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English home language

Hello, willy!

Educator section

Memorandum

For the Educator:

The adventures of the Wops family are closely related to the experience of every learner in Grade I, boys as well as girls. They may be exposed to a different environment if they live in towns and cities and through the stories become aware of what it is like to live in a forest without the ordinary amenities like running water and electricity.

Educators need to remember that many learners in Grade I will not have attended Grade R and consequently skills, strategies and concepts for Grade R will not have been learnt. The educator in Grade I must ensure that these are covered in the work that is done with these learners.

Listening and speaking should form a firm foundation on which to build literacy. The degree to which learners can speak their home language will vary according to circumstances, and educators should be aware of their levels of competence.

Language development is a gradual process and learners need the support of the educator to become increasingly more accurate in the use of their home language.

In Grade I learners become involved in listening to and reading stories, writing for genuine purposes, and learning phonics. The classroom environment should be a place that reflects and encourages all aspects of learning the home language.

Time scheduled for the modules 1 to 8

All learners should complete all eight modules doing approximately two modules per term. Allow the learners to proceed at their own speed.

The learners get a visit from Willy but many problems will arise.

The techniques and strategies of problem solving are practised.

Polite forms of greeting are practised when the poem is read and acted.

  • Phonics: Words with “ oo ” and “ ee ” are learnt.
  • Writing: Learners now begin to write between narrow lines.

Integration of themes

  • A healthy environment

Although Willy leaves home to spend a weekend with the learners in there environment, he needs to feel safe, protected and cared for – Human rights . Learners can do much to keep their environments clean and free from dangers.

In this module Willy Wop pays a visit to the children. This serves as preparation for the last module when they pay a visit to Willy and all the Wops in the forest. The learners must remember that Willy is much smaller than they are. In the first module Willy’s length is described as being, “just as high as Teacher’s knee”. They are going to plan activities to do with Willy. They will decide which problems Willy will have to cope with in their homes, e.g.: Will he be able to reach doorknobs? Will he be able to eat with a knife and a fork? Where will he sleep?

In this module writing is done in the lines as examples show. Learners need constant practice in writing between these lines. Their stories are still written on blank paper.

Keep flashing words learned in previous modules, also adding these learned in Module 7.

Learners discuss the concepts similarities and differences. pictures out of magazines can be used, e.g. comparing pictures of two cars. what are the similarities? differences? when they understand these concepts they can do the activity.

Leaner section

Content

  • Read the words in the fishes.
  • Complete the sentences.

  • Willy can …………………………………………………………………….…

………………………………………………………………………………………….

  • Willy baths …………………………………………………………………….

………………………………………………………………………………………….

  • Willy went ……………………………………………………………………..

………………………………………………………………………………………….

LO 3.4.2 LO 4.5.1 LO 4.5.2
  • Draw these pictures.
LO 3.4.1
  • Copy the sentences neatly.
LO 4.2 LO 4.3

Assessment

Learning Outcome 3: READING AND VIEWING : The learner is able to read and view for information and enjoyment and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment Standard 3.4: We know this when the learner recognises letters and words and makes meaning of written text:

3.4.1 reads simple written materials for different purposes;

3.4.2 reads own writing and the writing of classmates;

Learning Outcome 4: WRITING : The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.2: We know this when the learner does pre-writing;

Assessment Standard 4.3: We know this when the learner writes for different purposes;

Assessment Standard 4.5: We know this when the learner writes so that others can understand, using writing conventions:

  • uses letters to form single words and short sentences;

4.5.2 leaves spaces between words.

Questions & Answers

a perfect square v²+2v+_
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algebra 2 Inequalities:If equation 2 = 0 it is an open set?
Kim Reply
or infinite solutions?
Kim
y=10×
Embra Reply
if |A| not equal to 0 and order of A is n prove that adj (adj A = |A|
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rolling four fair dice and getting an even number an all four dice
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Kristine 2*2*2=8
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Differences Between Laspeyres and Paasche Indices
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No. 7x -4y is simplified from 4x + (3y + 3x) -7y
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is it 3×y ?
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J, combine like terms 7x-4y
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im not good at math so would this help me
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f(x)= 2|x+5| find f(-6)
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f(n)= 2n + 1
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Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
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. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
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preparation of nanomaterial
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Yes, Nanotechnology has a very fast field of applications and their is always something new to do with it...
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Prasenjit Reply
At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.
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the Beer law works very well for dilute solutions but fails for very high concentrations. why?
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Source:  OpenStax, English home language grade 1. OpenStax CNX. Sep 22, 2009 Download for free at http://cnx.org/content/col11115/1.1
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