Ramotshere Moiloa Sub-District – Our Sub-district at a glance€¦ · Web view2020. 2. 2. · (All activities must be done in order to cover the curriculum as set out in CAPS

ATP: EFAL Grade 2 Term 2 North West

Annual Teaching PlanEnglish First Additional Language

TERM 2 - 2020 Grade 2

North West(16 pages)

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NOTES TO SUPPORT THE USE OF THE ATP (All activities must be done in order to cover the curriculum as set out in CAPS and maximum use of the DBE/Rainbow workbooks)INDICATE ACTIVITIES COMPLETED WITH A TICK IN THE PROGRESSION COLUMN (OR write when the activity will be done – if you fall behind/ catch-up).

LISTENING AND SPEAKING:The following items on the ATP fall under Listening and Speaking and should be done in the time allocated for this component viz. 1 hour: *Vocabulary * Listening & Speaking * Focussed Listening (Shared Reading) * Concepts & Language Structures

During Focussed Listening (done mostly during SHARED READING) the following activities must be done: 1. Listens to short stories, recounts or non-fiction texts or read from a Big Book or illustrated poster for enjoyment2. Answer comprehension questions on the text. 3. Predicts what will happen next and expresses feelings about the story. See Shared Reading too4. Acts out the story, using some of the dialogue.5. With help from the teacher, retells the story or give a summary

READING AND PHONICS:The following items fall under Reading and Phonics and should be done in the time allocated for this component, viz. 1 hour 30 min per week. *Phonics *Shared Reading * Group Guided Reading and *Independent Reading.During Shared Reading uses enlarged text (use a new text/story every 2 nd week ) and do the following activities:

1. Learners read with the teacher, follow the pointer. Join in after repeated readings.2. Use the title and pictures to predict, and talk about the pictures3. Answer literal questions, and explain how the story made him/her feel – ask questions to develop learners’ critical thinking skills.4. Learns some oral vocabulary, and identify some objects in the pictures and name it5. Post-read activities to be done: Acts out the story using some of the dialogue/ Draws a picture capturing parts of the story / Retell the story or parts of it.

During Group Guided Reading the focus must be on the following activities:1. Reads aloud from own book in a guided reading group with the teacher (same ability groups, each group will use appropriate text for their developmental stage; at least once a week.)2. Each group reads the same story/non-fiction text guided by the teacher – learners read individually3. Uses the reading strategies taught in the Home Language to make sense and monitor self when reading (phonics knowledge, context clues, structural analysis)4. Read with increasing fluency and expression 5. Shows understanding of punctuation when reading aloud 6. Build critical thinking skills by inferring 5. Continues to build a sight word vocabulary from the guided, shared and independent reading

During Independent Reading learners are expected to:1. Read own and others’ writing.2. Reads independently books read in Guided Reading session and simple caption books and picture story books in the FAL from the classroom reading corner.3. Uses children’s picture dictionaries (monolingual and bilingual) to find out the meaning of unknown words. 4. DEAR must appear on the time table4. Home work must be given weekly.

WRITING (30 minutes per week): Spelling is part of the Writing component and should reflect weekly in the Class Workbooks. Sentence frames and a “word wall” must be displayed in the class room to support writing

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TRACKER / PACER: Grade 2 Term 1 2020 Page 1 of 2Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

DATE 31 March-3 April 6-10 April 14-17 April 20-24April 26 April- 1 May 4-8 MayTheme Animals Animals Visiting places Visiting places Visiting places About timeDBE WorkbookPages

42 - 45 46 - 49 50 - 53 54 - 56 57 - 59 60 - 63

NewVocabulary

Coach ; rhino; crocodile; zebra; tortoise; hippo; kennel; nest ; river

Grey; rhino; crocodile; zebra; tortoise; hippo; in front of; behind; stripes; afraid of;

Beach; fun; sandals; fishing rod; bucket; shark; ship; whale; shell

Tractor; farmer; eggs; hen(s); garden; whose; biggest ; smallest; duck; honey; bee; goat;

Farmer; eggs; tractor; garden; sound(s); bee(s); wool; honey;

busy; watch; TV; go to; church; Question: Can you…? Yes I can/ No, I can’t.

Sight words All, they, for then, with, see our; play; of; toys

Phonics Teach g Revise b Teach w Revise o -u- -ed -ing Teach j Revise e Builds up and break down simple words

Teach v & y

Spelling All, they, for, go, log, dig, pig, dog, goat, give

All, they , box, top, hot, on, not, wet, wig, we

They, for, walking, talking, walked, talked, under, up, us

then, with, see, pen, egg, hen, jug, jump, jam

with, pig, cap, hat, sun, cup, dog, hot, tent, rent

Then, van, vest, vase, yes, yellow, fly, try, my, dry

Writing Write a captionWrite sentences

Fill in wordsWrite sentences with frames.

Sequence pictures and write the sentences.

Write sentences using a frame.

Complete a formWrite sentences with a frame.

Writing sentences using a frame.Draw pictures to show comprehension.

Minimum no of written activities

DBE Workbooks: 3Class workbooks: 3 - one being the spelling test.

DBE Workbooks: 2Class workbooks: 3 - one being the spelling test.

DBE Workbooks: 3Class workbooks: 2 - of which one will be a spelling test




Assessment Informal: Writing – writes a capture for a picture

Informal Assessment: List and speaking - Identify a picture from an oral description

Informal: Informal Assessment: Observe Reading - Shows understanding of punctuation when reading aloud.

Informal Assessment: Phonics – Builds up and break down simple words

Informal Assessment: List & Speaking: Demonstrate understanding of vocabulary by pointing to pictures or objects

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TRACKER / PACER: Grade 2 Term 1 2020 Page 2 of 2

Week 7 Week 8 Week 9 Week 10 Week 11DATE 11-15 May 18-22May 25-29 May 1-5 June 8-12JuneTheme About time Birthdays and Seasons Birthdays and Seasons Birthdays and Seasons Formal Assessment FAT 2DBE WorkbookPages

64 - 67 68 - 71 72 - 74 75 - 77 42 – 77

NewVocabulary

Swing; busy; morning; afternoon; wake up; lunch; supper; stars; moon; go to sleep (bed); When….? - questions

Months of the year; party; day; today; month; year; long; short; time

different; season; spring; autumn; summer; frogs; leaves; bunny; sunny; silly;

Different; season; summer; winter; scarf; hot day; cold day; fire; ice cream; some; sunshine; snow;

FORM

AL A

SSES

SMEN

T –

FAT

2 T

his w

eek

can

be

mov

ed to

an

earli

er sl

ot.,

e.g

wee

k 8.

The

n w

eeks

8

& &

9 m

ove

one

wee

k on

.

Sight words our; play; of; toys be/ there/ very RevisionPhonics Builds up and breaks down

3-letter wordsRevise h

Revise f & l Long and short vowel soundsTeach x & z

Long and short vowel soundsTeach q

Spelling Our; play; of; toys; all the days of the week

Be; there; very; fly; frog; lamp; lion; lon; love

Be; there; very; x-ray; zebra; zero; Zulu; zip; box; fox; six

Revision

Writing Copy and complete sentencesPunctuation

Complete sentences by filling in missing words

Punctuation Complete sentencesWrite captions

Minimum no of written activities





Assessment E.g. Formal Assessment – Writing

E.g. Formal Assessment- Phonics & Reading

E.g. Formal assessment: Listening and speaking

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EFAL: ANNUAL TEACHING PLAN FOR GRADE 2: TERM 2 YEAR: 2020 SCHOOL:____________________________ CLASS:_____WEEK 1 DATE: 31 March – 3 AprilTHEME 5 Topic ANIMALS The animal train DBE WORKBOOK Pages: 42 - 45 PROGRESSIONVocabulary to revise Animals/ giraffe/ elephant/ lion/ leopard/ monkey/ snake/ bird/ fish/ cat/ dog/ train/ brown/ pink/ black/ purple/

orange/ blue/ green/ yellow/ red/ on/ in/ under / Numbers 1 - 20New Vocabulary Coach/ grey/ rhino/ crocodile/ zebra/ tortoise/ hippo/ kennel/ nest / river ListeningandSpeaking

1. Memorises and performs a songs: Baa baa Black sheep (See p 16 of this ATP)2. Continues to build an oral vocabulary using the previous vocabulary (revision) words and teach the new words, when

doing the following activities: Understands and responds to simple questions: Page 45 Let’s write. Do it orally before learners write it. Talks about objects in a picture in response to the questions: Page 44 Let’s talk – work in pairs (teacher read the

instructions one by one)Concepts andLanguage Structure

Continues to build oral vocabulary, including conceptual vocabulary: Revise the colours: Page 43 Let’s do.

Phonics 1. Clap on the syllables of the words and trace the words: Page 42 Word work2. Sound out the 3-letter words using sounds learnt, then write it in the correct sound coach: Page 44 Let’s write.3. Teach:‘g’ page 44 Word work. Sound and read the words aloud – in the group and some individuals.

Learners make oral sentences with 5 of these words.4. Revise ‘b’ e.g. bus, bug, big, ball, bed, bag, box (Class workbooks). Sound and read the words aloud, then write 3 – 5

sentences with some of these words.Sight Words All, they, forShared Reading/ Focussed Listening

Enlarged text/ Big Book: Read guidance on page 2 when planning (Fill in according to your resources) ________________________________________________________________________________________________

Group Guided Reading Incidental reading: Sound out the words on page 45 Let’s do, paste the stickers and connect it to the matching animal.Page 43 Let’s read

Independent Reading Home work:____________________________________/ Reading CornerWriting 1. Chooses and copies a caption to match a picture: Page 45 – Let’s do

2. Write sentences using words containing the phonic sounds and common sight words already taught – Weekly. Page 44 Let’s write – answer the question in a sentence, e.g. My favourite colour is…..

3. Write three more sentences in the Class Workbooks with the sentence fame: My favourite …….. is ……. .4. Builds own word bank and personal dictionary – Continuously through the term.

Spelling words All, they, for, go, log, dig, pig, dog, goat, giveAssessment Informal Assessment (Checklist): Writing – writes a capture for a picture

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EFAL: ANNUAL TEACHING PLAN FOR GRADE 2: TERM 2 YEAR: 2020 SCHOOL:____________________________ CLASS:___________WEEK 2 DATE: 6-10 AprilTHEME 5 Topic ANIMALS Wild animals/ All about animals DBE WORKBOOK Pages: 46 - 49 PROGRESSIONVocabulary to revise Animals/ giraffe/ elephant/ lion/ leopard/ monkey/ snake/ bird/ fish/ cat/ dog / on/ in/ under/river/ long/ short/coloursNew Vocabulary Grey/ rhino/ crocodile/ zebra/ tortoise/ hippo/ trunk; in front of/ behind/ stripes/ afraid/ ListeningandSpeaking

1. Memorises and performs a simple songs: Baa baa Black sheep (Page 16 of this ATP)2. Continues to build an oral vocabulary using the previous vocabulary (revision) words and teach the new words,

when doing the following activities: Talks about objects in a picture in response to teacher’s instructions, e.g. ‘What can you see in the picture? Tell me

what you can see in the picture?’ Page 46 Let’s talk & page 47 Let’s do. Understands and responds to simple questions: Page 47 Let’s talk Identifies an animal from a simple oral description, e.g. ‘It is big and has a trunk.’ (Learners must match this

description with the correct picture and say the name of the animal.) Language chunks : Teach the sentence frames - The …..has ……: Page 48 Listen and repeat.

- The… (e.g. elephant) is big / The …..(e.g. rabbit) is small.Concepts andLanguageStructure

Begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language: Prepositions: Pages 48 Let’s talk and Page 49 – Let’s write (Present the lesson and do the sentences orally before learners fill the words in).

Phonics 1. Revise ‘o’ - Builds up and breaks down 3-letter words using sounds learnt: Page 49 Word work and Let’s write – Sound out the words and read it aloud – in the group and some individuals.

2. Teach ‘w’ e.g. wet, web, wig, walk, we (Class workbooks) - Sound out the words!Sight Words All, they, forShared Reading/ Focussed Listening


Group Guided Reading Incidental reading: Page 47 Let’s doDBE Workbook: Let’s Read – page 47

Independent Reading Home work:____________________________________/ Reading CornerWriting Write sentences using words containing the phonic sounds and common sight words already taught – Weekly. (Class

Workbook) Write 2 sentences with the sentence frame The ……… has a ……. . Write 2 sentence with each of the following frames: The ……… is big. The …….. is small.

Spelling words All, they , box, top, hot, on, not, wet, wig, weAssessment Informal Assessment (Checklist): List and speaking: Identify a picture from an oral description

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EFAL: ANNUAL TEACHING PLAN FOR GRADE 2: TERM 2 YEAR: 2020 SCHOOL:____________________________ CLASS:_______WEEK 3 DATE: 14-17 AprilTHEME 6 Topic VISITING PLACES At the beach/ Things we do. DBE WORKBOOK Pages: 50 - 53 PROGRESSIONVocabulary to revise swim/ spade/fish/New Vocabulary beach/ fun/ sandals/ fishing rod/ bucket/ shark/ ship /whale/shell ListeningandSpeaking

1. Memorises and performs songs: Baa baa Black sheep (page 16)2. Continues to build an oral vocabulary using the previous vocabulary (revision) words and teach the new words,

when doing the following activities: Talks about objects in a picture in response to teacher’s instructions or questions, e.g. ‘What are the children doing?

Page 50 Let’s talk & page 51 Let’s do. Language chunks : Revise: The.… (e.g. whale)… is big / The …..(e.g. shell)… is small. The ….. has …. – Page 50/51 Give the series of events: Page 53 Let’s write – Learners listen to teacher telling what is happening in each story

(using the time connecting words: First…then….lastly) Then the learners repeat the series a few times as a group and separately. The can also do it in pairs.

Concepts andLanguageStructure

Begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language e.g. the sentence chunk ‘ I can…. ‘ Page 50 and 51 Teacher suggest action words from the pictures and ask, ‘Can you…’ e.g. ‘Can you swim in the sea’? Learners answer; ‘I can swim in the sea’ OR ‘I can’t (can not) swim in the sea’. Etc.

Phonics 1. Make learners aware of words with common endings, e.g. –ed and –ing: Page 52 Listen and repeat. Learners underline all the –ing endings and circle the –ed endings. Explain the use of it to indicate time/tenses.

2. Teach the ‘u’ sound: Page 52 Let’s do. Sound out the words and read it. (up/under/umbrella/us/uncle/ugly/etc.)3. Then write 3 sentences with words starting with ‘u’ in the Class Workbooks, e.g. The umbrella is yellow. The cat is

under the table. Look up to the moon.Sight Words then, with, seeShared Reading/ Focussed Listening


Group Guided Reading

Incidental reading: Page 51 Let’s do – Paste the stickers, trace the words, try to sound it and “read” it.DBE Workbook: Let’s Read – page 51

Independent Reading Home work:__________________________________________/ Reading CornerWriting 1. Number the pictures and write a sentence about each picture: Page 53 Let’ write. If necessary, first do shared writing

on the board, read the sentences and then erase some of the words (keeping the time words). Then learners write the complete sentences in the Workbooks. Keep the sentences short and simple. Use the time connecting words.

Spelling words All, they, for, walking, talking, walked, talked, under, up, usAssessment Informal Assessment (Checklist): Continue with assessment of weeks 1 and 2.

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EFAL: ANNUAL TEACHING PLAN FOR GRADE 2: TERM 2 YEAR: 2020 SCHOOL:____________________________ CLASS:______WEEK 4 Date: 20-24 AprilTHEME 6 Topic VISITING PLACES Visiting Grandmother/ Farm life DBE WORKBOOK Pages: 54 - 56 PROGRESSIONVocabulary to revise swim/ farm/ animals/ grandma/ uncle/ milk/cow/ food/ pig/ sheep/ horse/ donkey/ Chickens/ which/ food/ kennelNew Vocabulary tractor/farmer/ eggs/ hen(s)/ garden/ whose/ biggest / smallest/ duck/ honey/ bee/ goatListeningandSpeaking

1. Memorises and performs simple songs: I’m a dingle dangle scarecrow - Page 54 DBE Book2. Continues to build an oral vocabulary using the previous vocabulary (revision) words and teach the new words, when doing

the following activities:2.1. Talks about objects in a picture in response to teacher’s instructions – Discuss what the children can see and do on the

farm: Page 54 Let’s talk & page 55 Let’s do.2.2. Understand and respond to questions with ‘Whose” Page 55 Let’s talk (Whose refer to someone’s possession)2.3. Sentence chunks : ‘We get …. from the …….’ as in the Let’s read –activity on page 55


1. Continues to build oral vocabulary, including conceptual vocabulary: biggest/ smallest –Page 55 Let’s talk

Phonics 1. Revise ‘e’ Page 56 Let’s write. Sound out the words. Write 3 sentences with e-words in the Class workbook, e.g. The egg is small. The pen is red.

2. Teach ‘j’ e,g, jug, jump, jam, jelly, jaw. First sound the words out aloud. Then choose 2 – 3 words and write short sentences with it. (Class workbook)

Sight Words then/ with/ seeShared Reading/ Focussed Listening



DBE Workbook: Let’s Read – page 55

Independent Reading 1. Home work:_____________________________________________/ Reading Corner2. Find the words: Page 56 Let’s do

Writing 1. Write 3 – 5 sentences using words containing the phonic sounds and sight words already taught, about the animals on the farm. (Class workbook) Using the same sentence frame as with with the Phonics: The …. is ….. , e.g The duck is white.

2. Continue to build own word bank and personal dictionary.Spelling words then, with, see, pen, egg, hen, jug, jump, jamAssessment Informal Assessment (Checklist): Observe Reading: Shows understanding of punctuation when reading aloud.

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EFAL: ANNUAL TEACHING PLAN FOR GRADE 2: TERM 2 YEAR: 2020 SCHOOL:____________________________ CLASS:______WEEK 5 DATE: 28 Apr – 1 MayTHEME 6 Topic VISITING PLACES Just checking DBE WORKBOOK Pages: 57 - 59 PROGRESSIONVocabulary to revise Sheep/cow/chicken/ milk/horse/ farm animals/name/surname/ age/birthday/I like…/I don’t like…New Vocabulary farmer/ eggs/ tractor/ garden/ sound(s)/ bee(s)/wool/ honeyListeningandSpeaking

1. Memorises and performs simple songs: I’m a dingle dangle scarecrow - page 54.2. Continues to build an oral vocabulary using the previous vocabulary (revision) words and teach the new words, when doing

the following activities:2.1. Talks about objects in a picture in response to teacher’s instructions, e.g. ‘What can you see in the picture? Tell me what

you can see in the picture? Revise the vocabulary words: Page 57 – Let’s do2.2. Sentence chunks: Revise ‘We get ….. from the ….. . Page 57 – Let’s do New chunk: The …… goes …. Page 57 Listen and repeat. Teach the animal sounds.


Begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language, e.g. understands and begin to use the present continuous and past tense.(page 52 Listen and Repeat)

Phonics 1. Builds up and break down simple words beginning with a single consonant into onset and rime (sound it out aloud), e.g. h-en, t-ent, and into individual sounds (h-e-n): Page 57 Word work: Sound out all the words, then choose 3 – 5 words and write short sentences in the Class workbook. Use the same sentence frame as in week 4: “The… is ….. .”

2. Page 58 Word work. Do the same as with the previous activity above.3. Revise the 5 vowel sounds: Page 59 Let’s write (First sound it out aloud with the class before they attempt writing it).




DBE Workbook: Listen and repeat – page 57

Independent Reading Home work:__________________________________________/ Reading CornerWriting 1. Fill in personal detail: Page 58 Let’s write

2. Join the dots and complete the sentence: Page 59 Let’s write

Spelling words with, pig, cap, hat, sun, cup, dog, hot, tent, rent,Assessment Informal Assessment (Checkist): Phonics – Builds up and break down simple words

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EFAL: ANNUAL TEACHING PLAN FOR GRADE 2: TERM 2 YEAR: 2020 SCHOOL:____________________________ CLASS:_________WEEK 6 DATE: 04-08 MayTHEME 7 Topic ABOUT TIME Our busy week / Days of the week DBE WORKBOOK Pages: 60 - 63 PROGRESSIONVocabulary to revise Days of the week/ play/ netball/ soccer/ library/ shop/ day/ night/ lunch/ pyjamas/ friendsNew Vocabulary Busy; watch; TV; go to; church; Question: Can you…? Yes I can/ No, I can’t. ListeningandSpeaking

1. Memorises and performs a chant: Days of the week (See page 16 of this ATP)2. Talks about objects in a picture in response to teacher’s instructions, e.g. Talk about what the children are doing: Page 60 -

Let’s talk – My diary . Focus on teaching the new vocabulary words.2.1. Practise sentence frames/chunks: I like …../ I do not like….(don’t like) Page 61 - Let’s talk2.2. Practise the days of the week: Page 62 - Let’s write and Listen and Repeat and Let’s talk2.3. Talks about the pictures the learners draw: Page 63 – Walk and talk2.4. Understands and responds to simple questions starting with ‘Can… …?’ Page 63 Word work – In pairs: Using the verbs in the

Workbook, the first learner asks, ‘Can you jump?’ The second learner answer ‘Yes, I can’ and demonstrate the action, or answer ‘No, I can’t’ – TPR lesson. Learners take turns, while teacher observe and assist where necessary.

Concepts andLanguage StructurePhonics 1. Teach ‘v’-sound, e.g. van, vet, vase, vest, violin, vasoline – Class workbook. Write 3 sentences using the sentence frames: I

like…/ I don’t like……2. Teach ‘y’-sound, e.g. yes, yo-yo, yoghurt, yellow, fly, sky, dry, try, my, – Class workbook (Make learners aware of the

different sounds that ‘y’ make depending on its position in the word. Write 3 sentences using the sentence frames: I like…/ I don’t like……




DBE Workbook: Let’s Read – Page 61Comprehension test on the reading piece: Page 61 Let’s write

Independent Reading Home work:__________________________________________/ Reading CornerWriting 1. Draw a picture to match the day of the week: Page 63 Let’s do

2. Write sentences using the verbs on Page 63 – Word work in Class workbook using the sentence frames: I can../I can’t….3. Continue to build own word bank and personal dictionary.

Spelling words Then, van, vest, vase, yes, yellow, fly, try, my, dryAssessment Informal Assessment: List & Speaking: Demonstrate understanding of vocabulary by pointing to pictures or objects

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EFAL: ANNUAL TEACHING PLAN FOR GRADE 2: TERM 2 YEAR: 2020 SCHOOL:____________________________ CLASS:______WEEK 7 DATE: 11-15 MayTHEME 7 Topic ABOUT TIME Day & Night/ What we do DBE WORKBOOK Pages: 64 - 67 PROGRESSIONVocabulary to revise Days of the week/ play/ netball/ soccer/ library/ shop/ day/ night / pyjamas/ watch/ TVNew Vocabulary Swing; busy; morning; afternoon; wake up; lunch; supper; stars; moon; go to sleep (bed); When….? - questions ListeningandSpeaking

1. Memorises and performs a chant: Days of the week (See page 16 of this ATP)2. Continues to build an oral vocabulary using the previous vocabulary (revision) words and teach the new words, when doing

the following activities:a. Follows a short sequence of instructions, e.g. ‘Stand up. Walk to the door and open it’.b. Gives simple instructions, e.g. ‘Open the door’. / ‘Go to bed.’/ ‘ Wake up’ / ’Eat your lunch’ (Role play in pairs)

The pictures on page 64 and 65 will help them.3. With help from the teacher, gives a simple recount, e.g. What I do every day. Use the Let’s Read activity on page 64 as guide.4. Answer the questions on p. 67 in sentences orally. Practice it. When do you…? (p.67) Learners must be able to ask and to

answer the question in full sentences. Make learners aware that ‘when’ asks the time.Concepts andLanguageStructure

1. Continues to build oral vocabulary, including conceptual vocabulary, e.g. Time –Theme 72. Gives a simple oral recount: E.g. Let’s read – page 64

Phonics 1. Revise “h”: Page 66 Let’s do and Word work – Sound out: Hut, hat, ham, hand. Write 2-3 sentences with these words in the class workbook – using familiar sentence frames.

2. Builds up and breaks down 3-letter words beginning with a single consonant into onset + rime and into individual sounds. On the board: b-un, f-un, g-un, n-un r-un, s-un/ b-ug, h-ug, m-ug, r-ug, t-ug / p-ub, r-ub, t-ub: Sound the words out. It is word families. Then page 67 Let’s write. First sound the words out again.

Sight Words our/ play/ of/ toysShared Reading/ Focussed Listening




Independent Reading Home work:__________________________________________/ Reading CornerWriting 1. Class workbook: Copy and complete the answers to the questions on page 67 Let’s write.

2. Formal Assessment – SBA guidelines (Booklet)

Spelling words Our; play; of; toys; all the days of the weekAssessment Formal Assessment – Writing & Informal & Informal Assessment: List & Speaking: Follow a sequence of instructions

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EFAL: ANNUAL TEACHING PLAN FOR GRADE 2: TERM 2 YEAR: 2020 SCHOOL:____________________________ CLASS:___________WEEK 8 DATE: 18-22MayTHEME 8 Topic BIRTHDAYS AND SEASONS Calendars / Birthday DBE WORKBOOK Pages: 68 - 71 PROGRESSIONVocabulary to revise Birthday; numbers 1 – 10; years; old; When - questionsNew Vocabulary Months of the year; party; day; today; month; year; long; short; time ListeningandSpeaking

1. Memorises and performs a simple song: Twinkle, twinkle little star – page 16 of the ATP2. Continues to build an oral vocabulary using the previous vocabulary (revision) words and teach the new words, when doing

the following activities:2.1. Introduce and repeat the new vocabulary words.2.2. Using the following language chunks / sentence frames: I am 7/8 years old. When is your birthday? My birthday is in …. / It is in …..(p.68, 69, 71) / It takes a (long/short) time (p.71).

3. Listens to a simple recount, e.g. the teacher telling about a birthday party.4. With help from the teacher, gives a simple recount, e.g. A birthday party

Concepts andLanguage Structure

1. Continues to build oral vocabulary, including conceptual vocabulary, e.g. Time –Months of the year.2. Future tense: Will be….

Phonics 1. Revise ‘f’- Page 69 ; ‘l’ – page 70 Let’s write and page 71 Word work - sound these words out. Explain to learners the double ll at the end of a word.

2. Write 3 – 5 sentences in the class workbooks with phonic words (as independent as possible – using sentence frames).Formal Assessment – SBA activity (Booklet)

Sight Words be/ there/ veryShared Reading/ Focussed Listening



DBE Workbook: Let’s Read – page 69 & 70Formal assessment: SBA guidelines (Booklet)

Independent Reading Home work:__________________________________________/ Reading CornerWriting 1. Complete sentences by filling in missing words – Class workbooks, e.g. I am ____ years old. My birthday is in _____.

I like _______ on my birthday. I like to eat ______ on my birthday. Jabu has his ______ in June. Jabu likes to eat ____ on his birthday.

2. Builds own word bank and personal dictionary.Spelling words Be; there; very / fly / frog /lamp / lion / long / loveAssessment Formal Assessment- Phonics & Reading

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EFAL: ANNUAL TEACHING PLAN FOR GRADE 2: TERM 2 YEAR: 2020 SCHOOL:____________________________ CLASS:___________WEEK 9 DATE: 25-29 MayTHEME 8 Topic BIRTHDAYS AND SEASONS Autumn & Spring DBE WORKBOOK Pages: 72 - 74 PROGRESSIONVocabulary to revise friends/ children/ trees/ wear(ing)/ jersey/ jacket/ shoes/ socks/ hat/ jeans/ dress/ touch/ colours – brown; orange; yellow; pink/

How many – questions/ animals/ family/ swimNew Vocabulary Different; season; spring; autumn; summer; frogs; leaves; bunny; sunny; silly; ListeningandSpeaking

1. Memorises and performs simple poems, actions rhymes and songs: SONG: Twinkle, twinkle little star – page 162. Continues to build an oral vocabulary using the previous vocabulary (revision) words and teach the new words, when doing

the following activities:2.1. Understands and responds to simple questions such as ‘How many...? page 72 - Let’s write - orally2.2. Talks about objects in a picture in response to teacher’s instructions, e.g. ‘What can you see in the picture?2.3. Makes simple requests and statements, e.g. ‘It is cold. Can I have a jersey?’ p.74 - Listen and repeat

3. Follows and give a short sequence of instructions, e.g. ‘Stand up. Walk to the door and open it’, ‘Close the door.’4. Listens to a simple recount, e.g. the teacher telling about a birthday party. Gives a simple recount, e.g. A birthday party Repeat as in week 8

Formal Assessment – SBA Guidelines – Give a a simple recountConcepts andLanguage Structure

1. Continues to build oral vocabulary, including conceptual vocabulary, e.g. weather/Seasons –Theme 8

Phonics 1. Teach: x & z – Class workbooks (X-ray; fox; box; six; axe // zebra; zero; zip; zoo; zig-zag)2. Distinguishes aurally between long and short vowel sounds: ‘hat’ and ‘hate’ – Class workbooks - write sentences to show the

different meanings of hat: hate and not : note (Explain the effect of the silent –e at the end of a word…how it change the sound of the preceding vowel.)

Sight Words be/ there/ veryShared Reading/ Focussed Listening




Independent Reading Home work:__________________________________________/ Reading CornerWriting 1. Uses punctuation already taught in the Home Language (capital letters and full stops) page 74 Let’s write.

2. Continue to build own word bank and personal dictionary.

Spelling words be/ there/ very/ x-ray/ zebra/ zero/ Zulu/ zip/ box/ fox/ sixAssessment Informal Assessment // Formal assessment: Listening and speaking

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EFAL: ANNUAL TEACHING PLAN FOR GRADE 2: TERM 2 YEAR: 2020 SCHOOL:____________________________ CLASS:___________WEEK 10 DATE: 1-5 JuneTHEME 8 Topic BIRTHDAYS AND SEASONS Summer and Winter/Clothes we wear DBE WORKBOOK Pages: 75 - 77 PROGRESSIONVocabulary to revise friends/ children/ jersey/ jacket/ sandals/ shoes/ socks/ hat/ skirt/ dress/ shorts/ shirt/ jeans/ t-shirtNew Vocabulary Different; season; summer; winter; scarf; hot day; cold day; fire; ice cream; some; sunshine; snow; ListeningandSpeaking

1. Memorises and performs simple poems, actions rhymes and songs- Revise all songs and rhymes taught this semester.2. Continues to build an oral vocabulary using the previous vocabulary (revision) words and teach the new words, when doing the following activities: 2.1. Introducing and repeating the new vocabulary words:

2.2. Using the following language chunks: This is a ….. / These are…. / They are…… Questions starting with ‘Can …?’(p.75).2.3. Talks about objects in a picture in response to teacher’s instructions, e.g. ‘What can you see in the picture? Tell me what you can see in the picture?’ Page 75 –Let’s do

3. Identifies a season from a simple oral description, page 76 Let’s talk, e.g. Teacher describe the season while learners look at the pictures and match this description with the correct picture.

4. Listens to a simple recount, e.g. the teacher telling about a birthday party.5. With help from the teacher, gives a simple recount, e.g. A birthday party

Concepts andLanguage Structure

1. Continues to build oral vocabulary, including conceptual vocabulary, e.g. weather/Time –Theme 7/Seasons –Theme 82. Begins to develop understanding and ability to use simple language structures in context, e.g. p.74 - Listen and repeat3. Begin to use a greater range of adjectives: e.g. windy, cloudy, rainy, sunny, warm. (Theme 8 – Seasons)

Phonics 1. Teach: ‘q’: Class workbooks e.g. queen, quack, quiet, question – write sentences with queen and quack –class workbook2. Distinguishes aurally between long and short vowel sounds: e.g. ‘not’ and ‘note’ (the silent ‘e’)- Page 77 Word work

Sight Words Revision of all sight words taught this termShared Reading/ Focussed Listening



DBE Workbook: Let’s Read – Revise all Reading lessons done and start assessing the Formal Reading assessment.

Independent Reading Home work:__________________________________________/ Reading CornerWriting 1. Completes sentences by filling in missing words – page Let’s write - page 75

2. Write captions for the pictures: Page 76 and 77.3. Builds own word bank and personal dictionary.

Spelling words be/ there/ very/ revisionAssessment Continue with Informal and Formal Assessment activities (Checklist)

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EFAL: ANNUAL TEACHING PLAN FOR GRADE 2: TERM 2 YEAR: 2020 SCHOOL:____________________________ CLASS:___________WEEK 11 DATE: 8-12 JuneTHEME TOPIC FORMAL ASSESSMENT- FAT 2 DBE WORKBOOK Pages: Ensure all books are controlled PROGRESSION ListeningandSpeaking

This week can be moved to an earlier slot in the term. Then all the weeks following on the assessment week, will be re-dated to one week later.

Follow the new SBA Activities for Formal Assessment

Submit recorded marks and scripts for post-moderation. Update intervention forms/teacher’s file

Make sure all evidence of recorded marks are filed (hand written and SAMS printout) Analyse results. Compare with you target and review the Intervention strategies. Sign report cards and issue it

Phonics

ReadingWriting

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DAYS OF THE WEEK Twinkle twinkle litte star(Stand up to begin this rhyme.) Twinkle, twinkle litte star,

How I wondered what you are.Sunday, Sunday, Up above the world so high,Clap, clap, clap. (Clap hands.) Like a diamond in the sky. Twinkle twinkle little star,Monday, Monday, How I wondered what you are. Tap, tap, tap. (Tap foot.)

Tuesday, Tuesday, Baba Black sheepHop, hop, hop. (Hop on one foot.) Baa baa black sheep have you any wool? Yes Sir, Yes Sir, three bags full!Wednesday, Wednesday, One for the master,Stop, stop, stop. (Hold up hand.) One for the dame, And one for the little boyThursday, Thursday, who lives down the lane. Jump, jump, jump. (Jump on two feet.)

Friday, Friday, Thump, thump, thump. (Pound fists together.)

Saturday, Saturday,Turn around. (Turn around.)

Now smile quietlyWithout a sound! (Sit down and smile.)

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Documents

Ramotshere Moiloa Sub-District – Our Sub-district at a glance€¦ · Web view2020. 2. 2. · (All activities must be done in order to cover the curriculum as set out in CAPS