1.5 Chapter 3: licky lizard and the wise old owl 02  (Page 2/2)

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.

Educator questions the learners.

• It is important for them to memorise the way to Willy's house in correct sequence, as the next activity for them to do is to place the pictures in the right order.
• The learners use their completed pages to re-tell the way to the Wops.

Educator Page

• How well did the learners listen?

• The educator questions the learners and assesses their listening skills.
• Discuss the problems they think Willy and his family could experience.
• Suggest solutions that the wise old owl might offer.
• Make a beautiful wise old owl in the art class using scraps of brown, grey, white and black paper.
• Tear the paper into small pieces and arrange them on the owl, drawn by the educator.

• Assess visual discrimination. Learners match the shapes on the top half of the page to those on the bottom half, join them with a line and colour them. On the following page word shapes are matched to line shapes.

• Learners can read the sentences, then cut along the lines, shuffle the sentences and build new ones, e.g. "Daddy cooks the food". These could be used several times until learners can recognise and read them fluently. Ask the learners to practise at home. Keep words and sentences in a container or plastic bag.

• Listening exercises for either outside or in the classroom.

Leaner section

Content

• I can find the pieces of the puzzle that match one another. I can join them.

• I can tell the story. Mark 1 2 3

Assessment

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

Assessment Standard 2.7: We know this when the learner tells a familiar short story that has a beginning, middle and ending, using pictures for support if necessary.

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;

Learning Outcome 5: THINKING AND REASONING : The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.2: We know this when the learner uses language to think and reason:

5.2.4 identifies similarities and differences, using appropriate language.