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Using progress reports and profiles of the learners in Grade 1, the Grade 2 educator can assess the ability of each learner in the class.
The Grade 2 educator also needs to know which work has been covered in Grade 1 so that she can revise, consolidate and re-teach where necessary, before proceeding to the Grade 2 phonics, writing, reading etc. Make sure the learners understand the written instructions on each page. The learners furthermore need to know where and when to go for help when doing written work e.g. finding out how to spell a word etc.
The slower learners need continual support whereas the fast learners can be given additional work based on the activities for further stimulation.
TIME SCHEDULE FOR THE MODULES 1 – 7
All learners should complete all seven modules during the year. Allow them to progress at their own speed covering ± one and a half modules per term.
In this module learners read and listen to stories portraying the relationships within families. Feelings are discussed and decisions are made.
Vowels learnt in Grade 1 are revised and word building using these are practised.
Using the letter “ y ’ as a vowel, is introduced and learners are made aware of the different phonetic sounds of the letter “ y ’.
Learners practise those letters which they do incorrectly and the educator re-teaches these.
integration of themes
Discuss whether foxes contribute to a healthy environment or not? Give reasons for farmers wanting to eliminate them.
All family members have rights and each one needs to be respected in the home.
social justice
Compare living conditions, rules etc. in the story of ‘Anati’ to their own. What are the similarities and differences?
What are Anati and her family deprived of? Why? Discuss what can be done to resolve the issues.
Educator’s Page
After the first reading let the children complete the sequencing activity.
In a follow-up lesson read through it more slowly. Ask for the names of the characters in the story. Stop at the asterisks and discuss the issues that have arisen, e.g. fairness -
WHAT DO YOU THINK? Questions for discussion:
Do you have to look after your brother or sister?
Do you think it was fair of Anati’s mother to make him take his sister to the soccer practice?
What did your mom/dad ask you to do that were not fair?
(Learners must describe the context of the situation, why it was unfair and how the situation was resolved. Prompt them by asking simple questions - what happened? Who was there? Who did what? What happened next?)
LO. 2
In a second lesson continue with the story, explaining any foreign concepts or terminology. Let the discussion consider the cause and effect of the events that develop, e.g. why does Anati resent his sister? Therefore he behaves unkindly towards her. Why doesn’t he want to look after her in the afternoon? And so what does he do? Because he forgets about her, what happens?
When the learners answer, encourage them to speak in full sentences and prompt with simple questions so that their explanations can flow. If they have battled to explain a feeling and have only done so with the help of your questions, summarise their answer in a few short sentences so that they hear how to express themselves and the others benefit from hearing the short, precise version.
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