Language m , n, s Build short familiar words using the same sounds learners already know Reading: Shared Reading: (with the teacher) Consolidate

MYSELF AND OTHER Listening and speaking: Memorises and performs poems & action rhymes & songs. Listens to short stories, recounts or non-fiction texts told or read from Big books. Develop an oral vocabulary using themes or topics. My emotions. Follows a shorts sequence of instructions.

Draw a happy face. Understands and response to simple questions. Listen to simple recounts for example – the teacher telling what she did last week. With help from teacher, gives simple recounts. Phonics: Revise single letter sounds, beginning with the same letter-sound relationships that are the same in the Home Language r, l, b Build short familiar words using the same sounds learners already know Reading: Shared Reading: (with the teacher) Big books

MYSELF AND OTHER Listening and speaking: Memorises and performs poems & rhymes & songs. Listens to short stories, recounts or non-fiction texts told or read from Big books . Develop an oral vocabulary using themes or topics . My family Talks about objects in a picture in response to teachers instructions . (What can you see in the picture?) Gives simple instructions.

“Open the door”

“Close the window” Identifies a picture from a simple oral description. Phonics: Revise single letter sounds, beginning with the same letter-sound relationships that are the same in the Home Language d, f, h Build short familiar words using the same sounds learners already know Reading: Shared Reading: (with the teacher) Big books

EVERYONE IS SPECIAL Listening and speaking: Memorises and performs poems & rhymes & songs. Listens to short stories, recounts or non-fiction texts told or read from Big books . Develop an oral vocabulary using themes or topics . I can be a hero Identify an object from a simple description. Understands and response to simple questions such as:

“Which.....?”

“What ....?”

“Who...?” Listen to a simple recounts for example - The teacher telling what she did last week. Phonics: Revise single letter sounds, beginning with the same letter-sound relationships that are the same in the Home Language k ,p, t Build short familiar words using the same sounds learners already know . Reading: Shared Reading with the teacher) Big books

EVERYONE IS SPECIAL Listening and speaking: Memorises and performs poems & rhymes & songs. Listens to short stories, recounts or non-fiction texts told or read from Big books . Develop an oral vocabulary using themes or topics . My friends Make simple requests and statements .

I am hungry

I feel thirsty Act out story, using dialogue. Talks about objects in a picture in response to teacher instructions . (What can you see in the picture?) Phonics: Revise single letter sounds, beginning with the same letter-sound relationships that are the same in the Home Language h, y, t Build short familiar words using the same sounds learners already know Reading: Shared Reading (with the teacher) Big books

EVERYONE IS SPECIAL Listening and speaking: Memorises and performs poems & rhymes & songs. Listens to short stories, recounts or non-fiction texts told or read from Big books . Develop an oral vocabulary using themes or topics . Disable people around me Gives simple oral recounts. Answer simple questions about a story with short answers. With help from teacher , gives simple recounts Act out story, using dialogue. Phonics: Revise the single letter sounds. c, j Build short familiar words using the same sounds learners already know. Reading: Shared Reading (with the teacher) Big books

WHAT WE NEED TO LIVE Listening and speaking: Memorises and performs poems & rhymes & songs. Listens to short stories, recounts or no- fiction texts told or read from Big books . Develop an oral vocabulary using themes or topics . Healty food Follows short sequence of instructions

Draw healty food

With help from teacher , gives simple recounts.

Teacher can tell what she did yesterday

Listen to a simple recounts Phonics: Revise the single letter sounds. v, w Build short familiar words using the same sounds learners already know. Builds up and breaks down 3-letter words using sound learnt . Reading: Shared Reading (with the teacher) Big books

WHAT WE NEED TO LIVE Listening and speaking: Memorises and performs poems & rhymes & songs. Listens to short stories, recounts or non fiction texts told or read from Big books . Develop an oral vocabulary using themes or topics . Water Act out story, using dialogue. Answer simple questions about a story with short answers. Identify an object from a simple description. Gives simple instructions.

Pick up the class of water

Open the tap

Close the tap Phonics: Revise the single letter sounds. q, z Build short familiar words using the same sounds learners already know. Builds up and breaks down 3-letter words using sound learnt . Reading: Shared Reading (with the teacher) Big books Read with teacher.

HEALTY HABITS Listening and speaking: Memorises and performs poems & rhymes& songs. Listens to short stories, recounts or non-fiction texts told or read from Big books . Demonstrate understanding of oral vocabulary by pointing to picture

Things that are not healty for our badies: drugs, sigarets, (have pictures in the class)

Learners point at the pictuers to understand the oral vocabulary. They can also do actions in response to instructions. Act out story, using dialogue. Listen to simple recounts . Learners can tell their personal news. With help from teacher , gives simple recounts. Phonics: Identify letter-sound relationship of most single letters. Distinguishes aurally between sounds that are often confused . e.g. “a”and “ e” Builds up and breaks down 3-letter words using sound learnt . Reading: Shared Reading (with the teacher) Big books Read with teacher.

HEALTHY HABITS Listening and speaking:

Consolidation Phonics: Identify letter-sound relationship of most single letters. Distinguishes aurally between sounds that are often confused . e.g. “a”and “ e” Builds up and breaks down 3-letter words using sound learnt . Reading: Shared Reading (with the teacher) Big books Read with teacher.

https://wcedeportal.co.za/eresource/49136






https://wcedeportal.co.za/eresource/49221 Group Guided Reading: Read own book in a group

Consolidation Sight words CAPS pg. 87 – 89 https://wcedeportal.co.za/eresource/49181 Writing: Uses handwriting skills taught in HL. Writes lists with headings. Choose and copies a caption to match a picture. With help writes a caption for a picture . Complete sentences by filling in missing words. Language structure:

Consolidation


Read with teacher. Its both reading and listening activity Involves also speaking. Group Guided Reading: Read own book in a group Read aloud from own book in guided reading group with teacher . Using reading stategies taught in Home language to make sence and monitor self reading. Read with increasing fluency and expression. Shows an understanding of puntuation when reading aloud. Begins to build a sight vocabulary from guided, shared , independant reading . Read own and others’writing. Sight words CAPS pg. 87 - 89 Writing: Uses handwriting skills taught in HL. Writes lists with headings. Choose and copies a caption to match a picture. With help writes a caption for a picture . Complete sentences by filling in missing words. Language structure: Continues to build oral vocabulary , including conceptual vocabulary

Expressing feelings

Read with teacher. Its both reading and listening activity Involves also speaking Group Guided Reading: Read own book in a group Read aloud from own book in guided reading group with teacher . Using reading stategies taught in Home language to make sence and monitor self reading. Read with increasing fluency and expression. Shows an understanding of puntuation when reading aloud. Begins to build a sight vocabulary from guided, shared , independant reading . Read own and others’writing. Sight words CAPS pg. 87 - 89 Writing: Uses handwriting skills taught in HL. Writes lists with headings. Choose and copies a caption to match a picture. With help writes a caption for a picture . Complete sentences by filling in missing words. Language structure: Understands and begins to use the past tense Time connectors

Read with teacher. Its both reading and listening activity Involves also speaking Group Guided Reading: Read own book in a group Read aloud from own book in guided reading group with teacher . Using reading stategies taught in Home language to make sence and monitor self reading. Read with increasing fluency and expression. Shows an understanding of puntuation when reading aloud. Begins to build a sight vocabulary from guided, shared , independant reading . Read own and others’writing. Sight words CAPS pg. 87 - 89 Writing Uses handwriting skills taught in HL. Writes lists with headings. Choose and copies a caption to match a picture. With help writes a caption for a picture . Complete sentences by filling in missing words. Language structure: Continues to build oral vocabulary , including conceptual vocabulary

Expresses feeling

Read with teacher. Its both reading and listening activity Involves also speaking Group Guided Reading: Read own book in a group Read aloud from own book in guided reading group with teacher . Using reading stategies taught in Home language to make sence and monitor self reading. Read with increasing fluency and expression. Shows an understanding of puntuation when reading aloud. Begins to build a sight vocabulary from guided, shared , independant reading . Read own and others’writing. Sight words CAPS pg. 87 - 89 Writing: Uses handwriting skills taught in HL. Writes lists with headings. Choose and copies a caption to match a picture. With help writes a caption for a picture . Complete sentences by filling in missing words. Language structure: Understands and begins to use the past tense Time connectors

Read with teacher. Its both reading and listening activity Involves also speaking Group Guided Reading: Read own book in a group Read aloud from own book in guided reading group with teacher . Using reading stategies taught in Home language to make sence and monitor self reading. Read with increasing fluency and expression. Shows an understanding of puntuation when reading aloud. Begins to build a sight vocabulary from guided, shared , independant reading . Read own and others’writing. Sight words CAPS pg. 87 - 89 Writing: Uses handwriting skills taught in HL. Writes lists with headings. Choose and copies a caption to match a picture. With help writes a caption for a picture . Complete sentences by filling in missing words. Language structure: Continues to build oral vocabulary , including conceptual vocabulary

Expresses feeling

Read with teacher. Its both reading and listening activity Involves also speaking Group Guided Reading: Read own book in a group Read aloud from own book in guided reading group with teacher . Using reading stategies taught in Home language to make sence and monitor self reading. Read with increasing fluency and expression. Shows an understanding of puntuation when reading aloud. Begins to build a sight vocabulary from guided, shared , independant reading . Read own and others’writing. Sight words CAPS pg. 87 - 89 Writing: Uses handwriting skills taught in HL. Writes lists with headings. Choose and copies a caption to match a picture. With help writes a caption for a picture . Complete sentences by filling in missing words. Language structure: UInderstands and begins to use the past tense. Time connectors

Paste tense

First, next,then

Its both reading and listening activity Involves also speaking Group Guided Reading: Read own book in a group Read aloud from own book in guided reading group with teacher . Using reading stategies taught in Home language to make sence and monitor self reading. Read with increasing fluency and expression. Shows an understanding of puntuation when reading aloud. Begins to build a sight vocabulary from guided, shared , independant reading . Read own and others’writing. Sight words CAPS pg. 87 - 89 Writing: Uses handwriting skills taught in HL. Writes lists with headings. Choose and copies a caption to match a picture. With help writes a caption for a picture . Complete sentences by filling in missing words. Language structure: Continues to build oral vocabulary , including conceptual vocabulary

Expressing feelings

Its both reading and listening activity Involves also speaking Group Guided Reading: Read own book in a group Read aloud from own book in guided reading group with teacher . Using reading stategies taught in Home language to make sence and monitor self reading. Read with increasing fluency and expression. Shows an understanding of puntuation when reading aloud. Begins to build a sight vocabulary from guided, shared , independant reading . Read own and others’writing. Sight words CAPS pg. 87 - 89 Writing: Uses handwriting skills taught in HL. Writes lists with headings. Choose and copies a caption to match a picture. With help writes a caption for a picture . Complete sentences by filling in missing words. Language structure: Understands and begins to use the past tense Time connectors

Paste tense

First, next,then

Its both reading and listening activity Involves also speaking Group Guided Reading: Read own book in a group Consolidation Sight words CAPS pg. 87 - 89 Writing: Consolidation Language structure: Consolidation







Begins to use the past tense – visit – visted

First, next, then

Paste tense

First, next,then

Requisite pre-knowledge

Knowledge of the topic Knowledge of the topic Knowledge of the topic Knowledge of the topic Knowledge of the topic Knowledge of the topic Knowledge of the topic Knowledge of the topic Knowledge of the topic Knowledge of the topic

Resources (other than textbook) to enhance learning

Posters needed Big Books, Rhymes https://drive.google.com/open?id=1vB5kB0LuW4CRQyDT03LUMWV4qa4uZ8kC

Posters needed Big Books, Rhymes









Informal assessm; remediation

Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing

SBA (Formal Assessment)

Ongoing https://wcedeportal.co.za/eresource/69191

Ongoing

Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing 1 FAT must be completed by Week 9




Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

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Reading W:25%

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Reading W:25%

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Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%


REVISION https://wcedeportal.co.za/eresource/49231 https://wcedeportal.co.za/eresource/49261 Listening and Speaking Consolidation https://wcedeportal.co.za/eresource/49261

SEASONS Listening and Speaking Memorises and performs poems & action rhymes & songs. Develop an oral vocabulary using themes or topics.

Seasons in the year

Clothes in the seasons

Follows short sequence of instructions:

Stand up and walk to the door

Understands and response to simple questions

Which

Whose Identifies an object or picture from a simple oral description.

It is sunny

It is cloudy Match description with correct picture . Listen to simple recounts .

SEASONS Listening and Speaking Memorises and performs poems & action rhymes & songs. Develop an oral vocabulary using themes or topics.

Weather in different seasons

Food in seasons Gives simple instructions.

Change the weather on the weather chart from rainy to sunny

Make simple requests and statements.

Can I have a have a scarf?

Talks about an object in a picture in response to teacher instructions.

What can you see in the picture?

SEASONS Listening and Speaking Memorises and performs poems & action rhymes & songs. Develop an oral vocabulary using themes or topics

Games in different seasons

Follows short sequence of instructions

Pick up the rugby ball

Throw the nettball Understands and response to simple questions

Which

Whose Identifies an object or picture from a simple oral description. Match description with correct picture . Listen to a simple recounts .

ANIMALS Listening and Speaking Memorises and performs poems & action rhymes & songs. Develop an oral vocabulary using themes or topics.

Farm animals

Wild animals

Gives simple instructions

Take the mask of a wild animal and tell which animal it is

Take a mask of a farm animal and tell which animal it is.

ANIMALS Listening and Speaking Memorises and performs poems & action rhymes & songs. Develop / Demonstrate understanding of oral vocabulary by pointing to objects on picture/ in classroom.

Tell me about one farm animal you know

Can we play with wild animals?

Follows short sequence of instructions .

Show me how a pig looks like

ANIMALS AND CREATURES THAT LIVES UNDER WATER Listening and Speaking Memorises and performs poems & action rhymes & songs. Develop an oral vocabulary using themes or topics..

Fishes that lives in rivers

Fishes that lives in the sea

Gives simple instructions.

Catch a fish and tell what it is (fishing game)

Describe your fish

Make simple requests and statements .

Pick up 5 fishes and put them in the bowl

Sort the fishes by size

ANIMALS AND CREATURES THAT LIVES UNDER WATER Listening and Speaking Memorises and performs poems & action rhymes & songs. Develop an oral vocabulary using themes or topics.

Creatures living in dams

Follows short sequence of instructions .

Pick up all the frogs

Understands and response to simple questions

Which creature are you holding in your hands?

Do you like frogs

ANIMAL HOMES

Listening and Speaking Memorises and performs poems & action rhymes & songs. Develop an oral vocabulary using themes or topics.

Creatures that builds their houses

Creatures that carries their house with them

Gives simple instructions. Make simple requests and statements . Talks about an object in a picture in response to teachers instructions .

Show me the creature that carries their homes with them

ANIMAL HOMES Listening and Speaking Memorises and performs poems & action rhymes & songs. Develop an oral vocabulary using themes or topics.

Creartures who has to hide away

Gives simple instructions.

Fly like a bird Make simple requests and statements . Talks about an object in a picture in response to teacher instructions . With help from teacher , gives simple recounts. Plays language games Listens to short stories, recounts or non-fiction texts told or read from Big books.

https://drive.google.com/open?id=1vB5kB0LuW4CRQyDT03LUMWV4qa4uZ8kC












Phonics: Rhyme words at-sound cat , mat . sat ad-sound sad. dad,mad Reading: Shared Reading (with the teacher)

Consolidation https://wcedeportal.co.za/eresource/49221

Teacher is telling about a picnic at the swimmingpool on a hot day

Teacher is telling about a rainy day

Plays language games Listens to short stories, recounts or non-fiction texts told or read from Big books. Answers simple literal questions about story with short answers. With help from teacher retells the story. Name things in picture in response to questions from teacher . Phonics: Rhyme words ed-sound bed,led’red et-sound get, let,pet Reading: Shared Reading (with the teacher) Big books Illustrated pictures where all children can see pictures. Read with teacher. Its both reading and listening activity Involves also speaking.

With help from teacher, gives simple recounts. Plays language games

I spy

Telephone game Listens to short stories, recounts or non-fiction texts told or read from Big books. Answers simple literal Questions about story with short answers. With help from teacher retells the story. Name things in picture in response to questions from teacher. Phonics: Rhyme words en-sound pen ten den hen er-sound Her, herd, fern, verb, germ -ck sound sack neck sock pack kick Silent -e -u-e; -e-e Reading: Shared Reading (with the teacher) Big books Illustrated pictures where all children can see pictures. Read with teacher. Its both reading and listening activity Involves also speaking.

Act out the story using dialogue. Listens to short stories, recounts or non-fiction texts told or read from Big books. Answers simple literal Questions about story with short answers. With help from teacher retells the story. Name things in picture in response to questions from teacher . Phonics: Rhyme words ag-sound bag, wag,rag Reading: Shared reading (with the teacher) Big books Illustrated pictures where all children can see pictures. Read with teacher. Its both reading and listening activity Involves also speaking.


I have a fish in a bowl at home – what do you have at home

Talks about objects in a picture in response to teacher instructions .

What can you see in the picture?

With help from teacher gives simple recounts. Plays language games

Simon says Listens to short stories, recounts or non-fiction texts told or read from Big books. Answers simple literal questions about story with short answers. With help from teacher retells the story. Name things in picture in response to questions from teacher . Phonics: Rhyme words ad-sound sad. dad,mad Reading: Shared Reading (with the teacher) Big books Illustrated pictures where all children can see pictures. Read with teacher. Its both reading and listening activity Involves also speaking.

Show me how a lion looks like

Understands and response to simple questions such as

Which farm animal do you like and why?

Which wild animal would you like to be?

Identifies an object or picture from a simple oral description.

This is a pig

That is an elephant

Match description with correct picture . Listen to simple recounts . With help from teacher retells the story . Listens to short stories, recounts or non-fiction texts told or read from Big books. Answers simple literal questions about story with short answers. With help from teacher retells the story. Name things in picture in response to questions from teacher Phonics: Recognise common endings in words. -ng, -nk Reading: Shared reading (with the teacher) Big books Illustrated pictures where all children can see pictures. Read with teacher. Its both reading and listening activity

Talks about an objects in a picture in response to teacher instructions .

Show me the fishes that lives in rivers

Show me the fishes lthat lives in the sea and tell what it is.

With help from teacher gives simple recounts. Plays language games

Tops and tails Listens to short stories, recounts or non-fiction texts told or read from Big books. Answers simple literal questions about story with short answers. With help from teacher retells the story. Name things in picture in response to questions from teacher Phonics: Recognise common endings in words. -at, -an Distinguishes aurally between long and short vowel sounds (e.g. ‘not’ and ‘note’, ‘hat’ and ‘hate’). Reading: Shared Reading (with the teacher) Big books Illustrated pictures where all children can see pictures. Read with teacher. Its both reading and listening activity Involves also speaking.


Show me the frogs in the dam

Match description with correct picture . Listen to simple recounts and answers simple questions. Listens to short stories, recounts or non-fiction texts told or read from Big books. Answers simple literal questions about story with short answers.

Who would you like to be in the story and why do you say so?

With help from teacher retells the story. Name things in picture in response to questions from teacher

Phonics: Rhyme words -ir, -ur third shirt bird girl first curl turn burn hurt purse Distinguishes aurally between long and short vowel sounds (e.g. ‘not’ and ‘note’, ‘hat’ and ‘hate’). Reading: Shared Reading (with the teacher) Big books Illustrated pictures where all children can see pictures. Read with teacher. Its both reading and listening activity Involves also speaking.

With help from teacher , gives simple recounts.

You are a bird try to build your nest

Plays language games Listens to short stories, recounts or non-fiction texts told or read from Big books.

Which animals are in the story

Answers simple literal questions about story with short answers.

Would you like to carry your home on your back?

With help from teacher retells the story. Name things in picture in response to questions from teacher . Phonics: Rhyme words -ey, -le Donkey jersey honey money monkey apple bottle kettle table uncle Reading: Shared Reading (with the teacher) Big books Illustrated pictures where all children can see pictures. Read with teacher. Its both reading and listening activity Involves also speaking.

Answers simple literal questions about story with short answers. With help from teacher retells the story. Name things in picture in response to questions from teacher . Phonics: Consolidation of week 6 to 9. Distinguishes aurally between long and short vowel sounds (e.g. ‘not’ and ‘note’, ‘hat’ and ‘hate’). Reading: Shared Reading (with the teacher)

Consolidation



Group Guided Reading: Read own book in a group Consolidation Sight words CAPS p 87 - 89 https://wcedeportal.co.za/eresource/75941 https://wcedeportal.co.za/eresource/49246 Writing: Consolidation

Group Guided Reading: Read own book in a group Read aloud from own book in guided reading group with teacher . Using reading strategies taught in Home language to make sence and monitor self reading. Read with increasing fluency and expression. Shows an understanding of short written story when reading aloud. Begins to build a sight vocabulary from guided, shared , independant reading . Shows understanding of short written story - matches caption/ sentences to picture/answers questions. Read own and others’ writing Uses children‘s picture dictionaries to find out te meaning of the words. Sight words CAPS p 87 – 89 Writing: Uses handwriting skills taught in HL. Writes lists with headings. Choose and copies a caption to match a picture. With help writes a caption for a picture . Complete sentences by filling in missing words.

Group Guided Reading: Read own book in a group Read aloud from own book in guided reading group with teacher . Using reading strategies taught in Home language to make sence and monitor self reading. Read with increasing fluency and expression. Shows an understanding of short written story when reading aloud. Begins to build a sight vocabulary from guided, shared , independant reading . Shows understanding of short written story( -matches caption/ sentences to picture/answers questions. Read own and others’ writing Uses children‘s picture dictionaries to find out te meaning of the words. Sight words CAPS p 87 - 89 Writing: Uses handwriting skills taught in HL. Writes lists with headings. Choose and copies a caption to match a picture. With help writes a caption for a picture . Complete sentences by filling in missing words.

Group Guided Reading: Read own book in a group Read aloud from own book in guided reading group with teacher . Using reading strategies taught in Home language to make sence and monitor self reading. Read with increasing fluency and expression. Shows an understanding of short written story when reading aloud. Begins to build a sight vocabulary from guided, shared , independant reading . Shows understanding of short written story - matches caption/ sentences to picture/answers questions. Read own and others’ writing Uses children‘s picture dictionaries to find out te meaning of the words. Sight words CAPS p 87 - 89 Writing: Uses handwriting skills taught in HL. Writes lists with headings. Choose and copies a caption to match a picture. With help writes a caption for a picture . Complete sentences by filling in missing words.

Group Guided Reading: Read own book in a group Read aloud from own book in guided reading group with teacher . Using reading strategies taught in Home language to make sence and monitor self reading. Read with increasing fluency and expression. Shows an understanding of short written story when reading aloud. Begins to build a sight vocabulary from guided, shared , independant reading . Shows understanding of short written story - matches caption/ sentences to picture/answers questions. Read own and others’ writing Uses children‘s picture dictionaries to find out te meaning of the words. Sight words CAPS p 87 - 89 Writing: Uses handwriting skills taught in HL. Writes lists with headings. Choose and copies a caption to match a picture. With help writes a caption for a picture .

Involves also speaking. Group Guided Reading: Read own book in a group Read aloud from own book in guided reading group with teacher . Using reading strategies taught in Home language to make sence and monitor self reading. Read with increasing fluency and expression. Shows an understanding of short written story when reading aloud. Begins to build a sight vocabulary from guided, shared , independant reading . Shows understanding of short written story - matches caption/ sentences to picture/answers questions. Read own and others’ writing Uses children‘s picture dictionaries to find out te meaning of the words. Sight words CAPS p 87 - 89 Writing: Uses handwriting skills taught in HL. Writes lists with headings. Choose and copies a caption to match a picture. With help writes a caption for a picture .


Group Guided Reading: Read own book in a group Read aloud from own book in guided reading group with teacher . Using reading strategies taught in Home language to make sence and monitor self reading. Read with increasing fluency and expression. Shows an understanding of short written story when reading aloud. Begins to build a sight vocabulary from guided, shared , independant reading . Shows understanding of short written story - matches caption/ sentences to picture/answers questions. Read own and others’ writing Uses children‘s picture dictionaries to find out te meaning of the words. Sight words CAPS p 87 - 89 Writing: Uses handwriting skills taught in HL. Writes lists with headings. Choose and copies a caption to match a picture. With help writes a caption for a picture .


Group Guided Reading: Read own book in a group

Consolidation

Sight words CAPS pg 87 - 89 Writing: Uses handwriting skills taught in HL. Writes lists with headings. Choose and copies a caption to match a picture. With help writes a caption for a picture . Complete sentences by filling in missing words.





Language Structure Consolidation https://wcedeportal.co.za/eresource/75881

Write sentences using words containing the phonics sounds and common sight words. Builds up own wordbank/personal dictionary. Uses puntuation Capital letters, full stops. Language Structure Continues to build oral vocabulary , including conceptual vocabulary Understands and begins to use a greater range of adjectives.



Complete sentences by filling in missing words. Write sentences using words containing the phonics sounds and common sight words. Builds up own wordbank/personal dictionary. Uses puntuation Capital letters, full stops. Language Structure Continues to build oral vocabulary , including conceptual vocabulary Understands and begins to use a greater range of adjectives.





Write sentences using words containing the phonics sounds and common sight words. Builds up own wordbank/personal dictionary. Uses puntuation Capital letters, full stops. Language Structure: Consolidation


Knowledge of the topic

Knowledge of the topic Knowledge of the topic Knowledge of the topic Knowledge of the topic Knowledge of the topic Knowledge of the topic Knowledge of the topic Knowledge of the topic Knowledge of the topic
















Ongoing

Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing 1 FAT to be completed by Week 9

Ongoing








Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%


REVISION https://wcedeportal.co.za/eresource/62486 Listening and Speaking Consolidation https://wcedeportal.co.za/eresource/49261 https://wcedeportal.co.za/eresource/4926 https://wcedeportal.co.za/eresource/62456

SOIL Listening and Speaking Memorises and performs poems & action rhymes & songs. Demonstrate understanding of basic oral vocabulary by pointing to objects . Using themes or topics. Follows short sequence of instructions .

Take the chalk and write your name on the board


The boy is planting a tree

Listen to a simple recounts, for example :

Teacher telling about a seed she has planted

Listens to short stories, recounts or non-fiction texts told or read from Big books. Answers simple literal questions about story with short answers

Who planted the tree?

What kind of tree is it?

With help from teacher retells the story Talks about things in picture in response to teacher instructions.

I want to plant a seed – what do I need?


SOIL Listening and Speaking Memorises and performs poems & action rhymes & songs Demonstrate understanding of basic oral vocabulary by pointing to objects . Using themes or topics. Understands and response to simple questions

Which

Whose

Show me

How

When Match description with correct picture Plays language games

Teacher can use own language game

Listens to short stories, recounts or non-fiction texts told or read from Big books. Answers simple questions about story

Who

What

When With help from teacher retells the story. Gives simple instructions. Name things in picture in response to questions from teacher.

Show me the soil in the picture and tell me what it is

Where do you see the creatures that lives in the soil?

TRANSPORT Listening and Speaking Memorises and performs poems & action rhymes & songs. Demonstrate understanding of basic oral vocabulary by pointing to objects. Using themes or topics. Follows short sequences of instructions. Identifies an object or picture from a simple oral description.

The man is waiting for the train

Listen to simple recounts Listens to short stories, recounts or non-fiction texts told or read from Big books

Who

How

Where

What Answers simple literal questions about story with short answers With help from teacher retell the story. Talks about things in picture in response to teacher instructions.

What can you see on the picture?

Act out the story using dialogue.

TRANSPORT Listening and Speaking Memorises and performs poems & action rhymes & songs.

The wheels of the bus

Demonstrate understanding of basic oral vocabulary by pointing to objects. Using themes or topics. Understands and response to simple questions such as:

Which

Whose

Show me

How

When Match description with correct picture. Plays language games.

Teacher can use own language game

Listens to short stories, recounts or non fiction texts told or read from Big books. Answers simple questions about story

Who

What

When With help from teacher retells the story Gives simple instructions. Name things in picture in response to questions from teacher.

Show me the soil in the picture

TRANSPORT Listening and Speaking Memorises and performs poems & action rhymes & songs. Demonstrate understanding of basic oral vocabulary by pointing to objects. Using themes or topics. Follows short sequence of instructions. Identifies an object or picture from a simple oral description.

The man is waiting for the bus

Listen to simple recounts Listens to short stories, recounts or non-fiction texts told or read from Big books.

Who

How

Where

What

Answers simple literal questions about story with short answers. With help from teacher retells the story. Talks about things in picture in response to teacher instructions.



ROAD SAFETY Listening and Speaking Memorises and performs poems & action rhymes & songs. Demonstrate understanding of basic oral vocabulary by pointing to objects . Using themes or topics. Understands and response to simlpe questions

Which

Whose

Show me

How

When Match description with correct picture . Plays language games Listens to short stories, recounts or non-fiction texts told or read from Big books. Answers simple questions about story with short answers

Who

What

When

With help from teacher retells the story. Gives simple instructions. Name things in picture in response to questions from teacher.

ROAD SAFETY Listening and Speaking Memorises and performs poems & action rhymes & songs. Demonstrate understanding of basic oral vocabulary by pointing to objects. Using themes or topics. Follows short sequence of instructions. Identifies an object or picture from a simple oral description.

Traffic officer

Pedestrian

Cyclist

Passenger

Road signs

Scholar patrol

Listen to simple recounts. Listens to short stories, recounts or non-fiction texts told or read from Big books.

Who

How

Where

What Answers simple literal questions about story with short answers With help from teacher retells the story. Talks about things in the picture in response to teacher instructions.



PEOPLE WHO HELP US Listening and Speaking Memorises and performs poems & action rhymes & songs. Demonstrate understanding of basic oral vocabulary by pointing to objects . Using themes or topics. Understands and response to simple questions

Which

Whose

Show me

How

When

Match description with correct picture . Listens to short stories, recounts or non-fiction texts told or read from Big books. Answers simple questions about story with short answers

Who

What


PEOPLE WHO HELP US Listening and Speaking Memorises and performs poems & action rhymes & songs. Demonstrate understanding of basic oral vocabulary by pointing to objects . Using themes or topics. Understands and response to simple questions

Which

Whose

Show me

How

When

Match description with correct picture . Listens to short stories, recounts or non-fiction texts told or read from Big books. Answers simple questions about story with short answers

Who

What










Phonics Recognise common endings in words. ( e.g. –y, -th) Build up and breaks down simple words with a single consonant into onset and rime (e.g. p-ig, h-en). Reading: Shared Reading (with teacher) Big books/ Illustrated pictures where all children can see pictures. Read Short text with teacher and answers questions.. Its both reading and listening activity. Involves also speaking. https://wcedeportal.co.za/eresource/49221 Group Guided Reading: Read aloud from own book in guided reading group with teacher . Using reading strategies taught in Home language to make sence and monitor self reading. Increasing fluency and expression. Shows an understanding of short written story when reading aloud. Continues to build sight vocabulary from guided, shared , independant reading . Shows understanding of short written story - matches caption/ sentences to picture/answers questions. Read own and others’ writing. Uses children‘s picture dictionaries to find out te meaning of the words.

Phonic Distinguishes aurally between long and short vowel sounds ( e.g. not/note, hat/ hate ) Recognise common endings in words. ( e.g. –ng ) Reading: Shared Reading (with teacher) Big books / Illustrated pictures where all children can see pictures. Read Short text with teacher and answers questions.. Its both reading and listening activity. Involves also speaking. Group Guided Reading: Read aloud from own book in guided reading group with teacher . Using reading strategies taught in Home language to make sence and monitor self reading. Increasing fluency and expression. Shows an understanding of short written story when reading aloud. Continues to build sight vocabulary from guided, shared , independant reading . Shows understanding of short written story - matches caption/ sentences to picture/answers questions. Read own and others’ writing. Uses children‘s picture dictionaries to find out te meaning of the words.

Phonics Recognises common consonant digraphs at the beginning and end of words. E.g. sh-, dr-, pr- Build up and breaks down simple words with a single consonant into onset and rime (e.g. p-ig, h-en). Reading: Shared Reading (with teacher) Big books / Illustrated pictures where all children can see pictures. Read Short text with teacher and answers questions.. Its both reading and listening activity. Involves also speaking. Group Guided Reading: Read aloud from own book in guided reading group with teacher . Using reading strategies taught in Home language to make sence and monitor self reading. Increasing fluency and expression. Shows an understanding of short written story when reading aloud. Continues to build sight vocabulary from guided, shared , independant reading . Shows understanding of short written story - matches caption/ sentences to picture/answers questions. Read own and others’ writing. Uses children‘s picture dictionaries to find out te meaning of the words.

Phonics Recognises common consonant digraphs at the beginning and end of words. E.g. ch- Build up and breaks down simple words with a single consonant into onset and rime (e.g. p-ig, h-en). Reading: Shared Reading (with teacher) Big books/ Illustrated pictures where all children can see pictures. Read Short text with teacher and answers questions.. Its both reading and listening activity. Involves also speaking. Group Guided Reading: Read aloud from own book in guided reading group with teacher . Using reading strategies taught in Home language to make sence and monitor self reading. Increasing fluency and expression. Shows an understanding of short written story when reading aloud. Continues to build sight vocabulary from guided, shared , independant reading . Shows understanding of short written story - matches caption/ sentences to picture/answers questions. Read own and others’ writing. Uses children‘s picture dictionaries to find out te meaning of the words.

and tell what it is

Where do you see the creatures that lives in the soil?

Phonics Recognises common consonant digraphs at the beginning and end of words. E.g. th- Build up and breaks down simple words with a single consonant into onset and rime (e.g. p-ig, h-en) Reading: Shared Reading (with teacher) Big books/ Illustrated pictures where all children can see pictures. Read Short text with teacher and answers questions.. Its both reading and listening activity. Involves also speaking. Group Guided Reading: Read aloud from own book in guided reading group with teacher . Using reading strategies taught in Home language to make sence and monitor self reading. Increasing fluency and expression. Shows an understanding of short written story when reading aloud. Continues to build sight vocabulary from guided, shared , independant reading . Shows understanding of short written story - matches caption/ sentences to picture/answers questions.

Phonics Recognise common endings in words. ( e.g. –tch) Build up and breaks down simple words with a single consonant into onset and rime (e.g. p-ig, h-en). Reading: Shared Reading (with teacher) Big books/ Illustrated pictures where all children can see pictures. Read Short text with teacher and answers questions.. Its both reading and listening activity. Involves also speaking. Group Guided Reading: Read aloud from own book in guided reading group with teacher . Using reading strategies taught in Home language to make sence and monitor self reading. Increasing fluency and expression. Shows an understanding of short written story when reading aloud. Continues to build sight vocabulary from guided, shared , independant reading . Shows understanding of short written story - matches caption/ sentences to picture/answers questions.

Phonics Recognise common endings in words. ( e.g. –sh) Build up and breaks down simple words with a single consonant into onset and rime (e.g. p-ig, h-en). Reading: Shared Reading (with teacher) Big books/ Illustrated pictures where all children can see pictures. Read Short text with teacher and answers questions.. Its both reading and listening activity. Involves also speaking. Group Guided Reading: Read aloud from own book in guided reading group with teacher . Using reading strategies taught in Home language to make sence and monitor self reading. Increasing fluency and expression. Shows an understanding of short written story when reading aloud. Continues to build sight vocabulary from guided, shared , independant reading . Shows understanding of short written story - matches caption/ sentences to picture/answers questions. Read own and others’ writing. Uses children‘s picture dictionaries to find out te meaning of the words.

Phonics Recognise common endings in words. ( e.g. –th) Build up and breaks down simple words with a single consonant into onset and rime (e.g. p-ig, h-en). Reading: Shared Reading (with teacher) Big books/ Illustrated pictures where all children can see pictures. Read Short text with teacher and answers questions.. Its both reading and listening activity. Involves also speaking. Group Guided Reading: Read aloud from own book in guided reading group with teacher . Using reading strategies taught in Home language to make sence and monitor self reading. Increasing fluency and expression. Shows an understanding of short written story when reading aloud. Continues to build sight vocabulary from guided, shared , independant reading . Shows understanding of short written story - matches caption/ sentences to picture/answers questions.

Phonics Recognises common consonant digraphs at the beginning and end of words. (e.g. fl-, sl-) Reading: Shared Reading (with teacher) Big books / Illustrated pictures where all children can see pictures. Read Short text with teacher and answers questions.. Its both reading and listening activity. Involves also speaking. Group Guided Reading: Read aloud from own book in guided reading group with teacher . Using reading strategies taught in Home language to make sence and monitor self reading. Increasing fluency and expression. Shows an understanding of short written story when reading aloud. Continues to build sight vocabulary from guided, shared , independant reading . Shows understanding of short written story - matches caption/ sentences to picture/answers questions. Read own and others’ writing. Uses children‘s picture dictionaries to find out te meaning of the words.

Phonics Revision Reading: Shared Reading (with teacher) Big books/ Illustrated pictures where all children can see pictures. Read Short text with teacher and answers questions.. Its both reading and listening activity. Involves also speaking. Group Guided Reading: Consolidation



Sight words CAPS p 87 - 89 https://wcedeportal.co.za/eresource/62441 Writing: Handwriting skills taught in HL. Writes captions for pictures. Choose and copies a caption to match a picture. With help writes a caption for a picture. Complete sentences by filling in missing words. Writes sentences using words containing the phonics sounds and common sight words. Uses punctuation, Capital letters, full stops. Uses pronouns & nouns in writing. Writes sentences using a frame.

I like ….

I do not like … Writes familiar words and sentences from dictation. Writes short simple text already taught in HL . (A message or a get well soon card) Spell words correctly from memory – using phonic knowledge, or sight words. Builds up own word bank/personal dictionary. Uses children’s dictionary where necessary. Uses some nouns and pronouns in writing - I, you, he, she, it, ect. Uses punctuation already taught in HL

Sight words CAPS p 87 - 89 Writing: Handwriting skills taught in HL. Writes captions for pictures. Choose and copies a caption to match a picture. With help writes a caption for a picture. Complete sentences by filling in missing words. Writes sentences using words containing the phonics sounds and common sight words. Uses punctuation, Capital letters, full stops. Uses pronouns & nouns in writing. Writes sentences using a frame. Writes familiar words and sentences from dictation. Writes short simple text already taught in HL . Spell words correctly from memory – using phonic knowledge, or sight words. Builds up own word bank/personal dictionary. Uses children’s dictionary where necessary. Uses some nouns and pronouns in writing - I, you, he, she, it, ect. Uses punctuation already taught in HL



Read own and others’ writing. Uses children‘s picture dictionaries to find out te meaning of the words. Sight words CAPS p 87 - 89 Writing: Handwriting skills taught in HL. Writes captions for pictures. Choose and copies a caption to match a picture. With help writes a caption for a picture. Complete sentences by filling in missing words. Writes sentences using words containing the phonics sounds and common sight words. Uses punctuation, Capital letters, full stops. Uses pronouns & nouns in writing. Writes sentences using a frame Writes familiar words and sentences from dictation. Writes short simple text already taught in HL . Spell words correctly from memory – using phonic knowledge, or sight words. Builds up own word bank/personal dictionary. Uses children’s dictionary where necessary. Uses some nouns and pronouns in writing - I, you, he, she, it, ect. Uses punctuation already taught in HL

Read own and others’ writing. Uses children‘s picture dictionaries to find out te meaning of the words. Sight words CAPS p 87 - 89 Writing: Handwriting skills taught in HL. Writes captions for pictures. Choose and copies a caption to match a picture. With help writes a caption for a picture. Complete sentences by filling in missing words. Writes sentences using words containing the phonics sounds and common sight words. Uses punctuation, Capital letters, full stops. Uses pronouns & nouns in writing. Writes sentences using a frame. Writes familiar words and sentences from dictation. Writes short simple text already taught in HL . Spell words correctly from memory – using phonic knowledge, or sight words. Builds up own word bank/personal dictionary. Uses children’s dictionary where necessary. Uses some nouns and pronouns in writing - I, you, he, she, it, ect. Uses punctuation already taught in HL

Sight words CAPS p 87 - 89 Writing; Handwriting skills taught in HL. Writes captions for pictures. Choose and copies a caption to match a picture. With help writes a caption for a picture. Complete sentences by filling in missing words. Writes sentences using words containing the phonics sounds and common sight words. Uses punctuation, Capital letters, full stops. Uses pronouns & nouns in writing. Writes sentences using a frame. Writes familiar words and sentences from dictation. Writes short simple text already taught in HL . Spell words correctly from memory – using phonic knowledge, or sight words. Builds up own word bank/personal dictionary. Uses children’s dictionary where necessary. Uses some nouns and pronouns in writing - I, you, he, she, it, ect. Uses punctuation already taught in HL

Read own and others’ writing. Uses children‘s picture dictionaries to find out te meaning of the words. Sight words CAPS p 87 - 89 Writing: Handwriting skills taught in HL. Writes captions for pictures. Choose and copies a caption to match a picture. With help writes a caption for a picture. Complete sentences by filling in missing words. Writes sentences using words containing the phonics sounds and common sight words. Uses punctuation, Capital letters, full stops. Uses pronouns & nouns in writing. Writes sentences using a frame. Writes familiar words and sentences from dictation. Writes short simple text already taught in HL . Spell words correctly from memory – using phonic knowledge, or sight words. Builds up own word bank/personal dictionary. Uses children’s dictionary where necessary. Uses some nouns and pronouns in writing - I, you, he, she, it, ect. Uses punctuation already taught in HL

Sight words CAPS p 87 - 89 Writing: Handwriting skills taught in HL. Writes captions for pictures. Choose and copies a caption to match a picture. With help writes a caption for a picture. Complete sentences by filling in missing words. Writes sentences using words containing the phonics sounds and common sight words. Uses punctuation, Capital letters, full stops. Uses pronouns & nouns in writing. Writes sentences using a frame Writes familiar words and sentences from dictation. Writes short simple text already taught in HL . Spell words correctly from memory – using phonic knowledge, or sight words. Builds up own word bank/personal dictionary. Uses children’s dictionary where necessary. Uses some nouns and pronouns in writing - I, you, he, she, it, ect. Uses punctuation already taught in HL

Sight words CAPS p 87 - 89 Writing: Handwriting skills taught in HL. Writes captions for pictures. Choose and copies a caption to match a picture. With help writes a caption for a picture. Complete sentences by filling in missing words. Writes sentences using words containing the phonics sounds and common sight words. Uses punctuation, Capital letters, full stops. Uses pronouns & nouns in writing. Writes sentences using a frame Writes familiar words and sentences from dictation. Writes short simple text already taught in HL . Spell words correctly from memory – using phonic knowledge, or sight words. Builds up own word bank/personal dictionary. Uses children’s dictionary where necessary. Uses some nouns and pronouns in writing - I, you, he, she, it, ect. Uses punctuation already taught in HL



Language Structure Continues to build oral vocabulary , including conceptual vocabulary Develop Understanding/ability to use language structures. Begins to use a greater range of adverbs : quickly , slowly. Present progressive tense. “ He is kicking the ball. “ https://wcedeportal.co.za/eresource/75881

Language Structure Continues to build oral vocabulary , including conceptual vocabulary Develop Understanding/ability to use language structures. Begins to use a greater range of adverbs : quickly , slowly. Present progressive tense. “ He is kicking the ball. “








Language Structure Consolidation



























Ongoing

Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing 1 FAT to be completed by the end of Week 9




Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%



Reading W:25%

Writing: W:5%


REVISION https://wcedeportal.co.za/eresource/62556 Listening and Speaking Consolidation https://wcedeportal.co.za/eresource/62541

OUR COUNTRY Listening and Speaking Memorises and performs poems & action rhymes & songs. Demonstrate understanding of basic oral vocabulary by pointing to objects . Using themes or topics. Understands and response to simPLE questions.

Which

Whose

Show me

How many

Count the Identifies an object or picture from a simple oral description.

OUR COUNTRY Listening and Speaking Memorises and performs poems & action rhymes & songs. Demonstrate understanding of basic oral vocabulary by pointing to objects . Using themes or topics. Follows short sequence of instructions . Listen to a simple recount. Match description with correct picture .

WAYS TO COMMUNICATE Listening and Speaking Memorises and performs poems & action rhymes & songs. Demonstrate understanding of basic oral vocabulary by pointing to objects . Using themes or topics. Understands and response to simple questions.

Which

Whose

Show me

How many

Count the

WAYS TO COMMUNICATE Listening and Speaking Memorises and performs poems & action rhymes & songs. Demonstrate understanding of basic oral vocabulary by pointing to objects . Using themes or topics. Follows short sequence of instructions .

WAYS TO COMMUNICATE Listening and Speaking Memorises and performs poems & action rhymes & songs. Demonstrate understanding of basic oral vocabulary by pointing to objects . Using themes or topics. Understands and response to simple questions.

Which

Whose

Show me

How many

LIFE AT NIGHT Listening and Speaking Memorises and performs poems & action rhymes & songs. Demonstrate understanding of basic oral vocabulary by pointing to objects . Using themes or topics. Follows short sequence of instructions Listen to simple recounts Match description with correct picture.

LIFE AT NIGHT Listening and Speaking Memorises and performs poems & action rhymes & songs. Demonstrate understan-ding of basic oral vocabulary by pointing to objects . Using themes or topics. Understands and response to simple questions.

Which

Whose

Show me

How many

Count the

LIFE AT NIGHT Listening and Speaking Memorises and performs poems & action rhymes & songs. Demonstrate understanding of basic oral vocabulary by pointing to objects . Using themes or topics. Follows short sequence of instructions Listen to a simple recounts . Match description with correct picture .

REVISION Listening and Speaking Consolidation









Phonics Recognises vowel digraphs oo- , ee- Reading: Shared Reading (with teacher) Consolidation

This is our country

We live in a beautiful country

I love my country Plays language games . Listens to short stories, recounts or non-fiction texts told or read from Big books. Answers simple literal questions about story with short answers.

” Who “ With help from teacher retells the story. Or gives a simple summary of the texts. Talks about things in picture in response to teacher instructions. Gives simple instructions. Gives simple recount using 3 to 4 sentences. Using a frame. Make simple requests and statements . Name things in picture in response to questions from teacher. Understands at least 500 words in FAL . Use the words list in section 3 for guidance in CAPS . Phonics Build up and breaks down simple words beginning with some common consonant blends e.g. bl-, cl, pl- Reading: Shared Reading (with teacher) Big books / Illustrated pictures - where all children can see pictures. Read with teacher.

Listens to short stories, recounts or non-fiction texts told or read from Big books. Answers simple questions about story with short answers. With help from teacher retells the story. Or gives a simple summary of the texts. Talks about things in picture in response to teacher instructions. Gives simple instructions. Gives simple recount using 3 to 4 sentences. Using a frame. Make simple requests and statements . Act out the story using dialogue. Understands at least 500 words in FAL . Use the words list in section 3 for guidance in CAPS Phonics Build up and breaks down simple words beginning with some common consonant blends e.g. br-, cr- Reading: Shared Reading (with teacher) Big books / Illustrated pictures - where all children can see pictures. Read with teacher.


Look someone in the eyes when talking to them

Good telephone manners

Good cell phone manners

Plays language games. Listens to short stories, recounts or non-fiction texts told or read from Big books. Answers simple literal Questions about story with short answers. With help from teacher retells the story. Or gives a simple summary of the texts. Talks about things in picture in response to teacher instructions. Gives simple recount using 3 to 4 sentences. Using a frame. Make simple requests and statements . Name things in picture in response to questions from teacher. Understands at least 500 words in FAL . Use the words list in section 3 for guidance in CAPS . Phonics Build up and breaks down simple words beginning with some common consonant blends e.g. dr-, tr- Reading: Shared Reading (with teacher) Big books / Illustrated pictures - where all children can see pictures. Read with teacher.

Listen to a simple recounts . Match description with correct picture . Listens to short stories, recounts or non fiction texts told or read from Big books. Answers simple questions about story with short answers. With help from teacher retells the story. Or gives a simple summary of the texts. Talks about things in picture in response to teacher instructions. Gives simple instructions. Gives simple recount using 3 to 4 sentences. Using a frame. Make simple requests and statements . Act out the story using dialogue. Understands at least 500 words in FAL . Use the words list in section 3 for guidance in CAPS Phonics Build up and breaks down simple words beginning with some common consonant blends e.g. gr-, sm- Reading: Shared Reading (with teacher) Big books / Illustrated pictures - where all children can see pictures. Read with teacher.

Count the Identifies 3 pictures from a simple oral description.

Look someone in the eyes when talking to them

Good telephone manners

Good cell phone manners

Plays language games. Listens to short stories, recounts or non-fiction texts told or read from Big books. Answers simple literal questions about story with short answers. With help from teacher retells the story. Or gives a simple summary of the texts. Talks about things in picture in response to teacher instructions. Gives simple instructions. Gives simple recount using 3 or 4 sentences. Using a frame. Make simple requests and statements . Name things in picture in response to questions from teacher. Understands at least 500 words in FAL . Use the words list in section 3 for guidance in CAPS . Phonics Distinguish aurally between sounds that are often confused (e.g. ‘i’ and ‘e’) Reading: Shared Reading (with teacher) Big books / Illustrated pictures - where all children can see pictures. Read with teacher.

Listens to short stories, recounts or non-fiction texts told or read from Big books. Answers simple questions about story with short answers. With help from teacher retells the story. Or gives a simple summary of the texts. Talks about things in picture in response to teacher instructions. Gives simple instructions. Gives simple recount using 3 to 4 sentences. Using a frame. Make simple requests and statements . Act out the story using dialogue. Understands at least 500 words in FAL . Use the words list in section 3 for guidance in CAPS . Phonics Distinguish aurally between sounds that are often confused (e.g. ‘i’ and ‘e’) Reading: Shared Reading (with teacher) Big books / Illustrated pictures - where all children can see pictures. Read with teacher.


Talk about the stars

Talk about the moon

Plays language games. Listens to short stories, recounts or non fiction texts told or read from Big books. Answers simple literal questions about story with short answers. With help from teacher retells the story. Or gives a simple summary of the texts. Talks about things in picture in response to teacher instructions. Gives simple instructions. Gives simple recount using 3 to 4 sentences. Using a frame. Make simple requests and statements . Name things in picture in response to questions from teacher. Understands at least 500 words in FAL . Use the words list in section 3 for guidance in CAPS . Phonics Distinguishes aurally between sounds that are often confused e.g. i and e Reading: Shared Reading (with teacher) Big books / Illustrated pictures - where all children can see pictures. Read with teacher. Its both reading and listening activity

Listens to short stories, recounts or non--fiction texts told or read from Big books. Answers simple questions about story with short answers. With help from teacher retells the story. Or gives a simple summary of the texts. Talks about things in picture in response to teacher instructions. Gives simple instructions. Gives simple recount using 3 to 4 sentences. Using a frame. Make simple requests and statements . Act out the story using dialogue. Understands at least 500 words in FAL. Use the words list in section 3 for guidance in CAPS . Phonics Revision – vowel digraphs Revision – groups common words into word families. Reading: Shared Reading (with teacher) Big books / Illustrated pictures - where all children can see pictures. Read with teacher. Its both reading and listening activity

Phonics Revision – vowel digraphs Revision – groups common words into word families. Reading: Shared Reading (with teacher) Consolidation

https://wcedeportal.co.za/eresource/49221 Group /guided Reading Consolidation Sight words CAPS p 87 – 89 https://wcedeportal.co.za/eresource/62501 Writing: Handwriting skills taught in HL. With help writes a caption for a picture . Writes sentences using words containing the phonics sounds and common sight words. Uses puntuation, capital letters and

Its both reading and listening activity Involves also speaking. Retells part of the story with help of teacher - 2 to 3 sentences Group/guided Reading Read aloud from own book in guided reading group with teacher. Using reading strategies taught in HL to make sence and monitor self reading . Increasing fluency and expression. Shows an understanding of punctuation when reading aloud. Continues to build sight vocabulary from guided, shared and independent reading. Read short written text with teacher. Uses prediction and answers questions. Read independently books read in guided reading sessions and simple captions in books and picture story books in the EFAL from the classroom reading corner. Uses children‘s picture dictionaries to find out the meaning of the words. Sight words CAPS p 87 – 89 Writing: Handwriting skills taught in HL. With help writes a caption for a picture . Writes sentences using words containing the phonics sounds and common sight words. Uses puntuation, capital letters and


Its both reading and listening activity Involves also speaking. Retells part of the story with help of teacher - 2 to 3 sentences Group/guided Reading Read aloud from own book in guided reading group with teacher. Using reading strategies taught in HL to make sence and monitor self reading. Increasing fluency and expression. Shows an understanding of punctuation when reading aloud. Continues to build sight vocabulary from guided, shared and independent reading Read short written text with teacher. Uses prediction and answers questions. Read independently books read in guided reading sessions and simple captions in books and picture story books in the EFAL from the classroom reading corner. Uses children‘s picture dictionaries to find out the meaning of the words. Make sence of short written story pictures by sequencing Sight words CAPS p 87 – 89 Writing: Handwriting skills taught in HL. With help writes a caption for a picture . Writes sentences using words containing the phonics sounds and common sight words. Uses puntuation, capital letters and

Its both reading and listening activity Involves also speaking. Retells part of the story with help of teacher - 2 to 3 sentences Group/guided Reading Read aloud from own book in guided reading group with teacher. Using reading strategies taught in HL to make sence and monitor self reading . Increasing fluency and expression. Shows an understanding of punctuation when reading aloud. Continues to build sight vocabulary from guided, shared and independent reading. Read short written text with teacher. Uses prediction and answers questions. Read independently books read in guided reading sessions and simple captions in books and picture story books in the EFAL from the classroom reading corner. Uses children‘s picture dictionaries to find out the meaning of the words. Sight words CAPS p 87 – 89 Writing: Handwriting skills taught in HL. With help writes a caption for a picture . Writes sentences using words containing the phonics sounds and common sight words.

Its both reading and listening activity Involves also speaking. Retells part of the story with help of teacher - 2 to 3 sentences Group/guided Reading Read aloud from own book in guided reading group with teacher. Using reading strategies taught in HL to make sence and monitor self reading. Increasing fluency and expression. Shows an understanding of punctuation when reading aloud. Continues to build sight vocabulary from guided, shared and independent reading Read short written text with teacher. Uses prediction and answers questions. Read independently books read in guided reading sessions and simple captions in books and picture story books in the EFAL from the classroom reading corner. Uses children‘s picture dictionaries to find out the meaning of the words. Make sence of short written story pictures by sequencing Sight words CAPS p 87 – 89 Writing: Handwriting skills taught in HL. With help writes a caption for a picture . Writes sentences using words containing the phonics sounds and common sight words.


Involves also speaking. Retells part of the story with help of teacher - 2 to 3 sentences Group/guided Reading Read aloud from own book in guided reading group with teacher. Using reading strategies taught in HL to make sence and monitor self reading. Increasing fluency and expression. Shows an understanding of punctuation when reading aloud. Continues to build sight vocabulary from guided, shared and independent reading Read short written text with teacher. Uses prediction and answers questions. Read independently books read in guided reading sessions and simple captions in books and picture story books in the EFAL from the classroom reading corner. Uses children‘s picture dictionaries to find out the meaning of the words. Make sence of short written story pictures by sequencing Sight words CAPS p 87 – 89 Writing: Handwriting skills taught in HL. With help writes a caption for a picture . Writes sentences using words containing the phonics sounds and common sight words.

Involves also speaking. Retells part of the story with help of teacher - 2 to 3 sentences Group/guided Reading Read aloud from own book in guided reading group with teacher. Using reading strategies taught in HL to make sence and monitor self reading . Increasing fluency and expression. Shows an understanding of punctuation when reading aloud. Continues to build sight vocabulary from guided, shared and independent reading. Read short written text with teacher. Uses prediction and answers questions. Read independently books read in guided reading sessions and simple captions in books and picture story books in the EFAL from the classroom reading corner. Uses children‘s picture dictionaries to find out the meaning of the words. Sight words CAPS p 87 – 89 Writing: Handwriting skills taught in HL. With help writes a caption for a picture . Writes sentences using words containing the phonics sounds and common sight words.

Group/guided Reading Consolidation Sight words CAPS p 87 - 89 Writing: Consolidation





full stops. Uses simple prent/past/present progressive tense when writing. Uses pronouns and nouns in writing. Uses plurals of some familiar words when writing . Put jumble sentences in correct order to make a paragraph . Copie it . Writes familiar words and sentences from dictation . Writes short paragragh at least 3 sentences on familiar topic. Spell words correctly from memory – using phonic knowledge or sight words. Writes / organises information in a simple graphic form . Builds up own wordbank or personal dictionary. Uses childrens dictionary where necessary Language Structure Continues to build oral vocabulary , including conceptual vocabulary. Develop understanding and ability to use language structures. Begins to use a greater range of adverbs. Understands and begins to use a greater range of adjectives. Understands and begins to use the verb to be. https://wcedeportal.co.za/eresource/75881

full stops. Uses simple prent/past/present progressive tense when writing. Uses pronouns and nouns in writing. Uses plurals of some familiar words when writing . Put jumble sentences in correct order to make a paragraph . Copie it . Writes familiar words and sentences from dictation . Writes short paragragh at least 3 sentences on familiar topic. Spell words correctly from memory – using phonic knowledge or sight words. Writes / organises information in a simple graphic form . Builds up own wordbank or personal dictionary. Uses childrens dictionary where necessary Language Structure Continues to build oral vocabulary , including conceptual vocabulary. Develop understanding and ability to use language structures. Begins to use a greater range of adverbs. Understands and begins to use a greater range of adjectives. Understands and begins to use the verb to be.



Uses puntuation, capital letters and full stops. Uses simple prent/past/present progressive tense when writing. Uses pronouns and nouns in writing. Uses plurals of some familiar words when writing . Put jumble sentences in correct order to make a paragraph . Copie it . Writes familiar words and sentences from dictation . Writes short paragragh at least 3 sentences on familiar topic. Spell words correctly from memory – using phonic knowledge or sight words. Writes / organises information in a simple graphic form . Builds up own wordbank or personal dictionary. Uses childrens dictionary where necessary Language Structure Continues to build oral vocabulary , including conceptual vocabulary. Develop understanding and ability to use language structures. Begins to use a greater range of adverbs. Understands and begins to use a greater range of adjectives. Understands and begins to use the verb to be.





Language Structure Consolidation












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1 FAT to be completed by Week 7 on:

Phonics: Written

Reading: Written Comprehension

Writing

1 FAT to be completed by Week 8 on:

Listening and Speaking

Reading Oral



suggested planning of teaching and assessment grade 2 … · phonics & spelling w:20% reading...

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