4.7 Homes in the hedge - 04  (Page 2/2)

• Do you think these creatures will like your breakfast? Give reasons.

• Take these creepy crawlies to their right homes in the hedge.

• 

  Write their names.

• Listen to the sound of “s” + “h” in these words:

shop, ship, shut

• Say the “s” sound.
• “s” as in shop
• Sound these words.

• Use the words in sentences.
• Draw the pictures.

a shop

a shell

a shoe

a ship

a sheep

• Draw a circle around the words which can describe the following:

1. A hedge can be: long, thin, high, short A worm can be:long, thin, high, short

2. A butterfly has wings that are: thin, beautiful, high, short A frog has legs that are: long, thin, high, short

3. A chameleon’s tongue is: long, short, thin, thick.

4. An earthworm’s body is: long, short, thin, thick.

5. A spider has .......... legs: two, four, six, eight.

• Draw a circle around the correct words:

1. A snail moves: quickly, very quickly, slowly, very slowly A frog jumps: high, very high, far, very far

2. A bee flies: slowly, fast, very far, very slowly A chameleon walks:very quickly, very slowly, very high, very far

3. There are 4 caterpillars on each of the 5 leaves of a plant.

4. How many caterpillars are there altogether?

Answer: .......... caterpillars.

Phonics

• Listen to the sound of “c” + “h” in these words:

chip, chop, chat

• Say the “ch” sound.
• “ch” as in chip
• Sound these words.

• Use the words in sentences.
• Draw the pictures.

a chip

a chop

a chap

a match

children

My dictionary page

• Read these words.
• Keep this page in your file.

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 develops phonic awareness:

3.4.4 groups common words into word families;

3.4.7 recognises common consonant diagraphs;

3.4.8 reads high frequency words;

Assessment Standard 3.2: We know this when the learner begins to make meaning of written text by reading with the teacher:

3.2.4 answers short questions about the story;

3.2.5 retells the story;

Assessment Standard 3.6: We know this when the learner demonstrates a reading vocabulary of ± 400 words;

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 5.1: We know this when the learner understands concept and vocabulary relating to:

5.1.4 size;

Assessment Standard 5.2: We know this when the learner uses language for thinking:

5.2.1 identifies similarities and differences;

Assessment Standard 5.3: We know this when the learner work with charts:

5.3.2 classifies things by putting similar things together, and by identifying the odd one out;

Assessment Standard 5.5: We know this when the learner keeps a dictionary;

Learning Outcome 6: GRAMMAR AND VOCABULARY : The learner knows and is able to use the sounds, vocabulary and grammar of the language to create and interpret texts.

Assessment Standard 6.4: We know this when the learner understands and uses some adjectives;

Assessment Standard 6.5: We know this when the learner modifies adjectives and adverbs;

Assessment Standard 6.6: We know this when the learner understands and uses some adjectives in the correct word order;

Assessment Standard 6.7: We know this when the learner understands between 1 000 and 1 500 common spoken words in context in grade 2.