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English home language

The wops are here

Educator section

Memorandum

Introduction

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.

Critical and developmental outcomes (CO): Module 1 Module 2 Module 3 Module 4
The learners must be able to:
1.
  • identify and solve problems and make decisions using critical and creative thinking;
9, 13, 14, 15, 20, 21. 7, 12, 17, 21. 14, 22, 30.
2.
  • work effectively with others as members of a team, group, organisation and community;
2, 3, 4, 8, 15, 18, 25, 35. 5, 18, 20. 1, 12, 21, 32, 33.
3.
  • organise and manage themselves and their activities responsibly and effectively;
12, 13, 2, 26, 27, 37. 2, 7, 9, 11, 25. 6, 7, 8, 15.
4.
  • collect, analyse, organise and critically evaluate information;
19. 14, 20.
5.
  • communicate effectively using visual, symbolic and/or language skills in various modes;
7, 9, 12, 16, 17 14. 1, 3, 8, 9.
6.
  • use science and technology effectively and critically showing responsibility towards the environment and the health of others;
19. 3,20.
7.
  • demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation;
15, 19, 21, 29, 34. 30.
8.
  • reflect on and explore a variety of strategies to learn more effectively;
14, 15, 31. 2, 5, 7, 13, 14, 15, 29. 22, 27, 28, 29.
9.
  • participate as responsible citizens in the life of local, national, and global communities;
10.
  • be culturally and aesthetically sensitive across a range of social contexts;
1, 19 E-8
11.
  • explore education and career opportunities; and
12.
  • develop entrepreneurial opportunities.

Overview module 1: here come the wops

This module introduces the Wops family. They are similar to people yet have different characteristics. They live in the forest and the animals are their friends.

Body parts are discussed and educators can assess the learners’ auditory perception, spatial orientation and sequencing skills.

Learners read and illustrate the sentences, poems and rhymes and are taught the writing patterns and the corresponding letters viz. v , w , n , and m .

These sounds are also taught.

Integration of themes

  • A Healthy environment

The Wops family live in the forest, have no amenities like electricity and spacious homes.

They live a life dependant on nature; fruit and berries, etc. They therefore look after their habitat. We should follow their example and care for our environment.

  • Social Justice

Although the Wops have no earthly riches they are warm, friendly and helpful. People do not have to be rich to gain our friendship. Be sensitive towards people who have different cultures and who lead different kinds of lives.

  • Human rights

Everyone has the right to have shelter and food. Children should be cared for by their parents.

Leaner section

Content

  • I can read and draw.

Daddy builds a tree house.

Mummy cooks the food.

Willy Wops lives in the forest.

Baby sleeps in her bed.

LO 3.4.1
  • A poem to "read", talk about and decorate.

All about Me

Where are my ears

The bird's song to hear?

Where are my eyes

To see the sun rise?

Where is my nose

To smell the red rose?

Where is my mouth

So rosy and red?

Guard it and zip it

Against bad things said.

  • Draw a picture.
LO 1.3
LO 2.3
LO 3.4.1
  • I can draw Willy Wops.
  • I can draw these shapes.

LO 5.2.3

Assessment

Learning Outcome 1: LISTENING: The learner is able to listen for information and enjoyment and respond appropriately and critically in a wider range of situations.

Assessment Standard 1.3: We know this when the learner listens with enjoyment to short stories, rhymes, poems and songs form a variety of cultures, and shows understanding;

Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.3: We know this when the sings, recites, acts out and mimes songs, poems and rhymes;

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.

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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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