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Educator’s page :
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.
All learners should complete all eight modules doing approximately two modules per term. Allow the learners to proceed at their own speed.
The Wops have feasts every season. In this module they are celebrating autumn.
Baby Wops disappears and the Wise Old Owl helps them find her.
Jumbled words help learners solve the riddles.
With the Wops celebrating Autumn in the forest, attention is drawn to the ways in which different cultures have different celebrations – Social Justice – Learners become sensitive to these differences.
Integrate with Mathematics and Life Orientation.
Today is different, quite different from other days. Today everyone is very busy – so busy! Nobody is picking berries or flowers, nobody is swimming in the river, nobody is sitting under the trees. everyone is rushing around because tonight they’re having a feast – an autumn festival. Yes, it’s autumn in the forest. The first leaves have begun to change their colours and this is the sign for the Wops to celebrate autumn.
You may be wondering why they don’t have a spring or summer festival. Why an autumn festival? Well, the truth is they do! They celebrate all the seasons of the year. They have their festivals at the beginning of every season and in that way they welcome the new season. The Wops know how important the seasons are to the forest. They know the trees and the plants rest in winter. They know in spring the buds appear. They know in summer the fruits ripen and in autumn the forest prepares itself for the long cold winters. That is why they are celebrating autumn.
| LO 1.3 | LO 1.6.1 | LO 2.8.1 |
| LO 3.2.4 | LO 3.5.1 | LO 4.6.4 |
| LO 4.1.1 | LO 4.1.2 | LO 4.1.3 |
| LO 1.2 | LO 2.4 | LO 3.1.2 |
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 1.2: We know this when the learner demonstrates appropriate listening behaviour by listening without interrupting, showing respect for the speaker, and taking turns to speak, and asking questions for clarification;
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;
1.3.6 answers open questions about the story;
Assessment Standard 1.6: We know this when the learner develops phonic awareness:
1.6.1 distinguishes between different phonemes, especially at the beginning of words.
Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.
Assessment Standard 2.4: We know this when the learner uses language imaginatively for fun and fantasy;
Assessment Standard 2.8: We know this when the learner contributes to class and group discussions:
2.8.1 by taking turns, asking questions and showing sensitivity to the rights and feelings of others.
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 3.1: We know this when the learner uses visual clues to make meaning:
3.1.2 uses illustrations to interpret the meaning of stories, and tells a story;
Assessment Standard 3.2: We know this when the learner role-plays reading:
3.2.4 uses pictures to construct ideas;
Assessment Standard 3.5: We know this when the learner develops phonic awareness:
3.5.1 recognises and names letters of the alphabet;
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 4.1: We know this when the learner writes with increasing legibility:
4.1.1 manipulates writing tools like crayons and pencils effectively;
4.1.2 develops letter formation and handwriting skills, drawing patterns, tracing and copying words;
4.1.3 forms letters of the alphabet successfully.
Assessment Standard 4.6: We know this when the learner begins to build vocabulary and starts to spell words so that they can be read and understood by others:
4.6.4 builds own word bank and personal dictionary.
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