Phase Work Schedules Foundation - Western Cape€¦ · Chapter 4 Writing LO 4: Provide a written activity Chapters 5 & 6 Handwriting See work schedule for Handwriting Chapter 8 WEEK

Foun

datio

n Ph

ase

Wor

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Grade

2 Literacy

FOREWORD Policy implementation is not an uncomplicated event. It is a process of interpretation and engagement that spans a period of time. We learn from this process and we try to modify interventions so that they become appropriate and relevant to diverse contexts. Our learning over the last decade and more has taught us that we all need to talk, listen and find solutions to the challenges we face. The work schedules are the result of such a policy and learning process. Literacy and Numeracy, together with other areas of work in the Foundation and Intermediate Phases, are important focuses of the Western Cape Education Department. We want to strengthen primary schools and create possibilities for a solid foundation so that we improve the chances of learners in their scholastic careers. We believe that this foundation can improve literacy and numeracy results, pass-rates in general and the throughput rate. South Africa is a developing country and we have heard, in this age of globalisation, that countries involved in the catch-up must produce the necessary skills. So countries such as ours are capable of being competitive and stable. What is more important is to have a community of scholars who are able to read, write and enjoy schooling. The social value of school can be improved if the scholastic effort is enhanced. The work schedules will be regarded as a component of the package that is concerned with the Foundations for Learning Campaign. It is regarded as a tool to bolster and give meaning to the campaign. In view of the perception that campaigns are merely rhetoric, the work schedules will act as support mechanism to give meaning to the building of foundations for literacy and numeracy. It is an attempt to provide guidelines to teachers on how to teach each school day. The work schedules will be sent out with a view to eliciting feedback. They will also be field-tested in selected schools. The documents will be circulated as guidelines in January 2009 and comments requested by July 2009. The work schedules will also be field-tested in July 2009. All comments will inform the further development of work schedules. The Western Cape Education Department is a learning organisation and attempts to understand its environment at all times. This learning process is a continuous one, since we have such a dynamic and rapidly changing context. Bearing this in mind, the invitation for comments and field-testing is an attempt to embrace the notion of a learning organisation through developing insights based on views of teachers, as well as those in other diverse contexts within our province. We know that a one-size-fits-all approach is not a recipe for success. We also know that we all need to listen, talk and find solutions to our challenges. Field-testing and an invitation to comment will give us the space to talk, listen and find solutions as we move forward to a quality education system for all our learners.

Dr. S. Naicker, Chief Director: Curriculum Development

WORK SCHEDULE LITERACY

GRADE 2

PLEASE NOTE: The work schedule for Literacy has been developed to assist and guide teachers in the Foundation phase in the fundamentals of the curriculum that must be taught on a daily basis. Careful planning went into the development of the work schedule to make the application of the NCS and thus the Learning Outcomes and Assessment Standards more practicable for the teacher to teach. This work schedule can therefore be used with confidence as all the Learning Outcomes and Assessment Standards have been used in the development thereof, knowing that it covers all that the learner needs to know at end of a grade and the phase. The work schedule for Literacy is further based on the Balanced Language Approach to literacy that places the teaching of language i.e. (speaking, listening, reading and writing) within the context of a story. Three approaches are combined into one cohesive programme: the phonic approach, the look-and-say approach, and the whole language approach. These all complement one another to ensure literacy acquisition by every learner. The work schedule is divided into daily activities that cover the four terms evenly. The time allocation for Literacy per day is 1 hour 50 minutes i.e.

Oral work (listening, speaking) 10 minutes Phonics: (word and sentence level work) 15 minutes Reading/Writing: 35 minutes Handwriting 20 minutes Reading half hour (at the end of the day) 30 minutes

Daily greeting, calendar, weather and news must be covered as incidental learning every day.

For guidance on how to use this time you will need to refer to the Teacher’s Guide that encapsulates structured learning and teaching activities for the acquisition of basic literacy concepts and skills. During the first two weeks of term 1 baseline assessment must be administered parallel to the teaching of new concepts as indicated in this work schedule.

- 1 -


GRADE 2

TERM 1

WEEK 1 DAY 1

ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a fictional story about a “holiday”

Chapter 4

Listening and

Speaking

LO 1, 2:

Talks about own holiday experience (e.g. what you did during your holiday), taking turns to speak

Listens without interrupting, showing respect for the speaker

Chapter 2

Word and sentence level work

LO 3:

Revise vowel sounds (a, e, i, o, u) Identify beginning, middle and end sounds

Chapter 3

Group,

guided and independent reading and

writing

LO 3: (Follow the stages to the teaching of reading below according to own context, ability and pace)

Create a background to the reader Identify and learn new words (sight words and phonic

words) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension

Chapter 4

Writing

LO 4:

Write caption (description) to go with a holiday picture

Chapters

5 & 6

Handwriting

See work schedule for Handwriting

Chapter 8

WEEK 1 DAY 2


Shared

reading and writing

LO 1, 3:

Read a story depicting a family Identify new words in the story Discuss the meaning of the new words Create own sentences with new words Write new words in personal dictionary

Chapter 4

- 2 -

Listening

and Speaking

LO 1:

Give short instructions (i.e. 1 or 2 actions) Responds to instructions immediately

Chapter 2


LO 3:

Revise all consonants (i.e. letter / sound relationships) Identify beginning, middle and end sounds

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Source own family photograph. Write a few sentences about the photograph.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 1 DAY 3


Shared

reading and writing

LO 1:

Source a fable Read the title of the fable Predict what the story is about.

Chapter 4

Listening

and Speaking

LO 1, 2:

Read the fable Listens without interrupting, showing respect for the

speaker Discuss the main idea and the characters.

Chapter 2


LO 3:

Revise word recognition of 3-letter words (e.g. cat, bed, sit, dog, bun)

Identify word families (e.g. cat, hat, mat, rat etc.)

Chapter 3

- 3 -

Group, guided and

independent reading and

writing




Chapter 4

Writing

LO 4:

Provide a written activity

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 1 DAY 4


Shared

reading and writing

LO 1:

Read an action rhyme (e.g. “Stop says the red light…”)

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens to, read and memorise short action rhyme Recite rhyme with actions

Chapter 2


LO 3:

Identify rhyming words in the poem Suggest more words that rhyme with the words in the

poem Create simple sentences with rhyming words

Chapter 3

Group,


writing




Chapter 4

- 4 -

Writing

LO 4:

Write a simple poem

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 1 DAY 5


Shared

reading and writing

LO 1:

Play a recorded story on a tape or CD Listens to the story

Chapter 4

Listening

and Speaking

LO 1:

Talks about the details in story (e.g. names, places, what happened)

Chapter 2


LO 6:

Recognise familiar words in the story Provide an activity

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4: Write at least 3 sentences about text

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 2 DAY 1


Shared reading and

writing

LO 3: Source adverts with pictures depicting the sale of houses. Share descriptions of houses on sale in groups (e.g.

single storey house with swimming pool and a double garage etc.)

Chapter 4

- 5 -

Listening

and Speaking

LO 1, 2:

Describe own house (e.g. flat, double / single storey, Wendy-house bedrooms, bathrooms, garage etc.)

Listens without interrupting, showing respect and taking turns to speak

Chapter 2


LO 3, 6:

Introduce the sound y (e.g. cry, my, shy, by) Record at least new words with the sound y Select some of the y words and create own sentences

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write an advert to sell own house.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 2 DAY 2


Shared

reading and writing

LO 1:

Read a fantasy story

Chapter 4

Listening

and Speaking

LO 2:

Identify and explain the meaning of new words extracted from the story

Chapter 2


LO 6:

Record the new words somewhere in classroom Suggest synonyms for each of the new words Record the synonyms next to the correct words (e.g.

huge – big, large, enormous) Add the new words to personal dictionary

Chapter 3

- 6 -

Group, guided and


writing




Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity related to fantasy story that was read

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 2 DAY 3


Shared

reading and writing

LO 1:

Source a newspaper article of interest Read the article Explain the meaning of capital letters Identify capital letters in the article.

Chapter 4

Listening

and Speaking

LO 1, 2:

Discuss the newspaper article. Listens without interrupting, showing respect for the

speaker

Chapter 2


LO 3, 6:

Introduce e as in “she” Identify and write at least new words with e (e.g. be, he,

me, she)

Chapter 3

Group, guided and


writing




Chapter 4

- 7 -

Writing

Provide a written activity (e.g. work cards, activity sheet,

sentence building) incorporating phonic words above

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 2 DAY 4


Shared

reading and writing

LO 1:

Provide some action rhymes / songs (e.g. on tape or CD)

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens to and memorise an action song Sing the song and do the actions

Chapter 2


LO 3:

Revise y and e Recognise y and e in words (e.g. flashcards, in simple

sentences)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Provide a written activity Use personal dictionary to spell unfamiliar words

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 2 DAY 5


Shared

reading and writing

LO 1:

Source a story that contains a dialogue Read the story aloud portraying the different characters

Chapter 4

- 8 -

Listening

and Speaking

LO 2:

Discuss different forms of greeting Do role-play in pairs, using the correct dialogue when

greeting people (e.g. the principal, your friend’s parents, grandparents, friends)

Chapter 2


LO 3:

Introduce initial and final sh (e.g. shop, shed, rush, fish) Provide an activity

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Revise writing (e.g. read the sentences that were written yesterday)

Edit writing (e.g. check spelling errors, suggest new words, correct punctuation errors etc.)

Rewrite sentences correctly.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 3 DAY 1

ASSESSMENT STANDARDS / CORE TEACHING FORMAL ASSESSMENT TASK 1

TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Source a magazine article that recounts something good that someone did for someone else.

Read the article silently.

Chapter 4

Listening

and Speaking

LO 1, 2:

Talks about the article with others Identify the special deed done by one person for another Talks about personal experience of doing something good

for another person taking turns to speak

Chapter 2

- 9 -


LO 3:

Identify sh words in the written text Do word building to consolidate initial and final sh Create sentences with sh words

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write personal experience (at least 5 sentences) attempting to use the correct punctuation (capital letters and full stops)

One learner records news in class newspaper

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 3 DAY 2


Shared

reading and writing

LO 1:

Source a fictional story with pictures

Chapter 4

Listening

and Speaking

LO 1:

Predict what story is about by interpreting pictures in the book

Read the story. Verify prior prediction with actual reading of story. E.g.

does the story match the prediction?

Chapter 2


LO 3:

Recognise words in the story with initial and final sh Do rhyming with sh words (e.g. ship, slip, trip / shell,

smell, spell)

Chapter 3

- 10 -

Group, guided and


writing




Chapter 4

Writing

LO 5:

Write in logical sequence (e.g. jumbled sentences in correct order)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 3 DAY 3


Shared

reading and writing

LO 1:

Create a story or text or poem with sh and ch words in it Read the story/text/poem aloud

Chapter 4

Listening

and Speaking

LO 1:

Listens to and identifies similar sounds in the text. (e.g. every time a ch sound is heard –hand goes up and with the sh sound hand goes down etc.)

Chapter 2


LO 3:

Introduce initial and final ch (e.g. chop, chin, chum, rich, much)

Provide an activity to consolidate initial and final ch

Chapter 3

Group,


writing




Chapter 4

- 11 -

Writing

LO 4:

Write a few sentences with the ch sound.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 3 DAY 4


Shared

reading and writing

LO 1:

Read a simple poem (e.g. 6 to 8 lines)

Chapter 4

Listening

and Speaking

LO 1, 2:

Answers questions on the poem Memorise and recite simple poem

Chapter 2


LO 4:

Discuss basic punctuation (i.e. capital letters and full stops)

Provide a written activity.

Chapter 3

Group,


writing




Chapter 4

Writing

LO 5:

Provide simple comprehension activity based on the poem

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 3 DAY 5


Shared

reading and writing

LO 1:

Read a few simple rhymes / poems aloud

Chapter 4

- 12 -

Listening

and Speaking

LO 1, 2 :

Listen to poems and identify the rhyming words Make up own simple rhymes (e.g. The little dog is fat. He

likes to chase a cat.)

Chapter 2


LO 3,4, 5, 6:

Recognise words in reading situation with initial and final ch

Do rhyming with ch words (e.g. chop, stop, drop / chin, spin, grin

Provide a written activity Attempt to spell unfamiliar words using phonic knowledge

(with assistance)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Provide written activity

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 4 DAY 1


Shared

reading and writing

LO 1:

Source a television programme schedule Read some of the programme schedules

Chapter 4

Listening

and Speaking

LO 1, 2:

Identify favourite programme, describe it and give reasons why it is a favourite.

Chapter 2


LO 3:

Introduce initial and final th (e.g. thin, this, with, moth) Provide an activity

Chapter 3

- 13 -

Group, guided and


writing




Chapter 4

Writing

LO 4:

Write a short report of at least 5 sentences on own favourite television programme.

Use the correct punctuation (capital letters and full stops)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 4 DAY 2

ASSESSMENT STANDARDS / CORE TEACHING

TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a fictional story

Chapter 4

Listening and

Speaking

LO 1,2 : Listen to the story Identify the title, main idea and characters.

Chapter 2


LO 3: Consolidate initial and final sound-th Record words.

Chapter 3

Group, guided and


writing




Chapter 4

Writing

LO 5: Complete simple comprehension, answering questions on

story that was read

Chapters 5 & 6

- 14 -

Handwriting


Chapter 8

WEEK 4 DAY 3


Shared

reading and writing

LO 1:

Read captions from a comic strip

Chapter 4

Listening

and Speaking

LO 1:

Discuss the main idea and characters in the comic strip

Chapter 2


LO 3:

Identify words in comic strip with initial and final th Do rhyming with th words (e.g. that, flat, brat, chat / thin,

spin, chin, grin)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Create own comic strip with approximately six pictures and simple captions describing what is happening in each picture.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 4 DAY 4


Shared

reading and writing

LO 1:

Source / create a story containing words with the sound kn

Read story aloud Identify kn words

Chapter 4

- 15 -

Listening and

Speaking

LO 2:

Participate in class discussions – create own sentences with kn words

Share ideas with class

Chapter 2


LO 4:

Write a spelling test on sh, ch and th words Introduce consonant diagraph kn (e.g. knee, knot, knit,

know) Identify kn sounds in the story (e.g. clap hands when you

hear the sound)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write a creative story using a series of pictures as reference

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 4 DAY 5


Shared

reading and writing

LO 1:

Read a newspaper article that outlines a problem

Chapter 4

Listening

and Speaking

LO 1, 2 :

Listens to the article and determine the cause / effect of the problem

Discuss ways of solving the problem (e.g. use picture depicting a problem to initiate discussion)

Chapter 2

- 16 -


LO 3, 6:

Provide a short passage containing sh, ch, th and kn words

Look for sh, ch, th and kn words in the written text Investigate the plural forms of some of the sh, ch, th and

kn words

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Provide a written activity relating to problem solving (e.g. write the best solution to the problem depicted in the picture)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 5 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a newsworthy article on an event that happened in the week/ the weekend (e.g. sports/cultural/community event, )

Chapter 4

Listening

and Speaking

LO 1, 2:

Talks about personal experience (e.g. what happened over the weekend)


Chapter 2


LO 3:

Introduce double consonant blend ck (e.g. back, neck, kick, lock, duck)

Provide an activity to consolidate ck

Chapter 3

- 17 -

Group, guided and


writing




Chapter 4

Writing

LO 4:

Write personal experiences (at least 5 sentences) attempting to use the correct punctuation (capital letters and full stops)

One learner records news in class newspaper

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 5 DAY 2


Shared reading and

writing

LO 1: Read a fable

Chapter 4

Listening and

Speaking

LO 1, 2: Listens to the fable without interrupting, showing respect

for the speaker Identifies details in the story and answers questions,

giving reasons for answers (e.g. answers using simple sentences)

Chapter 2


LO 3, 4, 5, 6: Do word building to consolidate double consonant blend

ck Provide a written activity

Chapter 3

Group, guided and


writing




Chapter 4

- 18 -

Handwriting


Chapters

5 & 6 Chapter 8

WEEK 5 DAY 3


Shared

reading and writing

LO 3:

Provide a set of sentence strips Read the strips together (in any order)

Chapter 4

Listening

and Speaking

LO 2:

Work in groups Arrange the sentence strips in order to create a

meaningful story

Chapter 2


LO 3:

Do rhyming with ck words (e.g. back, sack, pack / kick, lick, pick / duck, suck, luck)

Provide a written activity to consolidate ck words (e.g. work card, activity sheet, sentence strips etc.)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 5:

Process information (e.g. sort sentence strips into correct sequence and write sentences down in the correct order)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 5 DAY 4


Shared

reading and writing

LO 1:

Provide a topical (debatable) picture to create a discussion.

Chapter 4

- 19 -

Listening and

Speaking

LO 2:

Takes turns to describe the picture Comments and elaborate on opinions. Recommends a conclusion.

Chapter 2


LO 3:

Select new words extracted from the discussion above and use in new sentences.

Write the new words in personal dictionary

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Use the new words to write a short story about the picture

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 5 DAY 5


Shared

reading and writing

LO 1:

Read a narrative poem (i.e. a poem that tells a story)

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to poem and identify key details Answer questions about the oral text Learn the poem and recite (can be done in groups as a

role-play)

Chapter 2


LO 3:

Introduce double consonant blend ll (e.g. bell, pill, doll, gull)

Play word games with ll words Investigate past tense of some ll words (e.g. sell – sold /

kill – killed)

Chapter 3

- 20 -

Group,


writing




Chapter 4

Writing

LO 5:

Provide a comprehension activity on the poem

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 6 DAY 1


Shared

reading and writing

LO 1:

Source a topical newspaper article Reads the article.

Chapter 4

Listening

and Speaking

LO 2, 6:

Talks about the article Use past tense correctly when telling news

Chapter 2


LO 3:

Do word building to consolidate double consonant blend ll (4 letter words)

Record some words

Chapter 3

Group,


writing




Chapter 4

- 21 -

Writing

LO 4, 6:

Write about personal experience (at least 5 sentences) attempting to use the correct form of the past tense

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 6 DAY 2


Shared

reading and writing

LO 1:

Read a fantasy story aloud

Chapter 4

Listening

and Speaking

LO 1, 2:


Recall sequence of events in the story (e.g. order in which things happened in the story)

Chapter 2


LO 3:

Consolidate double consonant blend ll (5 letter words: e.g. shall, smell, chill, troll)

Create sentences, using words with double consonant blend ll

Use dictionary to spell unfamiliar words

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write own fantasy story

Chapters

5 & 6

Handwriting


Chapter 8

- 22 -

WEEK 6 DAY 3


Shared

reading and writing

LO 3:

Provide pictures that compares two things (smaller/bigger, taller shorter, more/less, most/least etc.)

Chapter 4

Listening

and Speaking

LO 2:

Discuss the comparisons observed.

Chapter 2


LO 3:

Identify –all at the end of words (e.g. ball, call, fall, hall, tall, wall)

Sort ll words into rhyming groups (e.g. -all words, -ell words, -ill words)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 5:

Provide a set of pictures Write own sentences, comparing two things

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 6 DAY 4


Shared

reading and writing

LO 1:

Read a non-fictional story Identify key details

Chapter 4

Listening

and Speaking

LO 2:

Participate in class discussions (e.g. initiate a topic and share ideas with class)

Ask questions for clarification

Chapter 2

- 23 -


LO 3:

Recognise words in reading situation with double consonant ll

Do rhyming with ll words (e.g. ball, call, tall / sell, tell, well / kill, will, pill)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Do transcription (e.g. from writing board, a book that is being read, a work card)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 6 DAY 5


Shared

reading and writing

LO 1:

Read a humorous story

Chapter 4

Listening

and Speaking

LO 2:

Listens to the story Talk about similar story in own life experience.

Chapter 2


LO 3:

Write spelling test on double consonant blends ck and ll

Chapter 3

- 24 -

Group, guided and


writing




Chapter 4

Writing

LO 4:

Write unprepared dictation test, using both high frequency words (e.g. and, they, come, mommy etc.) and words with learnt phonic sounds

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 7 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a newspaper article from own community newspaper.

Chapter 4

Listening

and Speaking

LO 1, 2:

Re-tell the story in newspaper. Focus on using the past tense correctly when telling the

news

Chapter 2


LO 3:

Introduce double consonant blends ss (e.g. mess, fuss, boss, kiss)

Consolidate ss words

Chapter 3

Group,


writing




Chapter 4

- 25 -

Writing

LO 5:

Write a simple list (e.g. classroom tasks)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 7 DAY 2


Shared

reading and writing

LO 1:

Read a fictional story aloud

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen without interrupting, showing respect for the speaker

Recall sequence of events in story (e.g. order in which characters appeared in the story)

Identify new words and write them in personal dictionary

Chapter 2


LO 3:

Introduce double consonant blend ff (e.g. puff, off, cliff, stuff, sniff, fluff)

Do word-building to consolidate ff words

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write own sentences, using the high frequency words identified during shared reading

Chapters

5 & 6

Handwriting


Chapter 8

- 26 -

WEEK 7 DAY 3


Shared

reading and writing

LO 1:

Read a short fable

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the fable Provide a summary of the fable on sentence strips Arranges the sentences in the correct sequence Organises the story into a beginning, middle and ending

Chapter 2


LO 3:

Introduce double consonant blends dd, gg, tt and zz (e.g. add, odd / egg / butt, putt / buzz, fizz, jazz)

Do word-building to consolidate dd, gg, tt and zz words

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write own story with a beginning, a middle and an ending. Use dictionary to spell unfamiliar words

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 7 DAY 4


Shared

reading and writing

LO 1:

Read a few rhymes / poems

Chapter 4

Listening

and Speaking

LO 1:

Listen to poems / rhymes and identify rhyming words Make up own simple rhyme (e.g. Yesterday daddy

climbed a cliff. Today he is feeling very stiff.)

Chapter 2

- 27 -


LO 3:

Consolidate consonant blends ck, ll, ss, dd, ff, gg, tt and zz

Provide a written activity to assess knowledge of consonant blends ck, ll, ss, dd, ff, gg, tt and zz

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write own simple rhyme (e.g. 2 to 4 lines) and displays it in the class

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 7 DAY 5


Shared

reading and writing

LO 1:

Read a non-fictional story Explain and discuss the use of nouns Identify nouns in the text

Chapter 4

Listening

and Speaking

LO 1, 3:

Listen to a non-fictional story Answers questions on the text

Chapter 2


LO 3, 6:

Use the noun flashcards and discuss the spelling conventions

Discuss the plural of each of the nouns identified in the text.

Chapter 3

- 28 -

Group, guided and


writing




Chapter 4

Writing

LO 4:

Write own list of at least 10 nouns and draw pictures to show understanding e.g. bed, car, dress, pencil etc.)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 8 DAY 1


TEACHER’S GUIDE

Shared reading and

writing

LO 1: Read a sports report

Chapter 4

Listening and

Speaking

LO 1, 2: Underline new words from the sports report Find the meaning of the new words Talk about own sports experience Avoid using words like “um…”, “okay”, “you see” when

telling news

Chapter 2


LO 3: Introduce double consonant blend ng (e.g. bang, king,

long, lung) Create simple rhymes with words (e.g. simple riddles –

The bees buzz as they fly, but if they ____________ they will die. Sting)

Chapter 3

Group, guided and


writing




Chapter 4

- 29 -

Writing

LO 4:

Write own sports report focusing on the correct spelling of words.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 8 DAY 2


Shared

reading and writing

LO 1:

Read an adventure story

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens to the adventure story Provide a summary of the adventure story on sentence

strips Arranges the sentences in the correct sequence Divides the story into a beginning, middle and ending

Chapter 2


LO 3:

Consolidate double consonant blend ng Record words

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write a story with a beginning, a middle and an ending (e.g. from given topic)

Chapters

5 & 6

Handwriting


Chapter 8

- 30 -

WEEK 8 DAY 3


Shared

reading and writing

LO 1:

Read a narrative poem (i.e. a poem that tells a story)

Chapter 4

Listening

and Speaking

LO 1:

Answers questions related to content (e.g. who, why, when, what, which, where)

Learn and recite poem

Chapter 2


LO 3, 4, 5, 6:

Provide a short passage containing words with final consonant blend ng

Read passage and identify ng words Do rhyming with ng words (e.g. bang, sang, rang / thing,

sting, bring) Use phonic knowledge to spell words correctly Provide a written activity

Chapter 3

Group,


writing




Chapter 4

Handwriting


Chapters

5 & 6 Chapter 8

WEEK 8 DAY 4


Shared reading and

writing

LO 1: Read two different comic strips

Chapter 4

Listening and

Speaking

LO 1, 5: Identify similarities and differences in the comic strips Describe the similarities and differences in terms of the

layout, writing style and content etc. (use correct language: like, the same as, different to)

Chapter 2

- 31 -


LO 3, 5:

Introduce final ending –ing (e.g. walk – walking / help – helping)

Recognise which words double the last consonant before adding –ing (e.g. sit – sitting / run – running)

Write 2 lists of words, adding –ing to the word in the 2nd list (e.g. come – coming / look – looking / play – playing)

Chapter 3

Group,


writing




Chapter 4

Handwriting


Chapters

5 & 6 Chapter 8

WEEK 8 DAY 5


Shared

reading and writing

LO 1:

Read a non-fictional story

Chapter 4

Listening

and Speaking

LO 1:

Listens to non-fictional story Identify nouns in the story

Chapter 2


LO 3, 4:

Consolidate final ending –ing by experimenting with words from own language experience (e.g. call – calling, jump – jumping, pick – picking)

Write at least 5 sentences using -ing at the end of the verbs (e.g. I am painting a picture. / I am eating a hamburger. / I am picking apples.)

Chapter 3

- 32 -

Group, guided and


writing




Chapter 4

Writing

Provide a reading and or phonic written activity

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 9 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a news report from the newspaper

Chapter 4

Listening

and Speaking

LO 2:

Talk about personal experiences, avoiding repetition when telling news

Chapter 2


LO 3:

Introduce double consonant blend nk (e.g. bank, pink, plonk, trunk)

Create simple rhymes with words (e.g. simple riddles –Open, then close, quick as a wink. My eyes do this, we call it _____. Blink)

Chapter 3

Group,


writing




Chapter 4

- 33 -

Writing

LO 4:

Write (at least 5 sentences) on a given topic avoiding repetition (e.g. avoid using “and then…”)

Read topic aloud

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 9 DAY 2


Shared

reading and writing

LO 1:

Read a poem

Chapter 4

Listening

and Speaking

LO 1:

Listen to the poem Identify rhyming words in the poem Suggest more rhyming words Create own poem, avoiding repetition

Chapter 2


LO 3:

Consolidate double consonant blend nk (4 & 5 letter words) – word building

Record words

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write poem and draw a picture to depict the poem.

Chapters

5 & 6

Handwriting


Chapter 8

- 34 -

WEEK 9 DAY 3


Shared

reading and writing

LO 1:

Source a weather report

Chapter 4

Listening

and Speaking

LO 2:

Discuss the weather report e.g. the temperature, wind, rain, dry patterns etc.

Suggest and elaborate on ideas (e.g. weather conditions and the impact on clothes, activities, the environment etc.)

Chapter 2


LO 3:

Recognise words in reading situation with final consonant blend nk

Do rhyming with nk words (e.g. bank, sank, tank / think, stink, drink)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 5:

Write a few sentences about a weather experience e.g. ‘It was a sunny/windy/cloudy/rainy day…’

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 9 DAY4


Shared reading and

writing

LO 1: Read a non-fictional book e.g. space, aliens, climate

change, other…

Chapter 4

Listening and

Speaking

LO 1, 2: Listens to the reading without interruption. Asks questions on the content Research answers.

Chapter 2

- 35 -


LO 3:

Introduce vowel diagraph oo (e.g. room, cool, shoot, spoon)

Provide an activity to consolidate oo (e.g. association game: I shine at night – moon / I sweep the floor – broom)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 5:

Provide jumbled sentences on the content of the non-fiction story

Rewrite the sentences correctly

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 9 DAY 5


Shared

reading and writing

LO 1:

Explain the use of the negative form (e.g. Did the boy eat the cake? No, the boy did not eat the cake.)

Read a text

Chapter 4

Listening

and Speaking

LO 1:

Listens to the text Ask questions related to the text Responds in the negative form

Chapter 2


LO 3:

Recognise words in reading situation with vowel diagraph oo

Do rhyming with oo words (e.g. book, look, took / school, stool, spool)

Chapter 3

- 36 -

Group, guided and


writing




Chapter 4

Writing

LO 6:

Provide a written activity (e.g. rewrite sentences in the negative forms)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 10 DAY 1


Shared

reading and writing

LO 1:

Read an article about a sports hero/celebrity/player.

Chapter 4

Listening

and Speaking

LO 1, 2:

Talks about sports hero/celebrity/player and what makes him/her a favourite sports man/woman.

Listens without interruption, taking turns to speak.

Chapter 2


LO 3:

Introduce vowel diagraph ee (e.g. been, keep, week, feed) Play word games (e.g. association game: I do this with my

hands – feel / I do this at night - sleep)

Chapter 3

Group,


writing




Chapter 4

- 37 -

Writing

LO 4:

Write about a sports hero/person (at least 5 sentences) attempting to use the correct punctuation (capital letters and full stops) and avoiding repetition.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 10 DAY 2


Shared

reading and writing

LO 1:

Read a text that contains a dialogue (e.g. a conversation between people)

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens to the dialogue and decide when to speak softly, loudly and using intonation.

Chapter 2


LO 3, 4, 5, 6:

Recognise words in reading situation with vowel diagraph ee

Do rhyming with ee words (e.g. need, seed, weed / sleep, sheep, steep)

Provide a written activity Use a dictionary to spell unfamiliar words

Chapter 3

Group,


writing




Chapter 4

Handwriting


Chapters

5 & 6 Chapter 8

- 38 -

WEEK 10

DAY 3 ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S

GUIDE

Shared reading and

writing

LO 1:


Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to fantasy story Identify the beginning, the middle and the end of the story Create own story with a beginning, a middle and an

ending Suggest and elaborate on ideas (e.g. brainstorming in

group situation) Avoid repetition when telling story

Chapter 2


LO 3:

Introduce more complex words to test learner’s ability to decode unfamiliar words using learnt phonic combinations (e.g. chipmunk, blacksmith, bathroom)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write own fantasy story with a beginning, a middle and an ending

Avoid repetition when writing a story

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 10 DAY 4


Shared

reading and writing

LO 1:

Explain the meaning and use of verbs (e.g a doing or action word)

Read a text that is written in the present tense

Chapter 4

- 39 -

Listening and

Speaking

LO 1, 2:

Listens to the text and identifies the verbs Explain how the verb changes when converted to the past

tense Write the verbs that have been extracted from the text on

the board Converts the verbs from the present tense to the past

tense Writes past tense verbs next to present tense verbs on the

boards

Chapter 2


LO 3:

Introduce final ending –ed (e.g. walk – walked / help – helped)

Recognise which words double the last consonant before adding –ing (e.g. rub – rubbed / clap – clapped / drop - dropped)

Write frequently used “past tense verbs” in personal dictionary (e.g. said, walked, looked, saw etc.)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 5:

Compares things (e.g. compare present tense words with past tense words: sit – sat / look – looked / run – ran / play – played)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 10 DAY 5


Shared

reading and writing

LO 1:

Read a traditional story (e.g. Little Red Riding Hood, Three Little Pigs)

Chapter 4

- 40 -

Listening and

Speaking

LO 1, 2:

Listen to a traditional story Use content of the story to do a role-play in small groups

Chapter 2


LO 3:

Consolidate final ending –ed by writing words over with final ending –ed (e.g. call – called, jump – jumped, pick – picked)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write a short “report” on the book that was read independently during the reading half hour

List key details and sequence of events

Chapters

5 & 6

Handwriting


Chapter 8

- 41 -


GRADE 2

TERM 2

WEEK 11 DAY 1


Shared

reading and writing

LO 1:

Source a travel magazine. Read a text from the travel magazine. Selects a holiday venue as depicted in the travel

magazine

Chapter 4

Listening

and Speaking

LO 1, 2:

Talks about ‘selected’ holiday destination from travel

magazine, e.g. ‘’ My holiday destination/place is …and why?


Chapter 2


LO 3:

Revise vowel diagraphs (ee, oo) Provide an activity

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write at least 6 sentences about the fantasy holiday, avoiding repetition and using capital letters and full stops correctly.

Chapters

5 & 6

Handwriting


Chapter 8

- 42 -

WEEK 11


GUIDE

Shared reading and

writing

LO 1:

Create sentences with words containing final diagraphs (e.g. ck, nk, ng)

Read sentences aloud

Chapter 4

Listening

and Speaking

LO 1:

Give more complex instructions (e.g. 3 actions with delayed response)

Responds correctly to instructions.

Chapter 2


LO 3:

Revise final consonant diagraphs (e.g. ck, nk, ng) Do word building activities

LO 4:

Write at least 6 sentences using words with final consonant diagraphs

Use dictionary to spell unfamiliar words

Chapter 3

Group,


writing




Chapter 4

Handwriting


Chapters

5 & 6 Chapter 8

WEEK 11 DAY 3


Shared

reading and writing

LO 1:


Chapter 4

- 43 -

Listening and

Speaking

LO 1, 2:

Listen to fantasy story and identify main idea Listen without interrupting, showing respect for the

speaker Answer questions related to the story (e.g. answer in full

sentences)

Chapter 2


LO 3:

Revise final double consonant blends (dd, ff, gg, ll, ss, tt, zz)

Finds words in a reading text

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Rewrite the fantasy story in own words and provide a different ending to the story

Concentrate on the use of punctuation marks

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 11 DAY 4


Shared

reading and writing

LO 1:

Read a narrative poem (e.g. 3 to 4 verses)

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the narrative poem Listen without interrupting, showing respect for the

speaker Express feelings about the poem (e.g. liked or disliked

and why)

Chapter 2

- 44 -


LO 3:

Revise initial double consonant blends (sh, ch, th, kn) Provide an activity

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity related to the poem

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 11 DAY 5


Shared

reading and writing

LO 1:

Play a story on a tape or CD

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens to the story on tape or CD) Identify details in story Discuss the story names, places, what happened etc.)

Chapter 2


LO 3, 4:

Revise all phonics of the first term Make sentences with selected phonic words of term 1

Chapter 3

Group, guided and


writing




Chapter 4

- 45 -

Writing

LO 4, 5:

Rewrites story on the tape / CD, concentrating on the correct sequencing of events.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 12 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Source a newspaper article of something positive that happened in own community.

Read the article.

Chapter 4

Listening

and Speaking

LO 2:

Reports about the newspaper article in groups taking turns to speak...

Chapter 2


LO 3:

Revise endings –ed and –ing Identify words –ed and –ing words in newspaper article Say what the stem word is (e.g. walked – walk / running –

run)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write a short paragraph about the newspaper article. Vote on the most interesting article reported. Record news in the class newspaper focusing on the

correct use of the past tense.

Chapters

5 & 6

Handwriting


Chapter 8

- 46 -

WEEK 12


GUIDE

Shared reading and

writing

LO 1:


Chapter 4

Listening

and Speaking

LO 1, 2:

Listens to the adventure story Extract new words from the story Research the meaning of new words

Chapter 2


LO 3:

Introduce double consonant blends: initial bl and br (e.g. black, bless, bring)

Record bl and br words in class dictionary

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write at least 6 complex sentences using new words Use dictionary to confirm spelling

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 12 DAY 3


Shared

reading and writing

LO 1:

Source a story that includes boy and girl characters and interactions.

Read the story

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens to the story without interrupting, showing respect for the speaker

Discuss the things that the girls/boys did in the story.

Chapter 2

- 47 -

Discuss things that girls/boys like or do in general Explain stereotyping of gender roles.


LO 3, 4:

Do word building with bl and br Create own sentences with bl and br words to show

understanding

Chapter 3

Group,


writing




Chapter 4

Writing

LO 6:

Write sentences about things that girls/boys like to do.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 12 DAY 4


Shared

reading and writing

LO 1:

Read an action rhyme

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to and memorise action rhyme Recite rhyme with the correct actions

Chapter 2


LO 3:

Introduce double consonant blends: initial cl and cr (e.g. clock, cling, crash)

Read cl and cr words from written texts (e.g. lists / flashcards /charts) and explain meaning

Chapter 3

Group,


writing


Create a background to the reader

Chapter 4

- 48 -

Identify and learn new words (sight words and phonic


Writing

LO 5:

Provide an activity where writing in logical sequence is required

(e.g. rewrite jumbled sentences in correct order)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 12 DAY 5


Shared

reading and writing

LO 1:

Source a variety of invitations (e.g. birthday party, wedding, parent evening etc.)

Read the invitations aloud.

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens to the different types of invitations Discuss differences between invitations

Chapter 2


LO 3:

Consolidate initial consonant blends bl, br, cl and cr Play word games with initial bl, br, cl and cr (e.g. clap

when hearing a word with bl or cl / click fingers when hearing a word with br or cr)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write an invitation to a birthday party, concentrating on format and detail

Chapters

5 & 6

- 49 -

Handwriting


Chapter 8

WEEK 13 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a news report imitating a television news reader

Chapter 4

Listening

and Speaking

LO 1, 2:


Chapter 2


LO 3:

Introduce double consonant blends: initial dr, fl and fr (e.g. drink, dress, fly, flash, frill, fresh)

Record some new words (e.g. combination of bl, cl and fl words)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write a simple (5 sentences) news report.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 13 DAY 2


Shared

reading and writing

LO 1:

Read a legend

Chapter 4

- 50 -

Listening and

Speaking

LO 1:

Listens without interruption to the legend Recalls sequence of events (e.g. order in which events

occurred / characters appeared in the story)

Chapter 2


LO 3:

Consolidate dr, fl and fr words through rhyming (e.g. drink, think, blink / flash, crash, clash / free, tree, three)

Record some new words (e.g. combination of br, cr, dr and fr words)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Provide sentence strips taken from the legend Rewrite the sentences in logical sequence

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 13 DAY 3


Shared reading and

writing

LO 1: Read a non-fictional book

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to non-fictional story Extract new words from the story Discuss meaning of the new words Create sentences with the new words

Chapter 2


LO 3: Introduce double consonant blends: initial gl and gr (e.g.

gloom, glad, green) Provide a written activity (e.g. write at least 6 sentences

from work card / board / sentence strips filling in missing bl, br, cl and cr words)

Chapter 3

- 51 -

Group,


writing




Chapter 4

Handwriting


Chapters

5 & 6 Chapter 8

WEEK 13 DAY 4


Shared

reading and writing

LO 1:

Read simple poem (e.g. 10 to 12 lines)

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to simple poem and answer questions on poem Memorise and recite simple poem

Chapter 2


LO 3:

Consolidate initial gl and gr Suggest some gl and gr words, using words from own

language experience Enter new words in personal dictionary

Chapter 3

Group,


writing




Chapter 4

Writing

LO 5:

Do an elementary comprehension on poem recited above – write simple sentences when answering questions

Chapters

5 & 6

- 52 -

Handwriting


Chapter 8

WEEK 13 DAY 5


Shared

reading and writing

LO 1:

Read a story that is written in the form of a rhyme

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to story Recall rhyming words in the story Make up own simple rhyme of at least 4 lines (e.g. The

little dog is fat. He likes to chase a cat. The cat catches a rat. He eats it on the mat.)

Chapter 2


LO 3:

Introduce double consonant blends: initial pl and pr (e.g. plank, pluck, press)

Build up and break down words with initial pl and pr

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write own simple rhyme of at least 4 lines Attempt to spell unfamiliar words using phonic knowledge

(with help)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 14

DAY 1 ASSESSMENT STANDARDS / CORE TEACHING

TEACHER’S

GUIDE

Shared reading and

writing

LO 1: Read a newspaper report

Chapter 4

- 53 -

Listening

and Speaking

LO 1, 2:


Explain the use of describing words e.g (e.g. “Early on Sunday morning…” instead of “On Sunday…”)

Select a few nouns and describe the noun e.g. ball, man, house, Cape Town, April etc.

Chapter 2


LO 3:

Play word games with initial pl and pr (e.g. odd one out: play, plug, clap, plan / press, bring, prick, print)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write personal experience (weekend news) using more descriptive language (e.g. “We visited my granny.” instead of “We went to my granny” we drive in a blue car to her new house.)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 14 DAY 2


Shared

reading and writing

LO 1: Source a story from another culture Read the story

Chapter 4

Listening

and Speaking

LO 1, 2: Identify the main idea and characters. Discuss lessons learnt from the story. Show appreciation for story from a different culture

Chapter 2


LO 3: Introduce double consonant blends: initial sl and tr (e.g.

tree, trick, twist, twin) Record some new words (e.g. combination of fl, gl and sl

words)

Chapter 3

- 54 -

Group,


writing




Chapter 4

Writing

LO 5, 6:

Complete simple comprehension, answering questions on story that was read

Use basic punctuation when writing sentences (capital letters and full stops)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 14 DAY 3


Shared

reading and writing

LO 1:

Provide a chart with morning / evening routines (e.g. at home, in the classroom)

Read chart aloud

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to morning / evening routines Cover the chart Recall the sequence of the routine Share own morning / evening routines Suggest and elaborate on ideas

Chapter 2


LO 3:

Consolidate initial sl and tr through rhyming ( e.g. slap, trap / slim, trim)

Record some new words (e.g. combination of fr, gr and tr words)

Chapter 3

Group,


writing



words)

Chapter 4

- 55 -

Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension

Writing

LO 5:

Organise information in simple graphical forms (e.g. make a list of tasks that must be done before coming to school – morning routine)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 14 DAY 4


Shared

reading and writing

LO 1:

Provide a set of pictures Creates / suggests sentences about pictures Write sentences (e.g. on board / strips)

Chapter 4

Listening

and Speaking

LO 2:

Participate in class discussions - create a story (e.g. from a set of pictures), using more imaginative language (e.g. fantastic, wonderful, exciting, etc.)

Chapter 2


LO 3:

Introduce double consonant blends: initial sc, sk and st (e.g. scan, scoop, skin, skull, stamp, stink)

Use sc, sk and st words to create own sentences

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write a creative story, using imaginative language

Chapters

5 & 6

Handwriting


Chapter 8

- 56 -

WEEK 14 DAY 5


Shared

reading and writing

LO 1:

Source a story that deals with solving a problem (e.g. a mystery)

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the story Discuss alternative ways of solving a problem

Chapter 2


LO 3:

Consolidate phonic knowledge through rhyming (e.g. uses sc, sk and st words from reading context – stamp, tramp, cramp)

Record some new words (e.g. combination of sc, sk and st words)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Sketch a problem situation Writes own solution to problem

Chapters

5 & 6

Handwriting


Chapter 8

WEEK15


FORMAL ASSESSMENT TASK 2 TEACHER’S

GUIDE

Shared reading and

writing

LO 1:

Source a weather report Study the report

Chapter 4

Listening

and Speaking

LO 1, 2:

Talk about weather report

Chapter 2

- 57 -


LO 3:

Introduce double consonant blends: initial sm, sn and sp (e.g. small, smooth, sniff, snatch, spill, spoon)

Build up and break down words with initial sm, sn and sp

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Classify the information above in simple graphical form

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 15 DAY 2


Shared

reading and writing

LO 1:

Read a scary story

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to story Express feelings about story Explain what makes you feel this way Describe other feelings that stories can evoke (e.g. a

funny / exciting / sad)

Chapter 2


LO 3:

Consolidate sm, sn and sp (e.g. association game: not big – small / it falls in winter – snow / it spins a web - spider)

Record some new words (e.g. a combination of sm, sn and sp words)

Chapter 3

Group, guided and


writing



Chapter 4

- 58 -



Writing

LO 4:

Write “feeling” sentences (e.g. I feel excited when…. / I feel scared when….)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 15 DAY 3


Shared

reading and writing

LO 1:

Read a common text from another Learning Area e.g EMS

Chapter 4

Listening

and Speaking

LO 2:

Use language for logic and reasoning (e.g. hold brainstorming session about the text)

Listens without interruption and offers opinions Identify and list new words in personal dictionary.

Chapter 2


LO 3:

Introduce double consonant blends: initial sw and tw (e.g. swim, switch, twist)

Suggest sw and tw words, using words from own language experience

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4: Write sentences with new words verifying the meaning of

words through a dictionary.

Chapters

5 & 6

- 59 -

Handwriting


Chapter 8

WEEK 15 DAY 4


Shared

reading and writing

LO 1:

Provide a series of sentence strips that can form a story Read the sentence strips

Chapter 4

Listening

and Speaking

LO 1:

Listen to the sentences Create the outline of a story with a beginning, a middle

and an ending from the set of sentences

Chapter 2


LO 3:

Introduce double consonant blends: final –mp, -nd and –ld (e.g. camp, jump / stand, spend / child, wild)

Use these words to create own sentences

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write the story using imaginative language and correct punctuation

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 15 DAY 5


Shared

reading and writing

LO 1:

Read a traditional children’s story (e.g. Snow White, Little Red Hen)

Chapter 4

- 60 -

Listening and

Speaking

LO 1, 2:

Listens to the story Do role-play in small groups (e.g. situations taken from

traditional stories)

Chapter 2


LO 3:

Introduce double consonant blends: final -ct, -ft, -lt, -nt and -st (e.g. fact, lift, belt, blunt, frost)

Practise -ct, -ft, -lt, -nt and -st words (e.g. match words to pictures)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:


Chapters

5 & 6

Handwriting


Chapter 8

WEEK 16 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a newspaper / magazine article

Chapter 4

Listening

and Speaking

LO 1, 2:

Talks about current news events Discuss cause and effect relations (e.g. what caused

something to happen, not happen )

Chapter 2


LO 3:

Consolidate final double consonant blends (4 & 5 letter words) and word building

Record new words (e.g. a combination of all final double consonant blends)

Chapter 3

- 61 -

Group, guided and


writing




Chapter 4

Writing

LO 4:

Write personal news in the form of a newspaper report

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 16 DAY 2


Shared

reading and writing

LO 1:


Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the fictional story Listens without interrupting, showing respect for the

speaker Recall sequence of events in story (e.g. order in which

things happened in the story)

Chapter 2


LO 3:

Consolidate final consonant blends through rhyming (e.g. We walk hand in hand and play in the sand. We pay one rand and watch the jazz band)

Chapter 3

Group,


writing




Chapter 4

- 62 -

Writing

LO 4:

Write own simple rhyme of at least 6 lines Use dictionary to spell unfamiliar words

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 16 DAY 3


Shared

reading and writing

LO 1:

Source a simple menu Read the menus Identify new words and find the meanings

Chapter 4

Listening

and Speaking

LO 2:

Explains the menu to a friend in the correct sequence

Chapter 2


LO 3:

Read story with final -nch and -tch words Identify words with final -nch and -tch from story and

explain meaning

Chapter 3

Group,


writing




Chapter 4

Writing

LO 5:

Re- write the menu in own words focusing on following the instructions in the correct sequence

Chapters

5 & 6

Handwriting


Chapter 8

- 63 -

WEEK 16


GUIDE

Shared reading and

writing

LO 1:

Read a story from a different culture

Chapter 4

Listening

and Speaking

LO 1:

Listen to story from a different culture Recall key details

LO 2:

Participate in class discussions – share ideas with class and ask questions on the story for clarification (e.g. why, who, when, where, which, what)

Chapter 2


LO 3:

Recognise words in a written text with final -nch and -tch words

Do rhyming with final -nch and -tch words (e.g. lunch, bunch, punch / catch, match, hatch)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Do a transcription from a storybook that was read during the reading half hour.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 16 DAY 5


Shared

reading and writing

LO 1:

Read a story that solves a problem (e.g. a mystery)

Chapter 4

- 64 -

Listening and

Speaking

LO 1, 2:

Listen to the story Express feelings about the story Discuss ways of solving the problem (e.g. use problem

situation in story to initiate discussion)

Chapter 2


LO 3:

Record some new words (e.g. final -nch and -tch words) Use words from spelling list to create own sentences

Chapter 3

Group,


writing




Chapter 4

Writing

LO 6:

Write unprepared dictation test, using both high frequency words (e.g. and, they, come, mommy etc.) and words with learnt phonic sounds

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 17 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Source a newspaper report Read the news of importance

Chapter 4

Listening

and Speaking

LO 1, 2:


Chapter 2


LO 3:

Introduce consonant diagraphs wh and wr (e.g. when, which, wrong, wrap)

Use wh words to formulate questions (e.g. What is your name? Where do you live? When is your birthday?)

Chapter 3

- 65 -

Group, guided and


writing




Chapter 4

Writing

LO 6:

Write own questions, using wh words and remember to write the question mark? at the end of the question.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 17 DAY 2


Shared

reading and writing

LO 1:

Read a fictional story Identify some high frequency words in the story and

discuss meaning

Chapter 4

Listening and

Speaking

LO 1, 2: Listen to story Listen without interrupting, showing respect for the

speaker Answer closed questions (e.g. how many…. / what

happened before… / when did…)

Chapter 2


LO 3: Bring wh and wr words (e.g. from magazines or

newspapers) Create own sentences

Chapter 3

Group, guided and


writing




Chapter 4

- 66 -

Writing

LO 4, 5, 6:

Write own sentences, using the high frequency words identified during shared reading

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 17 DAY 3


Shared

reading and writing

LO 1:

Provide various sentence strips to groups. Read the sentence strips together

Chapter 4

Listening

and Speaking

LO 2:

Sequence the sentence strips to create groups story with a beginning, middle and end.

Chapter 2


LO 3:

Introduce fairy e: a-e (e.g. cake, name, tape, male) Do word-building to consolidate a-e words

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write the story. Use dictionary to spell unfamiliar words

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 17 DAY 4


Shared

reading and writing

LO 1:

Source some simple jokes and riddles Read them together

Chapter 4

- 67 -

Listening

and Speaking

LO 2:

Respond to jokes and riddles (e.g. listen to jokes and riddles and express feelings about them)

Chapter 2


LO 3:

Compare a-e words (e.g. rake / race, fake / face) Record some new words

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write own simple riddle or joke (e.g. 4 to 6 lines) being sensitive to stereotyping (race, culture, gender).

Display jokes and riddles.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 17 DAY 5


Shared

reading and writing

LO 1:


Chapter 4

Listening

and Speaking

LO 1, 2:

Listens to the adventure story Answer questions on the story

Chapter 2


LO 3:

Explain the use and meaning of nouns Identify nouns in the story

Chapter 3

Group,


writing



Chapter 4

- 68 -



Writing

LO 6:

Provide a written activity to consolidate the use of Nouns.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 18 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a newspaper article Highlight some general news events

Chapter 4

Listening

and Speaking

LO 2:

Share and elaborate on general news events Discuss cause and effect relations (e.g. what would you

do in a similar situation / what could have been done differently)

Chapter 2


LO 3:

Introduce fairy e: i-e (e.g. bite, ride, life, size) Listen to simple rhymes and limericks and identify i-e

words

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Use general news events to write at least 7 questions, the answers to which are already known (e.g. Which team won the match? Proteas)

Chapters

5 & 6

- 69 -

Handwriting


Chapter 8

WEEK 18 DAY 2


Shared

reading and writing

LO 1:

Read a myth Identify and list words that are used to start a sentence.

Chapter 4

Listening

and Speaking

LO 2:

Talks about words commonly used to start a sentence. Use more imaginative language i.e. different ways to start

a sentence.

Chapter 2


LO 3:

Compare i-e words (e.g. like / lice) Record some new words

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write a short story focusing on different ways of starting a sentence.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 18 DAY 3


Shared

reading and writing

LO 1: Read a poem from a different culture

Chapter 4

- 70 -

Listening and

Speaking

LO 1, 2:

Listens to the poem and show appreciation Memorise and recite the poem

Chapter 2


LO 3, 6

Consolidate i-e by adding words to class dictionary Use these words to create own sentences

Chapter 3

Group,


writing




Chapter 4

Writing

LO 6:

Revise punctuation marks (? / . / !) Identify punctuation marks in written text (e.g. statement,

question, exclamation) Provide a written activity

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 18 DAY 4


Shared

reading and writing

LO 1:

Source a text that contains comparisons

Chapter 4

Listening

and Speaking

LO 2:

Identify similarities and differences in the text Describe the similarities and differences (use correct

language: like, the same as, different to)

Chapter 2


LO 3:

Introduce fairy e: o-e (e.g. bone, hope, joke, pole) Make up simple rhymes using o-e words (e.g. My dog

chews some bones. He also eats ice-cream cones)

Chapter 3

- 71 -

Group, guided and


writing




Chapter 4

Writing

LO 4:

Write a short report on a book that was read independently during the reading half hour, commenting on what was liked/not liked about the book.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 18 DAY 5


Shared

reading and writing

LO 1:

Read a traditional children’s story (Snow white and the seven dwarfs)

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens to the story Answer questions on the story

Chapter 2


LO 3:

Revise the use and meaning of verbs Identify verbs in the story Record the verbs in the story.

Chapter 3

Group,


writing




Chapter 4

- 72 -

Writing

LO 4:

Write at least 7 sentences using verbs in everyday experiences (e.g. I am painting a picture. / I am eating a hamburger. / I am picking apples. I am watching TV)

Highlight the verbs in the sentences.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 19 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Source short factual pieces e.g. ‘smoking is harmful to your body’, sitting in the sun will damage our skin’

Read in small groups

Chapter 4

Listening

and Speaking

LO 1, 2:


Hold group discussion on short factual pieces Take turns to report back on group’s work

Chapter 2


LO 3:

Bring o-e words (e.g. from magazines or newspapers) Group shares words to build more complex sentences

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Research one of the ‘factual statements’ discussed previously and write 2 to 3 paragraphs on the findings.

Chapters

5 & 6

Handwriting


Chapter 8

- 73 -

WEEK 19


GUIDE

Shared reading and

writing

LO 1:

Reports on own findings on ‘factual statement’ chosen as a research.

Identify new words and discuss meaning

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens to the findings. Comments on findings showing respect for others

opinions. Revise the use and meaning of the present and past

tense Provide a written activity.

Chapter 2


LO 3:

Introduce fairy e: u-e (e.g. tube, dune, flute, prune) and e-e (e.g. eve, scene)

Play word games with fairy e (e.g. synonyms: music – tune / block – cube)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:


Chapters

5 & 6

Handwriting


Chapter 8

WEEK 19 DAY 3


Shared

reading and writing

LO 1:

Read an article of interest from a children’s magazine

Chapter 4

- 74 -

Listening and

Speaking

LO 1,2:

Answers questions on the article

Chapter 2


LO 3:

Build up and break down words to consolidate u-e and e-e Record new words

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:


Chapters

5 & 6

Handwriting


Chapter 8

WEEK 19 DAY 4


Shared

reading and writing

LO 1:

Read a non-fictional book

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens and discuss details in non-fictional story Asks questions for information and clarification Search for answers (e.g. in magazines, books, brochures,

journals)

Chapter 2


LO 3:

Classify fairy- e words into groups and explain classification

Chapter 3

- 75 -

Group, guided and


writing




Chapter 4

Writing

LO 6:


Chapters

5 & 6

Handwriting


Chapter 8

WEEK 19 DAY 5


Shared

reading and writing

LO 1:

Read a mystery story

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the mystery story Discuss, suggest and elaborate on ideas in the story Identify verbs in the present and past tense

Chapter 2


LO 3:

Write an unprepared dictation test to evaluate knowledge of fairy-e words

Chapter 3

Group,


writing




Chapter 4

- 76 -

Writing

LO 6:

Research one of the ‘factual statements’ discussed previously and writes 2 to 3 paragraphs on the findings.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 20 DAY 1


Shared

reading and writing

LO 1:

Present the research findings

Chapter 4

Listening

and Speaking

LO 1, 2:

Present the research findings Listens without interruption, taking turns to speak.

Chapter 2


LO 3:

Use phonic knowledge to decode more complex words (e.g. broomstick =broom + stick, sunrise, watchdog, dishcloth, etc.)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6: Record own feelings about the research in personal journal

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 20 DAY 2


Shared reading and

writing

LO 1: Present the research findings

Chapter 4

- 77 -

Listening

and Speaking

LO 1, 2:

Listens without interruption, taking turns to speak. Asks questions for clarification.

Chapter 2


LO 3:

Provide a few simple rhymes and lyrics Recognise rhyming words in poems and lyrics Match the rhyming words and add to them

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Record own feelings about the research in personal journal

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 20 DAY 3


Shared

reading and writing

LO 1:

Present the research findings

Chapter 4

Listening

and Speaking

LO 1, 2:

Present the research findings Listens without interruption, taking turns to speak.

Chapter 2


LO 6:

Revise singular and plural forms of the noun Use phonic knowledge when converting known words

from singular to plural (e.g. mouse – mice / wife – wives )

Chapter 3

- 78 -

Group, guided and


writing




Chapter 4

Writing

LO 4, 5, 6:

Record own feelings about the research in personal journal

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 20 DAY 4


Shared

reading and writing

LO 1:

Source a text on a movie review from a newspaper.

Chapter 4

Listening

and Speaking

LO 2:

Discuss and compare different movie reviews (e.g. what the review say about a movie and the rating.)

Chapter 2


LO 6:

Revise final ending –ing Discuss what happens to words ending in e (e.g. come –

coming / give – giving / hope – hoping) Consolidate sounds through word building.

Chapter 3

Group,


writing




Chapter 4

- 79 -

Writing

LO 6:

Revise present and past tense Write 2 lists of words indicating present and past tense

(e.g. sit – sat / look – looked / run – ran / play – played)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 20 DAY 5


Shared

reading and writing

LO 1:

Source a story that outlines a problem Read the story

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the story Discuss cause and effect relations in the story Suggest an alternative solution to the problem)

Chapter 2


LO 3:

Build construct and deconstruct complex phonic sounds (e.g. bookshelf, football, friendship)

LO 6:

Make own sentences using these words

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write at least 7 sentences using learnt phonic sounds to decode unfamiliar words (e.g. The ugly witch rides on her crooked broomstick.)

Chapters

5 & 6

Handwriting


Chapter 8

- 80 -


GRADE 2

TERM 3

WEEK 21 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Source a community newspaper Read current events taking place in own community.

Chapter 4

Listening

and Speaking

LO 1, 2:


Discuss holiday experience.

Chapter 2


LO 3:

Play word games to revise initial double consonant blends (e.g. I spy….)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Revise punctuation marks (capital letters, full stops, question marks)

Write sentences about the holiday, using imaginative language and applying punctuation marks correctly.

Record the most interesting holiday experience in the class newspaper

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 21 DAY 2


Shared

reading and writing

LO 1:

Read a series of instructions (e.g. polishing shoes, making the bed)

Chapter 4

- 81 -

Listening

and Speaking

LO 1, 2:

Listen to a short sequence of instructions (e.g. 5 elements)

Recall the sequence of instructions in the correct order

Chapter 2


LO 3, 6:

Revise double consonant blends (e.g. initial) - word building

Record some new words

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Rewrite the sequence of instructions in the correct order Use dictionary to spell unfamiliar words

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 21 DAY 3


Shared

reading and writing

LO 1:

Source a story with pictures. Predicts what the story is about by looking at the pictures

Chapter 4

Listening

and Speaking

LO 1, 2:

Reads the story Answers questions related to the story (e.g. answers in full

sentences)

Chapter 2


LO 3:

Revise initial double consonant blends - find words in reading text

Chapter 3

- 82 -

Group, guided and


writing




Chapter 4

Writing

LO 4:

Use series of pictures to create a story. Writes the story in the correct sequence. Edit own writing (e.g. correcting spelling and punctuation

errors)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 21 DAY 4


Shared

reading and writing

LO 1:

Read a narrative poem Identify and explain any new words

Chapter 4

Listening

and Speaking

LO 1:

Listens to a longer poem (e.g. 3 to 4 verses) Listen without interrupting, showing respect for the

speaker LO 2:

Express feelings about poem (e.g. liked or disliked) and give reasons why

Chapter 2


LO 3: Revise final double consonant blends - make rhyming

words LO 4:

Write short jingles, using rhyming words (e.g. Birds love to sing, but bees love to sting.)

Chapter 3

Group, guided and


writing



words)

Chapter 4

- 83 -


Writing

LO 4, 5, 6:

Provide a written activity related to the poem

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 21 DAY 5


Shared

reading and writing

LO 1:

Play a fictional story on a tape or CD

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens to the tape or CD. Recall the characters in the story

Chapter 2


LO 3, 4:

Revise final 3 letter consonant blends (e.g. tch, nch) Make sentences with the words Attempt to edit own writing (e.g. add or delete words to

clarify meaning)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Write sentences, using final –nch and –tch words. Use dictionary to confirm spelling

Chapters

5 & 6

Handwriting


Chapter 8

- 84 -

WEEK 22 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Create a class newspaper Plan own articles for the class newspaper focusing on:

o the main idea

Chapter 4

Listening

and Speaking

LO 1,2 :

Discuss articles in groups. Listens without interrupting, showing respect for the

speaker Takes turns to speak

Chapter 2


LO 3:

Play word games to revise initial 3 letter consonant blends - spr, scr, str and spl words (e.g. mime the words – splash, scratch, sprinkle, stretch etc.)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Discuss the meaning and use of a paragraph. o Write first draft of own article for the class newspaper

focusing on the main idea, the use of descriptive language, punctuation and capital letters

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 22 DAY 2


Shared

reading and writing

LO 1:

Read a non-fictional book Identify new words in the text Discuss meaning of the new words

Chapter 4

- 85 -

Listening and

Speaking

LO 1, 2:

Listen to non-fictional story Asks questions for clarification Explain the difference between a simple and a complex

sentence Create more complex sentences with the new words

Chapter 2


LO 3:

Revise consonant diagraphs wh and wr Add new wh and wr words to personal dictionary

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Write the second draft of own article for the class newspaper focusing on the main idea, the use of descriptive language, punctuation and capital letters

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 22 DAY 3


Shared

reading and writing

LO 1:

Source a story about children from other countries Read the story identify new words

Chapter 4

Listening

and Speaking

LO 1, 2:


Discuss the activities that children from other countries do (e.g. are the activities similar to our own?)

Chapter 2

- 86 -


LO 3:

Revise fairy e (a-e and i-e) words Create own sentences with a-e and i-e words to show

understanding

Chapter 3

Group,


writing




Chapter 4

Writing

LO 6:

Write the second draft of own article for the class newspaper focusing on the main idea, the use of descriptive language, punctuation and capital letters

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 22 DAY 4


Shared

reading and writing

LO 1:

Reads and edits the articles in groups.

Chapter 4

Listening

and Speaking

LO 1, 2:

Discuss the layout of the newspaper Listens and respects other view points Reach consensus on layout of newspaper

Chapter 2


LO 3: Revise fairy -e (o-e, u-e and e-e) words Recognise o-e, u-e and e-e words in the text and explain

meaning

Chapter 3

Group, guided and


writing



words)

Chapter 4

- 87 -


Writing

LO 4, 5, 6:

Collate the class newspaper deciding on the title, layout, content and suitable articles.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 22 DAY 5


Shared

reading and writing

LO 1:

Source a story or tape or DVD containing a conversation.

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the conversation. Identify the main idea of the conversation Role-play a telephone conversation or other…

Chapter 2


LO 3:

Consolidate a-e (4 letter words) and introduce a-e (5 letter words)

Play word games with a-e words List some new a-e words

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Collate the class newspaper deciding on the title, layout, content and suitable articles

Chapters

5 & 6

Handwriting


Chapter 8

- 88 -

WEEK 23



GUIDE

Shared reading and

writing

LO 1:

Read a newspaper report (e.g. headline news)

Chapter 4

Listening

and Speaking

LO 1, 2:


Talk about personal experience

Chapter 2


LO 3:

Consolidate a-e through word building and rhyming (e.g. plate, grate, state)

Record some new words (e.g. 5 letter a-e words)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 3:

Write a short conversation (dialogue) taking place between two people

Collate the class newspaper

LO 4, 5, 6: Collate the class newspaper deciding on the title, layout,

content and suitable articles

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 23


GUIDE

Shared reading and

writing

LO 1:


Chapter 4

- 89 -

Listening and

Speaking

LO 1, 2:

Listens without interruption, showing respect for the speaker

Answers open ended questions on the story (e.g. what do you think / why do you think / what would happen if, suggest another ending…)

Chapter 2


LO 3:

Consolidate i-e (4 letter words) and introduce i-e (5 letter words)

Play word games with i-e (e.g. rhyming snap)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:


Chapters

5 & 6

Handwriting


Chapter 8

WEEK 23 DAY 3


Shared

reading and writing

LO 1:

Read a series of instructions (e.g. brushing teeth, washing the dog)

Teach 10 new sight words

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to sequence of instructions (e.g. 5 elements) Repeat the instructions in sequence

Chapter 2


LO 3:

Consolidate i-e through word building and rhyming (e.g. spice, price, slice)

Record some new words (e.g. 5 letter i-e words)

Chapter 3

- 90 -

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:


Make copies of the newspaper and circulate in the class.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 23 DAY 4


Shared

reading and writing

LO 1, 4, 5, 6:

Read the class newspaper.

Chapter 4

Listening

and Speaking

LO 1, 2:

Discuss specific articles within the class newspaper.

Chapter 2


LO 3:

Consolidate o-e (4 letter words) and introduce o-e (5 letter words)

Suggest some o-e words, using words from own language experience

Chapter 3

Group,


writing




Chapter 4

- 91 -

Writing

LO 5:

Write a short note to the editor giving feedback on the class newspaper. (Allow for constructive criticism).

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 23 DAY 5


Shared

reading and writing

LO 1:

Read a selection of short poems Identify rhyming words in the poems

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to poems Make up own simple rhyme of at least 6 lines (e.g. Ants

have six little legs. They lay a million eggs. Buzz goes the busy bee. His hive is in a tree. The worm likes to eat all day. He never has time to play.)

Chapter 2


LO 3:

Consolidate o-e through word building and rhyming (e.g. clove, drove, stove)

Record some new words (e.g. 5 letter o-e words)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Write a short note to the editor about a specific article in the class newspaper that you liked/disliked.

Chapters

5 & 6

Handwriting


Chapter 8

- 92 -

WEEK 24


GUIDE

Shared reading and

writing

LO 1:

Read a newspaper article

Chapter 4

Listening

and Speaking

LO 1, 2:


Revise the correct use of intonation when speaking Talk about personal experiences, using appropriate

intonation

Chapter 2


LO 3:

Consolidate u-e & e-e (4 letter words) & introduce u-e & e-e (5 letter words)

Make sentences using u-e & e-e (5 letter) words (e.g. brute, prune, flute)

Write sentences on sentence strips

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write a short note to the editor requesting specific items to be excluded or included in the second edition of the class newspaper.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 24 DAY 2


Shared

reading and writing

LO 1:

Read a fable

Chapter 4

- 93 -

Listening and

Speaking

LO 1, 2:


Listen to fable Identify details (e.g. main characters) Ask questions for clarification (e.g. why, when, which,

who, what, where)

Chapter 2


LO 3:

Consolidate u-e & e-e through word building (e.g. flute, prune / these, scene)

Record some new words (e.g. 5 letter u-e & e-e words)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 5:

Complete simple comprehension, answering questions on the fable

Use basic punctuation when writing sentences (capital letters and full stops)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 24 DAY 3


Shared

reading and writing

LO 1:

Read a story from a different culture Identify new words and explain meaning

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to an extended sequence of instructions Respond appropriately to the instructions Express personal response to the story (e.g. liked or

disliked and why)

Chapter 2

- 94 -


LO 3:

Consolidate fairy- e words and identify differences (e.g. space, chase)

Add frequently used fairy- e words to personal dictionary

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Organise information in simple graphical forms (e.g. make a list of things that are the same and different to own culture mentioned in the story)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 24 DAY 4


Shared

reading and writing

LO 1:

Provide a set of pictures to create a story

Chapter 4

Listening

and Speaking

LO 2:

Discuss descriptive language Write examples on the board (e.g. “huge” instead of “big” /

“beautiful” instead of “nice”) Participate in class discussions - create a story (e.g. from

a set of pictures), using more descriptive language

Chapter 2


LO 3:

Introduce a preceding double consonant blends: final ft, sk, ss and st (e.g. craft, shaft / ask, basket / class, grass / fast, blast)

Use ft, sk, ss and st words to create own sentences

Chapter 3

- 95 -

Group, guided and


writing




Chapter 4

Writing

LO 4:

Write a creative story using descriptive language to elaborate on a set of pictures

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 24 DAY 5


Shared

reading and writing

LO 1:

Create a story that deals with a problem

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the story and identify the problem Discuss ways of solving a problem (e.g. use situations

arising at school to initiate problem solving)

Chapter 2


LO 3:

Consolidate phonic knowledge through rhyming (e.g. uses ft, sk, ss and st raft, draft / task, mask / class, glass / last, past)

Record some new words (e.g. combination of ft, sk, ss and st words)

Chapter 3

Group,


writing




Chapter 4

- 96 -

Writing

LO 4:

Write an alternative solution to the problem in the story.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 25



GUIDE

Shared reading and

writing

LO 1:

Read a newspaper article

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen without interrupting, showing respect and taking turns to speak

Discuss the use of volume and intonation Talk about personal experience (weekend news) using

varying volume and intonation

Chapter 2


LO 3:

Introduce vowel with r: ar (e.g. barn, chart, spark, garden) Build up and break down words with ar

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write a personal experience (at least 2 paragraphs) attempting to use more imaginative and descriptive language

Chapters

5 & 6

Handwriting


Chapter 8

- 97 -

WEEK 25


GUIDE

Shared reading and

writing

LO 1:

Source a story that portrays emotions Identify emotions in the story

Chapter 4

Listening

and Speaking

LO 1,2:

Listen to the story Express feelings about story (e.g. a funny / exciting / sad /

scary story) Describe what makes you feel this way

Chapter 2


LO 3:

Play word games to consolidate ar (e.g. association game: where cows live – farm / where flowers grow - garden)

Record some new words (e.g. ar words)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Use the identified “feeling” words to write more complex sentences (e.g. It makes me feel sad when I read about the children who have no food to eat.)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 25 DAY 3


Shared

reading and writing

LO 1:

Provide sentence strips that can form a story Read the sentence strips together

Chapter 4

- 98 -

Listening and

Speaking

LO 1, 5:

Use language for logic and reasoning (e.g. hold brainstorming session and sort sentence strips into logical sequence to form a story)


Chapter 2


LO 3:

Introduce vowel with r: er (e.g. herd, perch, mother, better)

Make a list of er words, using words from own language experience

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity (e.g. sequence sentences)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 25 DAY 4


Shared

reading and writing

LO 1:

Use same sentence strips as in Day 23 Read sentences in the correct sequence

Chapter 4

Listening and

Speaking

LO 1, 2: Listen without interrupting, showing respect and taking

turns to speak Participate in class discussions – use sentences to create

a story with a beginning, a middle and an ending Begin to link sentences to form paragraphs

Chapter 2


LO 3: Play word games to consolidate er (e.g. spelling quiz) Record some new words (e.g. er words)

Chapter 3

- 99 -

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity (e.g. use set of words given by teacher to write a story, attempting to link sentences into paragraphs)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 25 DAY 5


Shared

reading and writing

LO 1:

Read a non-fictional book (e.g. encyclopaedia, science fiction, nature animals etc.)

Chapter 4

Listening

and Speaking

LO 1, 2

Listen to the non-fictional text Identify key details in the text Record the information on a chart

Chapter 2


LO 3:

Introduce vowel with r: ir (e.g. girl, first, dirty, birthday) Play word games with ir (e.g. match words to pictures)

Chapter 3

Group,


writing




Chapter 4

- 100 -

Writing

LO 4, 5, 6:

Provide a written activity related to non-fictional text Use simple strategies for getting information (e.g. library

books)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 26 DAY 1


Shared

reading and writing

LO 1:

Read a newspaper or magazine article that interviews a famous person.

Chapter 4

Listening

and Speaking

LO 1, 2:

Recall details about the person who was interviewed and share information in pairs.

Asks questions for clarity

Chapter 2


LO 3:

Do word building to consolidate ir Record some new words (e.g. ir words)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Discuss different expressive texts (e.g. a text showing emotion)

Write an expressive text (e.g. get well card)

Chapters

5 & 6

Handwriting


Chapter 8

- 101 -

WEEK 26


GUIDE

Shared reading and

writing

LO 1:

Source and read advertising pamphlets

Chapter 4

Listening

and Speaking

LO 5:

Discuss advertisements and compare items and or prices listed in different pamphlets

Chapter 2


LO 3:

Introduce vowel with r: or (e.g. born, short, corner, storm) Make sentences with or words to show understanding

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Classify items and prices of advertisements above (e.g. sort specified items in the pamphlets into categories)

Give reasons in writing for classification

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 26 DAY 3


Shared

reading and writing

LO 1:


Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the fictional story showing respect for the speaker

Repeat sequence of events in the story

Chapter 2

- 102 -


LO 3:

Play word games with or (e.g. simple riddles: My walls are high, so soldiers don’t die – fort)

Record some new words (e.g. or words)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Write about the story in own words

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 26 DAY 4


Shared

reading and writing

LO 1:

Provide a picture that will initiate discussion in preparation for creative writing

Chapter 4

Listening

and Speaking

LO 1, 2:


Participate in class discussions – suggest and elaborate on ideas in preparation for creative writing

Chapter 2


LO 3: Introduce vowel with r: ur (e.g. turn, nurse, church,

Thursday) Play word games with ur (e.g. odd one out: nurse, force,

curse, purse)

Chapter 3

Group, guided and


writing



words)

Chapter 4

- 103 -


Writing

LO 4:

Transcribe a paragraph from the book that has being read during the reading half hour.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 26


GUIDE

Shared reading and

writing

LO 1:

Create / source a story that portrays a problem Read the story aloud

Chapter 4

Listening

and Speaking

LO 1,2:

Listens without interrupting taking turns to speak Discuss ways of solving a problem Offer solutions and suggest alternatives (e.g. in pairs)

Chapter 2


LO 3:

Consolidate ur through word building and rhyming Record some new words (e.g. ur words)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 6:

Write unprepared dictation test, using both high frequency words (e.g. said, because, after, when etc.) and words with learnt phonic sounds

Chapters

5 & 6

Handwriting


Chapter 8

- 104 -

WEEK 27 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Source a car magazine. Read a short review of own choice of car in the magazine.

Chapter 4

Listening

and Speaking

LO 1,2:


Share details of newspaper / magazine article with class in own words

Chapter 2


LO 3:

Read er, ir and ur words (e.g. flashcards) Play word games with er, ir and ur words (e.g. spot the

mistake: shert, nirse, purch etc.)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write a short review of the car in the magazine. Use a dictionary to confirm spelling words

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 27 DAY 2


Shared reading and

writing

LO 1: Read a legend Identify new words from the story

Chapter 4

Listening and

Speaking

LO 1, 2: Listens to the legend Listen without interrupting, showing respect for the

speaker Answer open ended questions (e.g. what do you think…/

why do you think….) Give reasons for answers

Chapter 2

- 105 -


LO 3:

Make a chart for the classroom with either er, ir or ur words (group work)

Share chart with class and use words on the chart in own sentences

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write own creative story (at least 8 sentences), using descriptive language, using dictionary to confirm spelling

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 27


GUIDE

Shared reading and

writing

LO 1:

Read the same legend as in Day 32

Chapter 4

Listening

and Speaking

LO 1, 2:


Participate in class discussions - create a new ending for the story

Chapter 2


LO 3:

Consolidate er, ir and ur words through word building (i.e. establish a “pattern word” to assist them to write these words correctly)

Chapter 3

Group,


writing



words)

Chapter 4

- 106 -


Writing

LO 4, 5, 6:

Write sentences that show different kinds of sentence structure (e.g. lyric)

Apply knowledge of grammar correctly in sentences

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 27 DAY 3


Shared

reading and writing

LO 1:

Source a book containing jokes and riddles Read some jokes and riddles

Chapter 4

Listening

and Speaking

LO 1:

Listen to jokes and riddles and respond appropriately

Chapter 2


LO 3:

Revise a-e words and introduce diphthong ay (e.g. day, play, Sunday)

Classify words (e.g. makes a list of a-e words and a list of ay words)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Write own riddle or joke (of 4-6 lines each)

Chapters

5 & 6

Handwriting


Chapter 8

- 107 -

WEEK 27


GUIDE

Shared reading and

writing

LO 1:

Read a text of own choice

Chapter 4

Listening

and Speaking

LO 1, 2:

Revise nouns Explain the meaning and use of adjectives Identify the nouns in the text Suggest an appropriate adjective to describe the noun. big

– house / tall – tree, soft – wool)

Chapter 2


LO 3:

Play word games (e.g. class quiz – which team can spell the most words correctly using a-e and ay)

Chapter 3

Group, guided and


writing




Chapter 4

Writing

LO 4, 5, 6:

Provide a short passage Select adjectives from the passage Write a synonym for each word in the two columns e.g.

(adjective + synonym)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 27 DAY 5


Shared

reading and writing

LO 1:


Chapter 4

- 108 -

Listening and

Speaking

LO 1, 2:

Listen to newspaper / magazine article Listen without interrupting, showing respect for the

speaker and taking turns to speak In groups, discuss general news events in the newspaper

/ magazine Take turns to give feedback

Chapter 2


LO 3:

Revise a-e and ay and introduces diphthong ey (e.g. they, grey, obey)

Use ey words in sentences to show understanding

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write an expressive text (e.g. a letter to the newspaper commenting on a general news item)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 28 DAY 1


Shared

reading and writing

LO 1:

Read a fictional story Identify beginning, middle and ending in the story

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the fictional story Create own story with a beginning, a middle and an

ending, using more interesting descriptions (e.g. My new shoes shine brightly in the sun.)

Chapter 2

- 109 -


LO 3, 6:

Compare ay and ey words Introduce concept of homophones (e.g. pray / prey, hay /

hey, way / whey) Discuss homophones commonly used (e.g. there / their,

to / two)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write a creative story on given topic (at least 10 sentences arranged in 2 paragraphs)

Spell familiar words correctly

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 28 DAY 2


Shared

reading and writing

LO 1:

Source a poem Recite poem to the class

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to poems recited individually by classmates Gives constructive feedback

Chapter 2


LO 3:

Introduce diphthong oy (e.g. boy, toy, enjoy, royal) Provide oy words on flashcards Classify oy words into nouns, verbs and adjectives

Chapter 3

Group, guided and


writing



Chapter 4

- 110 -



Writing

LO 4, 5, 6:


Chapters

5 & 6

Handwriting


Chapter 8

WEEK 28 DAY 3


Shared

reading and writing

LO 1:


Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the adventure story Identify new words in the text and explain the meaning Explain the concept of antonyms (e.g. big / small, pretty /

ugly, fast / slow) Suggest antonyms for the new words taken from the text Add the new words to personal dictionary

Chapter 2


LO 3:

Make up simple rhymes using oy words (e.g. My dog chases all the boys, but my puppy chews up my toys.)

Record some new words (e.g. a combination of ay, ey and oy words)

Chapter 3

Group,


writing




Chapter 4

- 111 -

Writing

LO 4, 5, 6:

Write a short report on a book that was read independently during the reading half hour.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 28 DAY 4


Shared

reading and writing

LO 1:

Create a story about ‘Things that I like and dislike” Read story aloud

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to story Comment on story, relating own likes and dislikes Write a few sentences on the board Revise nouns, verbs and adjectives Identify nouns, verbs and adjectives in sentences

Chapter 2


LO 3:

Write unprepared dictation to assess ay, ey and oy words

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Write at least 8 sentences using language from own experiences (e.g. I enjoy walking along the beach after school. My favourite television programme is Bugs Bunny. I get upset when other children call me names.)

Chapters

5 & 6

Handwriting


Chapter 8

- 112 -

WEEK 29 DAY 1


FORMAL ASSESSMENT TASK 4

TEACHER’S

GUIDE

Shared reading and

writing

LO 1:

Source a travel brochure Select and read an interesting fact about a place

Chapter 4

Listening

and Speaking

LO 1, 2:


Identify information in the brochures List some important information on a chart Identify new words and explain meaning Add new words to personal dictionary

Chapter 2


LO 3:

Recognise onset and rime in more complex words (e.g. bu-nch, pu-nch,

lu-nch, cru-nch) Consolidate concept through word building

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Use the picture in the travel brochure and write 5 sentences about the picture.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 29 DAY 2


Shared

reading and writing

LO 1:

Read a traditional children’s story

Chapter 4

- 113 -

Listening and

Speaking

LO 1, 2:

Listen to story, showing respect for the speaker Share personal response to the story Suggest alternative ending to the story

Chapter 2


LO 3:

Identify homophones in some high frequency words (e.g. to / too / two, for / four, there / their, some / sum)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write own creative version of the traditional children’s story (8 lines)

Use personal dictionary to check spelling of words

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 29 DAY 3


Shared

reading and writing

LO 1:

Read a text from another learning area.

Chapter 4

Listening

and Speaking

LO 1, 2:

Answers questions on the text.

Chapter 2


LO 3:

Play word games to consolidate fairy e words (e.g. I spy with my little eye…)

Write answer on the board to confirm spelling

Chapter 3

- 114 -

Group, guided and


writing




Chapter 4

Writing

LO 4:


Chapters

5 & 6

Handwriting


Chapter 8

WEEK 29 DAY 4


Shared

reading and writing

LO 1:

Read a non-fictional text Identify some interesting facts in the text

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen without interrupting, taking turns to speak Asks questions during class discussions (e.g. uses

context to initiate discussion) Search for answers (e.g. in books, newspaper,

magazines)

Chapter 2


LO 3:

Use learnt phonic sounds to create own poem (e.g. fairy e words: Sally Snake went to the lake. She ate some cake and began to shake.)

Use personal dictionary to source rhyming words

Chapter 3

Group, guided and


writing




Chapter 4

- 115 -

Writing

LO 4, 5, 6:

Provide a written activity related to non-fictional text

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 29 DAY 5


Shared

reading and writing

LO 1:

Source a shopping list Read the shopping list

Chapter 4

Listening

and Speaking

LO 1, 2:

Identify new words and explain the meaning Add new words to personal dictionary

Chapter 2


LO 3:

Write unprepared dictation test to evaluate knowledge of fairy e words

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity (e.g. make graph of items on shopping lists, write items on shopping list in alphabetical order)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 30 DAY 1


Shared reading and

writing

LO 1: Source and read a newspaper report in groups.

Chapter 4

- 116 -

Listening

and Speaking

LO 1, 2:


Express personal response to the article Ask questions about the article Share own personal news with the class

Chapter 2


LO 3:

Use phonic knowledge to decode more complex words (e.g. earthquake, parachute, thunderstorm, waterfall etc.)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Write 5 questions on the newspaper article Answers questions in writing

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 30 DAY 2


Shared

reading and writing

LO 1:

Read a short narrative poem

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the narative poem Discuss when to speak softly and when to speak loudly Memorise and recite poem using volume and intonation

Chapter 2


LO 3:

Recognise rhyming words in poems and lyrics Match the rhyming words and add to them

Chapter 3

- 117 -

Group, guided and


writing




Chapter 4

Writing

LO 6:

Write own short poem. (e.g. 4 lines)

Chapters

5 & 6

WEEK 30 DAY 3


Shared

reading and writing

LO 1:

Reads own poem

Chapter 4

Listening

and Speaking

LO 2:

Listens to poems taking turns to speak.

Chapter 2


LO 3:

Use phonic knowledge when converting known words from singular to plural (e.g. nurse – nurses / knife – knives / sheep - sheep)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write a second verse to the poem. ( e.g. 4 lines)

Chapters

5 & 6

Handwriting


Chapter 8

- 118 -

WEEK 30


GUIDE

Shared reading and

writing

LO 1:

Source a dialogue Read the dialogue aloud in character

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens to the dialogue Participate in class discussions – identify different text

types (e.g. question, statement and exclamation) in the dialogue.

Chapter 2


LO 3:

Use phonic knowledge when converting known words from present to past tense (e.g. break – broke / chase – chased / give – gave / write – wrote)

Do word building to practise these examples

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:


Chapters

5 & 6

Handwriting


Chapter 8

WEEK 30 DAY 5


Shared

reading and writing

LO 1:

Read the dialogue of Day 49 Identify different roles in the story

Chapter 4

Listening

and Speaking

LO 2:

Read the dialogue with intonations and actions.

Chapter 2

- 119 -


LO 3:

Build unfamiliar words using learnt phonic sounds (e.g. bee+hive, arm+chair, milk+shake, story+book)

Make own sentences using these words

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Write 8 sentences using learnt phonic sounds to decode unfamiliar words (e.g. Mommy gave a milkshake to all the children at my birthday party.)

Chapters

5 & 6

Handwriting


Chapter 8

- 120 -


GRADE 2

TERM 4

WEEK 31 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:


Chapter 4

Listening

and Speaking

LO 1, 2:


Talk about personal experience (holiday news) Express personal response to experiences of others

Chapter 2


LO 3:

Revise phonic sounds

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write at least 8 sentences about holiday, avoiding repetition, using imaginative language and applying punctuation marks correctly

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 31 DAY 2


Shared

reading and writing

LO 1:

Read a series of instructions / actions (e.g. making a cup of tea, changing the wheel on a car)

Chapter 4

- 121 -

Listening and

Speaking

LO 1, 2:

Listen to a complex sequence of instructions (e.g. 5 elements requiring thought before execution)

Memorise the instructions and repeat in the correct sequence

Chapter 2


LO 3:

Play word games with phonic sounds learnt in term 3 List some high frequency words that need consolidation

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write in logical sequence – rewrite the series of instructions / actions in the correct order

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 31 DAY 3


Shared

reading and writing

LO 1:

Read a fictional story Predicts what will happen next as story is being read

Chapter 4

Listening

and Speaking

LO 1, 2:


Answer questions related to the story (e.g. answer in full sentences)

Chapter 2


LO 3:

Consolidate phonic sounds learnt in term 3 – play game (e.g. odd man out)

Use these words to create complex sentences

Chapter 3

- 122 -

Group, guided and


writing




Chapter 4

Writing

LO 4:

Write the fictional story in own words Use personal dictionary to spell unfamiliar words Make an attempt at editing own writing after discussion

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 31 DAY 4


Shared

reading and writing

LO 1:

Read a narrative poem Identify new words in the poem and explain the meaning

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to a longer poem (e.g. 3 to 4 verses) Listen without interrupting, showing respect for the

speaker Comment on the poem (e.g. enjoyed or not / understood

or not)

Chapter 2


LO 3:

Revise 4 and 5 letter words Do rhyming activities with these words

Chapter 3

Group, guided and


writing




Chapter 4

- 123 -

Writing

LO 3:

Do an elementary crossword puzzle (e.g. use poem as source for questions for crossword puzzle)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 31 DAY 5


Shared

reading and writing

LO 1:

Use a puppet to tell story

Chapter 4

Listening

and Speaking

LO 1, 2:


Create and tell own simple story using a puppet Express personal response to stories of others Give reasons for response

Chapter 2


LO 3:

Revise fairy e through word building Play word games with fairy e words (e.g. spelling quiz)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 6:

Explain concept of future tense Write at least 8 sentences in the future tense Use dictionary to confirm spelling

Chapters

5 & 6

Handwriting


Chapter 8

- 124 -

WEEK 32


GUIDE

Shared reading and

writing

LO 1:

Source a variety of magazine reports Read the reports

Chapter 4

Listening

and Speaking

LO 1, 2:


Listen for key details in the article Create headlines for magazine articles Suggest and elaborate on ideas for magazine articles Take turns to speak

Chapter 2


LO 3:

Revise vowel with r: ar and or Do word building and rhyming activities

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Write an article for a magazine, paying attention to correct grammatical structures

Give the article a heading (i.e. headline) Publish in class magazine

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 32 DAY 2


Shared reading and

writing

LO 1: Source an article from a journal on nature / the

environment Read the article Identify new words and explain the meaning List the new words on the board / a chart

Chapter 4

- 125 -

Listening

and Speaking

LO 1, 2:

Listens for key details in the text Ask questions for clarification Create more complex sentences using new sight words Record some of these sentences on the board / a chart

Chapter 2


LO 3:

Revise vowel with r: ar and or Revise concept of future tense Create sentences with ar and or words, using future tense

in sentences

Chapter 3

Group,


writing




Chapter 4

Writing

LO 6:

Revise concept of past tense Write at least 8 more complex sentences in the past

tense, using new sight words Use phonic knowledge to spell unfamiliar words

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 32 DAY 3


Shared

reading and writing

LO 1:

Provide sentence strips that can be arranged into a story Read the sentence strips

Chapter 4

Listening

and Speaking

LO 1, 2:


Suggest ways to sequence the sentences into logical order

Use words like “first”, “next” and “finally when sequencing the sentences

Chapter 2

- 126 -


LO 3:

Revise vowel with r: er, ir and ur Do word building and rhyming activities

Chapter 3

Group,


writing




Chapter 4

Writing

LO 6:

Revise basic punctuation marks (e.g. capital letters / , / . / ? / !)

Provide a written activity to practise correct use of punctuation

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 32 DAY 4


Shared

reading and writing

LO 1:

Read a short poems (8 to 10 lines long) Express personal response to poems Give reasons for response

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to poems and select favourite one Revise concepts of volume and intonation Memorises and recites poem to class, using appropriate

volume and intonation

Chapter 2


LO 3:

Revise vowel with r: er, ir and or Create sentences with er, ir and ur words, using future

tense in sentences

Chapter 3

- 127 -

Group, guided and


writing




Chapter 4

Writing

LO 5:

Write in logical sequence (e.g. rewrite more complex jumbled sentences in the correct order)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 32 DAY 5


Shared

reading and writing

LO 1:

Source an interview with a famous person sports, actor, other

Identify key details in the interview

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens with respect to the speaker Shows sensitivity to the rights and feelings of others In pairs, conduct a short interview, using words in the

correct context Identify questions and statements in the interview Write some of these questions and statements down Discuss punctuation marks that should be used

Chapter 2


LO 3:

Play word games with ar, er, ir, or and ur (e.g. spelling quiz)

Chapter 3

Group,


writing



words) Do guided reading

Chapter 4

- 128 -

Do group reading Do individual reading Read aloud with fluency, expression and comprehension

Writing

LO 5:

Provide a written activity (e.g. comprehension activity on the interview)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 33 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Source a few recipes in newspapers / magazines Read the recipes Identify new words and explain meaning

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to recipes Identify key details Compare similarities and differences Discuss format when writing a recipe

Chapter 2


LO 3:

Revise a preceding sk, ss, st and ft (e.g. ask, pass, fast, raft)

Recognise sk, ss, st and ft words in reading text

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Use informational text structures – write a recipe Use phonic knowledge to spell unfamiliar words Publish recipe in class recipe book

Chapters

5 & 6

- 129 -

Handwriting


Chapter 8

WEEK 33 DAY 2


Shared

reading and writing

LO 1:

Read an adventure story Identify key details and characters in the story

Chapter 4

Listening

and Speaking

LO 1,2:

Listen to story Listen without interrupting, showing respect for the

speaker Answer higher order questions (e.g. what could have been

done instead / how would you have felt)

Chapter 2


LO 3:

Revise diphthongs ay, ey and oy Play word games with ay, ey and oy (e.g. rhyming snap)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 5, 6:

Write in logical sequence (e.g. rewrite adventure story that was read in own words)

Sequence text by using words like “first”’ “next” and “finally”

Chapters

5 & 6

Handwriting


Chapter 8

- 130 -

WEEK 33


GUIDE

Shared reading and

writing

LO 1:

Read a fable Discuss the moral in the story

Chapter 4

Listening

and Speaking

LO 1, 2

Listen to a complex sequence of instructions (e.g. 5 elements requiring thought before execution)

Carry out instructions correctly Recall the sequence of instructions / actions that have

been carried out in the correct order

Chapter 2


LO 3:

Consolidate ay, ey and oy by using these words to complete an elementary word puzzle (e.g. class crossword puzzle)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity (e.g. write a suitable ending to a sentence)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 33 DAY 4


Shared

reading and writing

LO 1:

Read a narrative poem Identify new words and explain the meaning

Chapter 4

- 131 -

Listening and

Speaking

LO 1, 2:

Listen to a longer poem (e.g. 3 to 4 verses) to develop critical listening skills

Answer questions on poem Revise concept of nouns / verbs / adjectives Identify nouns / verbs / adjectives in the poem

Chapter 2


LO 3:

Consolidate o-e (4 and 5 letter words) Introduce diphthong oa (e.g. boat, road, coach, toast)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 5:

Provide an elementary comprehension on poem that has been read

Write in full sentences when answering the questions

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 33 DAY 5


Shared

reading and writing

LO 1:

Read some simple poems and rhymes Discuss format of a rhyme / poem Identify rhyming words in the rhymes / poems

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen attentively to rhymes / poems to develop critical listening skills

Make up own rhyme of at least 8 lines / 2 verses using more imaginative and descriptive language

Suggest and elaborate on ideas during brainstorming session

Chapter 2

- 132 -


LO 3:

Consolidate and compare o-e and oa words through reading and sorting

Introduce diphthong ow (e.g. slow, throw, show, below)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write own poem / rhyme (at least 2 verses of 4 lines each) Attempt to spell unfamiliar words using phonic knowledge

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 34 DAY 1


Shared

reading and writing

LO 1:

Read a newspaper report Discuss some general news events

Chapter 4

Listening

and Speaking

LO 1, 2:


Talk about personal experiences, using more imaginative and descriptive language

Comment on what has been heard

Chapter 2


LO 3:

Consolidate o-e, oa and ow and use these words to create sentences

Record some new words (e.g. combination of oa and ow words)

Chapter 3

- 133 -

Group, guided and


writing




Chapter 4

Writing

LO 4, 5, 6:

Write personal experiences (at least 2 paragraphs) using both imaginative and descriptive language

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 34 DAY 2


Shared

reading and writing

LO 1:

Source a text about the life of a hero past or present Read the text Discuss why the person is a hero

Chapter 4

Listening

and Speaking

LO 2:

Ask questions about the story for information (e.g. why, who, what, when, which, where)

Identify new words in the text and explain the meaning

Chapter 2


LO 3:

Recognise some homophones with the o sound (e.g. road / rode, nose / knows, whole / hole)

Chapter 3

Group,


writing




Chapter 4

- 134 -

Writing

LO 4:

Discuss how to record information (e.g. how to make a mind-map)

Use simple strategies for recording information (e.g. make a mind-map to record details of story that was read during oral work)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 34 DAY 3


Shared

reading and writing

LO 1:

Read the same a text about the life of a hero past or present

Chapter 4

Listening

and Speaking

LO 1, 2:

Discuss cause and effect relations in the story (e.g. what caused something to happen)

Chapter 2


LO 3, 6:

Consolidate a-e, ay and ey Introduce diphthong ai (e.g. pain, nail, train, again Explain conjunctions List examples of conjunctions Identify conjunctions in sentences Select conjunctions that can be used to join two

sentences

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity, practising the use of conjunctions (e.g. Join two simple sentences with conjunctions to form coordinate sentences)

Chapters

5 & 6

- 135 -

Handwriting


Chapter 8

WEEK 34 DAY 4


Shared

reading and writing

LO 1:

Read a story where the characters are children Revise adjectives Identify some of the adjectives in the story and list them

Chapter 4

Listening

and Speaking

LO 2:

Participate in class discussions - create a story (e.g. choose topic significant to learner), using more descriptive language (e.g. adjectives)

Chapter 2


LO 3:

Consolidate and compare a-e, ay, ey and ai words through reading and sorting

Introduce diphthong ei (e.g. rein, eight, weigh, neighbour)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write own story of at least 12 sentences (e.g. choose own topic)

Use phonic knowledge to spell unfamiliar words and use dictionary to confirm spelling

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 34 DAY 5


Shared reading and

writing

LO 1: Source a newspaper / magazine that describes a problem Read the article and discuss the problem

Chapter 4

- 136 -

Listening

and Speaking

LO 1, 2:

Listen with respect to the speaker Shows sensitivity to the views of others Discuss ways of solving a problem Elaborates on and compares ideas Suggests alternative ideas

Chapter 2


LO 3:

Consolidate a-e, ay, ey, ai and ei and use these words to create sentences

Record some new words (e.g. combination of ai and ei words)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Write own solution to a problem (e.g. situations taken from newspaper / magazine article) after class / group discussion

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 35 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a newspaper / magazine article Discuss key details in the article

Chapter 4

Listening

and Speaking

LO 1, 2:


Revise concept of descriptive and imaginative language Identify descriptive and imaginative words in the article Talk about personal experiences (weekend news) using

imaginative and descriptive language

Chapter 2

- 137 -


LO 3:

Recognise some homophones with the a sound (e.g. maid / made, tale / tail, rain / rein, waist / waste)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write personal experiences (at least 2 paragraphs) attempting to use more imaginative and descriptive language

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 35 DAY 2


Shared reading and

writing

LO 1: Source a favourite recipe Share recipes with the group

Chapter 4

Listening and

Speaking

LO 1, 2: Listen attentively in order to develop critical listening skills Describe / explain recipe Ask questions for clarification Give constructive feedback, showing sensitivity to rights &

feelings of others

Chapter 2


LO 3:

Consolidate ee (e.g. 4 and 5 letter words) Introduce diphthong ea (e.g. beat, team, feast, leave)

Chapter 3

Group, guided and


writing



words)

Chapter 4

- 138 -


Writing

LO 4, 5, 6:

Revise format of a recipe Write simple informational text (e.g. write down recipe,

using different grammatical structures for ingredients and method)

Publish writing (e.g. adds recipe to class “recipe book”)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 35 DAY 3


Shared

reading and writing

LO 1:

Read a fairy story Discuss the difference between fact and fantasy Identify words / phrases that depict fantasy

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to fairy story Identify key details and characters in the story Give own opinion on the fairy story (e.g. I think…) Give constructive feedback to others, commenting on

what has been discussed Suggest an alternative ending to the fairy story

Chapter 2


LO 3:

Consolidate and compare ee and ea words through reading and sorting

Introduce y that says e at the end of a word (e.g. happy, funny, slowly)

Chapter 3

Group,


writing




Chapter 4

- 139 -

Writing

LO 4, 5, 6:

Provide a written activity (e.g. rewrite some of the sentences in the fairy story in a different tense)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 35 DAY 4


Shared

reading and writing

LO 1:

Read a fictional story Identify narrative devices (e.g. Once upon a time…) in the

story Suggest other narrative devices not found in this story Make a list of these narrative devices

Chapter 4

Listening

and Speaking

LO 2:

Participate in class discussions – create a story, using simple narrative devices

Record sentences on sentence strips Link sentences to form paragraphs

Chapter 2


LO 3:

Play word games to consolidate ee, ea and y (e.g. spelling quiz)

Record some new words (e.g. combination of ea and y)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write a story on a given topic, using simple narrative devices (e.g. Once upon a time…) and linking sentences to form paragraphs

Chapters

5 & 6

Handwriting


Chapter 8

- 140 -

WEEK 35 DAY 5


Shared

reading and writing

LO 1:

Read a text that contains dialogue Revise concepts of volume and intonation

Chapter 4

Listening

and Speaking

LO 2:

Provide short texts with dialogue Memorise the dialogue Do role-play in small groups Concentrate on correct use of volume and intonation

Chapter 2


LO 3:

Recognise some homophones with the e sound (e.g. meat / meet, read / reed, weak / week, steal / steel)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Provide a written activity, requiring learners to source information

Use simple strategies for getting information (e.g. library books)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 36 DAY 1


Shared reading and

writing

LO 1: Read a newspaper / magazine article reporting on an

event (e.g. music concert, sport’s match, air show)

Chapter 4

Listening and

Speaking

LO 1, 2: Listen to newspaper / magazine article Identify key details and characters in the article Ask questions for information Comment on what has been read, giving own opinion

Chapter 2

- 141 -


LO 3:

Consolidate or (e.g. 4 and 5 letter words) Introduce diphthong au (e.g. Paul, naughty, autumn,

August)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity (e.g. using vocabulary from article)

Revise antonyms and synonyms List antonyms and synonyms for words taken from the

article

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 36 DAY 2


Shared

reading and writing

LO 1:

Source advertising brochures Read together Compare items, discussing similarities and differences

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen attentively to develop critical listening skills Classify things (e.g. sort items on advertising brochure

into categories) Justify classification Suggest alternative ways of classifying items

Chapter 2


LO 3:

Consolidate and compare or and au words through reading and sorting

Introduce diphthong aw (e.g. saw, lawn, straw, crawl)

Chapter 3

- 142 -

Group, guided and


writing




Chapter 4

Writing

LO 6:

Write more complex sentences to consolidate learnt phonic sounds and high frequency words (e.g. write 10 sentences with words containing learnt diphthongs)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 36 DAY 3


Shared

reading and writing

LO 1:

Read a non-fictional book Identify key details

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen attentively to develop critical listening skills Listen without interrupting, showing respect for the

speaker Organise information from the text in simple forms (e.g.

class chart) Suggest and elaborate on ideas

Chapter 2


LO 3:

Play word games with or, au and aw (e.g. simple riddles: Wake up, wake up, sleepy head. The sun is up, get out of bed. - morning)

Record some new words (e.g. a combination of au and aw words)

Chapter 3

Group,


writing



words)

Chapter 4

- 143 -


Writing

LO 4, 5, 6:

Write at least 2 paragraphs, listing the information that has been learnt from the non-fictional text

Write in logical sequence using words like “first”, “next” and “finally”.

Use punctuation marks correctly when writing

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 36 DAY 4


Shared

reading and writing

LO 1:

Provide a series of pictures to initiate discussion Build up a vocabulary list naming things in the pictures Use the words to create sentences

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen without interrupting, showing respect for the ideas and opinions of others

Participate in group discussions – create sentences about the pictures

Record some of these sentences on the board Suggest and elaborate on ideas in preparation for creative

writing (e.g. use tenses correctly)

Chapter 2


LO 3:

Consolidate diphthong oy Introduce diphthong oi (e.g. boil, coin, noise, spoilt)

Chapter 3

Group,


writing




Chapter 4

- 144 -

Writing

LO 4:

Write own creative story of at least 12 sentences Use correct grammatical structures, punctuation and

tenses when writing Use phonic knowledge to spell unfamiliar words

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 36 DAY 5


Shared

reading and writing

LO 1:

Read a mystery story Identify the problems in the story

Chapter 4

Listening

and Speaking

LO 2:

Discuss ways in which the problem was solved Discuss ways of solving a problem Offer solutions and suggest alternatives

Chapter 2


LO 3:

Consolidate oy and oi through word building and rhyming Record some new words (e.g. oi words)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 3:

Write unprepared dictation test, using both high frequency words (e.g. please, yesterday, afternoon, friends etc.) and words with learnt phonic sounds

Chapters

5 & 6

Handwriting


Chapter 8

- 145 -

WEEK 37



GUIDE

Shared reading and

writing

LO 1:

Source a newspaper / magazine article reporting on a tragedy / accident / disaster

Ask questions for information and clarification

Chapter 4

Listening

and Speaking

LO 2:

Express personal response to what has been read Describe emotions Suggest antonyms and synonyms for “emotion” words

Chapter 2


LO 3:

Consolidate diphthong ow (e.g. show, know, below) and introduce diphthong ow (e.g. down, brown, clown, flower)

Compare words and recognise differences

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write own “news article” of at least 8 sentences for class newspaper

Use dictionary to confirm spelling and check meaning

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 37 DAY 2


Shared

reading and writing

LO 1:

Read a story from a different culture Identify key details and characters in the story

Chapter 4

Listening

and Speaking

LO 2:

Answer higher order questions on the story (e.g. what could have been done instead)

Chapter 2

- 146 -

Justify answers Comment and elaborate on answers of others


LO 3:

Consolidate diphthong ow (e.g. town, crown) Introduce diphthong ou (e.g. out, house, about, found)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write own creative story (at least 12 sentences), using descriptive language

Use dictionary to confirm spelling and check meaning

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 37 DAY 3


Shared

reading and writing

LO 1:

Read a story from a different culture (same story as yesterday)

Express personal response to the story

Chapter 4

Listening

and Speaking

LO 2:

Create an alternative ending for the story Comment and elaborate on ideas of others

Chapter 2


LO 3:

Consolidate ow and ou words through word building and rhyming

Record some new words (e.g. combination of ow and ou words)

Chapter 3

- 147 -

Group, guided and


writing




Chapter 4

Writing

LO 4, 5, 6:

Write story from another culture in own words, giving the story an alternative ending

Apply knowledge of grammar and spelling correctly in sentences

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 37 DAY 4


Shared

reading and writing

LO 1:

Provide sentence strips with simple sentences Read sentences together Identify new words and explain meaning

Chapter 4

Listening

and Speaking

LO 2:

Suggest which of the sentences could be joined together Revise conjunctions List some conjunctions (e.g. and, but, because) Use conjunctions to join two simple sentences to form a

coordinate sentence Read the coordinate sentences

Chapter 2


LO 3:

Revise diphthongs (e.g. recognise diphthongs in high frequency words)

Create sentences using words with learnt diphthongs

Chapter 3

Group, guided and


writing



words)

Chapter 4

- 148 -


Writing

LO 4, 5, 6:

Provide a written activity (e.g. joining simple sentences with a conjunction)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 37 DAY 5


Shared

reading and writing

LO 1:

Read a fantasy story Identify new words and explain meaning

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen attentively to develop critical listening skills Revise nouns / verbs / adjectives Identify nouns / verbs / adjectives in the story Introduce adverbs (e.g. slowly, sadly, noisily, happily,

quickly) Identify adverbs in the story

Chapter 2


LO 3:

Play word games (e.g. class quiz – which team can spell the most words correctly using diphthongs)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6: Select the nouns, verbs, adjectives and adverbs from a

short passage and learners write them in four separate columns

Write synonyms for some of the words identified

Chapters 5 & 6

- 149 -

Handwriting


Chapter 8

WEEK 38 DAY 1


Shared

reading and writing

LO 1:

Read a newspaper or magazine article Discuss general news events

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen without interrupting, showing respect for the speaker and taking turns to speak

Comment on what has been read Identify key details and characters Ask questions for information and clarification

Chapter 2


LO 3:

Write unprepared dictation test to evaluate their knowledge of learnt diphthongs

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Write an informative text (e.g. writes a newspaper article) Apply knowledge of grammar and spelling correctly in

writing

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 38 DAY 2


Shared

reading and writing

LO 1:

Source / provide some elementary jokes and riddles Read / tell jokes and riddles

Chapter 4

- 150 -

Listening and

Speaking

LO 1, 2:


Revise concept of volume and intonation Tell jokes and riddles using appropriate volume and

intonation

Chapter 2


LO 3:

Introduce the f sound in ph (e.g. photograph, telephone, pharmacy)

Add ph words to personal dictionary

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Write a creative story on chosen topic (at least 12 sentences arranged in 2 paragraphs)

Learners spell familiar words correctly and use dictionary to confirm spelling

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 38 DAY 3


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a few poems, modelling correct volume and intonation

Chapter 4

Listening

and Speaking

LO 1, 2:

Learners listen with respect and give constructive feedback, showing sensitivity for the rights and feelings of others

Recite poems individually, using appropriate volume and intonation

Chapter 2

- 151 -


LO 3, 6:

Revise ph and introduce the f sound in gh (e.g. rough, tough, enough)

Add gh words to personal dictionary Identify different sentence types in book of own choice

(e.g. question, statement, exclamation)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 6:

Identify different sentence types in book of own choice (e.g. question, statement, exclamation)

Transcribe and label at least three of each sentence type from the text

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 38


GUIDE

Shared reading and

writing

LO 1:

Read a fable Identify adjectives and adverbs in the story List the adjectives and adverbs

Chapter 4

Listening

and Speaking

LO 2:

Suggest some antonyms for the adjectives and adverbs on the list

Use phonic knowledge to spell the words correctly Create sentences using both words (e.g. The bird is

heavy, but its feathers are light.)

Chapter 2


LO 3:

Use adverbs to introduce suffix -ly (e.g. lovely, gently, slowly, badly)

Use words with -ly suffix to create more complex sentences

Chapter 3

- 152 -

Group,


writing




Chapter 4

Writing

LO 4:

Write 10 sentences, using antonyms (e.g. the stable is clean, but the pig-sty is dirty.)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 38 DAY 5


Shared

reading and writing

LO 1:

Read a humorous story Express personal response to story (e.g. what made you

laugh, who / what in the story is funny, why is it funny)

Chapter 4

Listening

and Speaking

LO 6:

Revise nouns, verbs, adjectives and adverbs Identify nouns, verbs, adjectives and adverbs in the story Suggest synonyms for some of these words

Chapter 2


LO 3:

Introduce some other suffixes and make charts for the classroom

(e.g. pavement, advertisement, basement / goodness, kindness)

Chapter 3

Group,


writing




Chapter 4

- 153 -

Writing

LO 5:

Classify things (e.g. write nouns, verbs, adjectives and adverbs in correct columns)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 39 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Source an advertisement Read the advertisement Compare advertisements, identifying similarities and

differences

Chapter 4

Listening

and Speaking

LO 1, 2:


Express personal response to the advertisement Classify advertisements into “good” and “bad”

advertisements Give reasons Suggest ways of improving the “bad” advertisements

Chapter 2


LO 3:

Recognise onset and rime in more complex words (e.g. cr-eam, dr-eam, ice-cr-eam, scr-eam)

Consolidate concept through word building Arrange these words in alphabetical order

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Create own advertisement Use phonic knowledge and personal dictionary to spell

words correctly

Chapters

5 & 6

- 154 -

Handwriting


Chapter 8

WEEK 39 DAY 2


Shared

reading and writing

LO 1:

Read a fictional story Identify key details and characters Identify interesting descriptions in the story

Chapter 4

Listening

and Speaking

LO 1, 2:


Provide a topic for the creation of a story Create story with a beginning, a middle and an ending,

using more interesting descriptions (e.g. The naughty children splashed dirty water all over mommy’s brand new carpet.)

Suggest and elaborate on ideas

Chapter 2


LO 3:

Identify homophones in some high frequency words (e.g. so / sow / sew, brake / break, daze / days)

Create sentences to show meaning of these homophones

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Write a creative story with a beginning, a middle and an ending, using more interesting descriptions

Use phonic knowledge and personal dictionary in order to spell unfamiliar words correctly

Chapters

5 & 6

Handwriting


Chapter 8

- 155 -

WEEK 39


GUIDE

Shared reading and

writing

LO 1:

Provide some sentences containing synonyms on sentence strips

Read the sentences

Chapter 4

Listening

and Speaking

LO 1, 2:


Identify the synonyms in the sentences (e.g. The enormous hippopotamus and the huge elephant drank together at the watering-hole.)

Suggest other synonyms that could be used

Chapter 2


LO 3:

Play word games to consolidate learnt sounds (e.g. I spy with my little eye…)

Write the answer correctly on the board to confirm spelling

Chapter 3

Group, guided and


writing




Chapter 4

Writing

LO 4, 5, 6:

Write 10 more complex sentences, using synonyms (e.g. The handsome king, the beautiful queen and the pretty princess lived together in the palace.)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 39 DAY 4


Shared

reading and writing

LO 1:

Read a non-fictional text

Chapter 4

- 156 -

Listening and

Speaking

LO 2:

Ask questions for information and clarification on the text Search for answers in other texts (e.g. in newspaper,

magazines, books) Give constructive feedback

Chapter 2


LO 3:

Recognise rhyme in words using phonic knowledge Use learnt phonic sounds to create own poem

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Learners write own poem (see phonics) and publish it in class anthology

Learners edit poem after discussion with others (e.g. adds or deletes words)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 39 DAY 5


Shared

reading and writing

LO 1:

Provide problem scenarios (e.g. from general news events or own creation)

Read the problem scenarios

Chapter 4

Listening

and Speaking

LO 1, 2:


Investigate and suggest solutions to problems Share ideas with others Comment on what has been discussed

Chapter 2

- 157 -


LO 3:

Classify word families (e.g. work in group – sort and list pack of words according to phonic family)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Practise converting present tense to past tense Write lists of present tense / past tense words on the

board Use phonic knowledge to spell verbs correctly in the past

tense

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 40 DAY 1


Shared

reading and writing

LO 1:

Read a newspaper / magazine article Identify different sentence types in the article Provide an activity

Chapter 4

Listening

and Speaking

LO 1, 2:

Learners listen without interrupting, showing respect for the speaker

Use different sentence types when reporting general news events

Chapter 2


LO 3:

Use phonic knowledge to decode more complex words (e.g. jawbone, lawnmower, playground, overgrown)

Chapter 3

- 158 -

Group, guided and


writing




Chapter 4

Writing

LO 4, 5, 6:


Chapters

5 & 6

Handwriting


Chapter 8

WEEK 40 DAY 2


Shared

reading and writing

LO 1:

Listen to a speaker that cannot be seen (e.g. play a story on a tape / CD)

Identify key details and characters

Chapter 4

Listening

and Speaking

LO 1, 2:

Discuss when to speak softly and when to speak loudly Recall events in the story, using correct volume and

intonation

Chapter 2


LO 3:

Read poems and lyrics and learners identify rhyming words in them

Match the rhyming words and add to them

Chapter 3

Group,


writing




Chapter 4

- 159 -

Writing

LO 6:

Revise adverbs Write 10 sentences with adverbs (e.g. The bird sang softly

in the trees as the leaves blew gently in the breeze.)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 40 DAY 3


Shared

reading and writing

LO 1:

Read a non-fiction text Select information from the text and process it

Chapter 4

Listening

and Speaking

LO 2:

Recall information from the text Ask questions for clarification

Chapter 2


LO 3:

Use phonic knowledge when converting known words from singular to plural (e.g. peach – peaches / mouse – mice / aunty - aunties)

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4, 5, 6:

Select information from a text and process it (e.g. finds nouns, verbs and adjectives and lists them)

Learners remember to use commas between words in a list

Chapters

5 & 6

Handwriting


Chapter 8

- 160 -

WEEK 40


GUIDE

Shared reading and

writing

LO 1:

Read a story from a different culture Identify key details and characters

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen with respect, taking turns to speak Answer questions about the story Show appreciation for different cultures by expressing

personal response to the story

Chapter 2


LO 3:

Uses phonic knowledge when converting known words from present to past tense (e.g. see – saw, find – found / catch – caught / bring – brought)

Does word building to practise these examples

Chapter 3

Group,


writing




Chapter 4

Writing

LO 6:

Consolidate present and past tenses Provide a written activity

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 40 DAY 5


Shared

reading and writing

LO 1:

Do role-play / puppet show in small groups (e.g. act out situation taken from every day experiences)

Chapter 4

- 161 -

Listening and

Speaking

LO 1, 2:


Express personal response to puppet show Suggest ways to improve the puppet show

Chapter 2


LO 3:

Revise conjunctions (e.g. and, while, because, but, after, before etc.

Create sentences using conjunctions

Chapter 3

Group,


writing




Chapter 4

Writing

LO 4:

Discuss complex words with learners (e.g. lawnmower) Write 10 sentences using learnt phonic sounds to decode

unfamiliar words (e.g. Daddy cuts the grass with the lawnmower.)

Chapters

5 & 6

Handwriting


Chapter 8

Documents

Phase Work Schedules Foundation - Western Cape€¦ · Chapter 4 Writing LO 4: Provide a written activity Chapters 5 & 6 Handwriting See work schedule for Handwriting Chapter 8 WEEK