3.3 Heroes - phonics  (Page 10/2)

English home language

Heroes

Educator section

Memorandum

To the educator

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.

The different stories of heroes initiate interesting activities for the learners. The term “hero” is discussed and different “heroes” are discussed.

Opportunity is given for research from newspapers and their imagination is stimulated as they create, describe and illustrate their own heroes.

• Phonics:

ea as in leaf

ea as in bread

ea as in ear

ea as in pear

oi and oy

integration of themes

• Inclusivity

DISCUSS

• What is a “hero”?
• Who can be a “hero”?
• Can animals also be heroes?

Read the poem to introduce the idea of superheroes.

Most children are more aware of superheroes from film and television. Let them draw a picture of their favourite superhero or create their own. They must give their hero special powers and remember to draw a character that looks as if he can do what they propose. For example, if he is strong then he must have big muscles, etc. Then let them write a description of the hero and what he does with his special powers. Build a word bank of words suitable to describe face and body. Encourage the children to use adjectives for the different body parts.

Leaner section

Content

Fantastic brat

Did you see that flash which passed you by?

Did something suddenly catch your eye?

It wasn’t a bird or even a gnat

It was quite simply The Fantastic Brat.

Wherever crime lurks or danger is near

In supersonic clothing, she’ll suddenly appear

With X-ray vision, her sight’s incredible

Seeing through walls as if they’re invisible

She can hear a whisper, spoken in America

Her sense of smell is even better.

She has super powers to help those in trouble.

Any poor soul – she’s there on the double!

Helping little Jenny when she lost her purse

Cracking down on criminals who’ve gone from bad to worse.

So if you need help or trouble’s where you’re at

There’s only one name to remember and that’s Fantastic Brat!

Phonics

Ea as in leaf and ea as in head

• Some sounds are spelled the same but pronounced differently.
• EA can sound like the ea in leaf or the ea in head.
• Sort the following words into the correct columns.

meat, bread, leaf, bead, lead, read.

• A person who can’t hear is deaf.
• I will have coke instead of juice.
• My mother kneads the dough to make bread.