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ATP: EFAL Grade 2 Term 3 2020 North West

Annual Teaching PlanEnglish First Additional Language

TERM 3 - 2020Grade 2

North West Province(13 pages)

NOTES TO SUPPORT THE USE OF THE ATP 1


(All activities must be done in order to cover the curriculum as set out in CAPS and maximum use of the DBE/Rainbow workbooks)INDICATE ACTIVITIES COMPLETED WITH A TICK IN THE PROGRESSION COLUMN (OR write when the activity will be done – if you fall behind/ catch-up).

LISTENING AND SPEAKING:The following items on the ATP fall under Listening and Speaking and should be done in the time allocated for this component viz. 1 hour: *Vocabulary * Listening & Speaking * Focussed Listening (Shared Reading) * Concepts & Language Structures

During Focussed Listening (done mostly during SHARED READING) the following activities must be done: 1. Listens to short stories, recounts or non-fiction texts or read from a Big Book or illustrated poster for enjoyment2. Answer comprehension questions on the text. 3. Predicts what will happen next and expresses feelings about the story. See Shared Reading too4. Acts out the story, using some of the dialogue.5. With help from the teacher, retells the story or give a summary

READING AND PHONICS:The following items fall under Reading and Phonics and should be done in the time allocated for this component, viz. 1 hour 30 min per week. *Phonics *Shared Reading * Group Guided Reading and *Independent Reading.During Shared Reading uses enlarged text/Big Book and do the following activities: A new story every 2 weeks (15 minutes on Tuesdays and Thursdays = 30 min per week)

1. Learners read with the teacher, follow the pointer. Join in after repeated readings. (During every read)2. Use the title and pictures to predict, and talk about the pictures (Pre- Read – Tuesday and First read – Thursday of week 1)3. Answer literal questions, and explain how the story made him/her feel – ask questions to develop learners’ critical thinking skills. (Second Read – Tuesday of week 2)4. Learns some oral vocabulary, and identify some objects in the pictures and name it (During pre-Read and First Read)5. Post-read activities to be done: Acts out the story using some of the dialogue/ Draws a picture capturing parts of the story / Retell the story or parts of it. (Thursday of week 2)

During Group Guided Reading the focus must be on the following activities: (5 X 15 min. per week)1. Reads aloud from own book in a guided reading group with the teacher (same ability groups, each group will use appropriate text for their developmental stage). Each learner will

read individually at least once a week.2. Learners in each group read the same story/non-fiction text supported by the teacher – learners read individually3. Uses the reading strategies taught in the Home Language to make sense and monitor self when reading (phonics knowledge, context clues, technical reading skills)4. Read with increasing fluency and expression 5. Shows understanding of punctuation when reading aloud 6. Build critical thinking skills by inferring 7. Continues to build a sight word vocabulary from the guided, shared and independent reading 8. Each group will read at least once a week for 15 minutes with the teacher.

During Independent Reading learners are expected to:1. Read own and others’ writing.2. Reads independently books read in Guided Reading session and simple caption books and picture story books in the FAL from the classroom reading corner.3. Uses children’s picture dictionaries (monolingual and bilingual) to find out the meaning of unknown words. 4. DEAR must appear on the time table4. Home work must be given weekly.

WRITING (30 minutes per week): Spelling is part of the Writing component and should reflect weekly in the Class Workbooks. Sentence frames and a “word wall” must be displayed in the class room to support writing. Add the previous week’s sight words on the word wall.

TRACKER / PACER Grade 2 Term 3 YEAR: 2020

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Weeks 1 2 3 4 & 5 6 7 8 9 10 & 11Date 7- 10 July 13-17 July 20-24 July 27July-7 Aug 11-14 Aug 17-21 Aug 24-26 Aug 31 Aug – 4 Sept 7-18 Sept

Theme We are back at school

We are back at school

Time to read Time to read Health and Safety

Health and Safety

What we enjoyed most

What we enjoyed most

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Workbook p 2 - 5 6 - 9 10 - 13 14 - 17 18 - 21 22 - 25 26 - 29 30 - 33NewVocabulary

Think; thinking; enjoy; draw; bubble; new; old

Numbers 11 – 20 (counting); frog; vest; clean; dirty; rule; duck; web feet; pond; croak; tongue; touch

Library;read about; a book about; a story about; poster; calendar; shelf; book cover

Ugly; beautiful; pretty; duckling; nasty; unhappy : sad; crack

Sore; throat; stay in bed; because; message; feel sick; headache; stomach; ache; medicine; pills

Left; right; next to; far; nearby; x-ray; look; stop; again; careful; s crossing

Fishing rod; hook; line; feel; slip; slippery; catch (caught); round; tall

Clown; funny; tickets; popcorn; fast; slow; pretty; seal

Sight words Revise words done in term 2

about; back want; read am; look have; his that; their; had

did; by off; too

Phonics Revise vowels -ch- -th- -sh- -ing-ck

Word families Word families -ed

Revise all phonics and word families

Spelling cat; hat; bat; jug; bug; hot; pot; pen; ten

about; back; chin; chair; cheese; much; lunch; rich; bench

Want; read; the; then; think; with; tooth; bath

am; look; ship; shop; shirt; wash; dish; wish; fish

have; his; sing; ring; wing; eating; drinking, playing

that; their; had; fan; man; cap; tap; map; hug; mug

did; by; walked; talked; kicked; played; jumped; looked

of; too; fun; sun; bun; pig; wig; big; wet; pet

Writing Write sentences using pronouns

Sentences on a book read

Write 5 – 7 sentences on a story

Write a get well card.

Draw a picture and complete the sentences.

Write sentences for each picture – sequencing

Answer questions writtenly

Minimum noof written act.

DBE book: 4Classwork: 1

DBE: 4Class work: 2

DBE: 3Class work: 3

DBE: 2Class work: 2

DBE: 3Class work: 3

DBE: 3Class work: 2

DBE: 3Class work: 2

DBE: 3Class work: 2

Assessment Informal Informal Informal Informal Formal: Listening and Speaking

Formal: Reading & Writing

FormalSpelling

NB. Spelling test to be written each Friday. One sentence Dictation should be part of the test. (Note down the names of the learners who struggle and support them). Use these results to record informal assessment of writing and Phonics. *The words in Italics are the sight words

EFAL: ANNUAL TEACHING PLAN FOR GRADE 2: TERM 3 YEAR: 2020 SCHOOL:____________________________ CLASS:___________

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WEEK 1 DATE: 7-11 JulyTHEME Topic We are back at school: Thinking about our holidays DBE WORKBOOK Pages: 2 - 5 PROGRESSIONVocabulary to revise Holiday / happy / sad / back / school / play / farm / birthday / doll(s) / friends / revise colours /New Vocabulary Think / thinking / enjoy / draw / bubble / new / old ListeningandSpeaking

Memorises and performs simple poems, actions rhymes and songs: Revise songs and rhymes from Term 1 and 2. Continues to build an oral vocabulary using the new and previous vocabulary (revision) words when doing the

following activities: Learners learn the extended greeting – Listen and Repeat – page 2 Learners think and talk about what happened during their own holidays. Talk about what the children in the

workbook did during the holidays and answer questions on what they think happened.

Concepts andLanguage StructurePhonics Group common words into word families, e.g. bin, pin, tin: Let’s write - page 4 & 5

Revise vowels: Let’s do – Page 6: Learners write the words in the columns according to the sound (First sound the words out and read it; then learners write the words in the correct column, lastly paste the pictures – to enhance independent reading when pasting the words)

Sight Words Revise words done in term 2 and assist learners who experience challenges.Shared Reading/ Focussed Listening

Enlarged text/ Big Book: Read guidance on page 2 when planning (Fill in according to your resources) ________________________________________________________________________________________________

Group Guided ReadingGGR

Let’s Read – Page 2 According to school’s ReadingProgramme:________________________________________________________________________________________________________________________________________________________________

Independent Reading Home work:____________________________________/ Reading CornerWriting Let’s Do & Let’s Write – page 3

Let’s Do & Let’s write – page 4

Spelling words cat; hat; bat; jug; bug; hot; pot; pen; ten (test on Friday in the class workbooks)Assessment Informal Assessment: Demonstrate understanding of basic vocabulary – observe and record. Focus daily on the learners

who struggle.

EFAL: ANNUAL TEACHING PLAN FOR GRADE 2: TERM 3 YEAR: YEAR: 2020 SCHOOL:____________________________ CLASS:________

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WEEK 2 DATE: 13-17 JulyTHEME Topic We are back at school: Twenty Froggies & Just checking DBE WORKBOOK Pages: 6 - 9 PROGRESSIONVocabulary to revise Counting 1 – 10 / little / Coat / colours – white, green / bird / water / jump / swim / mouth /eyes / fishNew Vocabulary numbers 11 – 20 (counting) / frog / vest / clean / dirty / rule / duck / web feet/ pond / croak / tongue / touch ListeningandSpeaking

Memorises and performs simple a song: Twenty little froggies – DBE Page 6 Continues to build an oral vocabulary using the new and previous vocabulary (revision) words when doing the

following activities: Both Let’s do - activities on page 7 Learners understand, ask and respond to simple questions: Walk and talk – page 9 Learners identify objects form a simple oral description. Use the pictures of Let’s do – page 8. E.g I see a part of a

body that you need to walk with. What is that? (the foot) I see an animal. It is green and likes to swim in the water. (a frog) I see something that children like to eat, but it is not very healthy. (sweets) Etc. Write your descriptions in your lesson plan.

Concepts andLanguage Structure

Pronouns: He / she / it / they – Let’s write – page 8 (Explain that these words take the place of the person’s name in the sentence)

Plurals: Let’s do – page 8 (Adding a –s to the word)Phonics Teach: -ch- at the beginning and the end of a word: Learners copy words in class workbooks and write 2 – 4 sentences

with some of the words: chick; cheese; child; chin; chair; church; much; rich; beach; punch; bench Only the –ch- words on page 7 Let’s write

Sight Words Teach: about / back (Informal assessment: Observe during GGR if learners can recognise the sight words taught)Shared Reading/ Focussed Listening


Group Guided ReadingGGR

Let’s Sing – Page 6School’s Reading Programme:____________________________________________________________________________________________________________________________________________________________________________

Independent Reading Let’s do – Page 6: First sound out the words and read it with the learners, as a whole class, before learners start doing the activity, in order for them to be able to read the words and look for the pictures independently.

Writing Let’s write – page 9 (pronouns) - Learners can write their own sentences, because the picture on page 9 matches theme 4 (week 8). Learners don’t know the vocabulary to write about it yet.

Let’s do – page 9Spelling words about; back; chin; chair; cheese; much; lunch; rich; bench (test on Friday in the class workbooks)Assessment Informal Assessment: Observe which learners can/can’t sound out the phonic words and blend it. Record and support

EFAL: ANNUAL TEACHING PLAN FOR GRADE 2: TERM 3 YEAR: YEAR: 2020 SCHOOL:____________________________ CLASS:______

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WEEK 3 DATE: 20- 24 JulyTHEME Topic Time to read: The library DBE WORKBOOK Pages: 10 - 13 PROGRESSIONVocabulary to revise Read / book(s) / teacher / name / age / grade / home / timeNew Vocabulary Library / read about / a book about / a story about / poster / calendar / shelf / book cover / ListeningandSpeaking

Memorises and performs simple a song: Twenty little froggies – DBE Continues to build an oral vocabulary using the new and previous vocabulary (revision) words when doing the

following activities: Let’s Talk – page 10 & 11. Paste the stickers. Sentence chunks to teach: I want to read about… I want a book about… Learners ask and respond to question: Do you want to read this book about……? Let’s write - page 10 Organizes information in a simple graphic form (e.g. chart or time line –Page 12 Walk and Talk & Let’s talk –

First do it as a whole class activity, displaying the information on the black board and talk about the results, thenlearners do the Walk and Talk-activity.

Concepts andLanguage StructurePhonics Teach: -that the beginning and the end of a word: Learners copy words in class workbooks and write 2 – 4 sentences

with some of the words: this; that; think; thief; thumb; tooth; with; bath; mouth; cloth Only the –th- words on page 7 Let’s write

Sight Words Revise: about / back Teach: did / byShared Reading/ Focussed Listening

Enlarged text/ Big Book: Read guidance on page 2 when planning (Fill in according to your resources) ________________________________________________________________________________________________Read the speech bubbles on page 10

Group Guided Reading Let’s Read – Page 11School’s Reading Programme:____________________________________________________________________________________________________________________________________________________________________________

Independent Reading Home work:____________________________________/ Reading CornerWriting Write 2 – 4 sentences about a book you read / your teacher read to you. Let’s write – not on page 11 BUT in class

workbooks. Start the sentences with the chunks: I read a book about….. OR I read a story about……. Fill in the library card on page 13 – Let’s write

Spelling words did; by; the; then; think; with; tooth; bath (test on Friday in the class workbooks)Assessment Informal Assessment: Demonstrate understanding of basic vocabulary – observe and record. Focus daily on the learners

who struggle.


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WEEK 4 & 5 DATE: 27 July – 7 AugTHEME Topic Time to read: The ugly duckling DBE WORKBOOK Pages: 14 - 17 PROGRESSIONVocabulary to revise Duck / web feet/ pond / water/ swim / jump / seasons – spring; autumn; summer; winter / big /small / egg / animal(s)New Vocabulary Ugly / beautiful / pretty / duckling / nasty / unhappy : sad / crack ListeningandSpeaking

Memorises and performs simple a poem: _______________________________Continues to build an oral vocabulary using the new and previous vocabulary (revision) words when doing the following activities: Retells a story – The ugly duckling – Page 15 & 16 Acts out the story, using some of the dialogue – The ugly duckling

Concepts andLanguage StructurePhonics Teach: -sh- at the beginning and end of a word (shell; shoe; sheep; shop; ship; shirt; shoot; brush; wish; wash; dish; fish; )

– Word work on pages 12 & Page 13 - Let’s write– Learners write 2 – 4 sentences (depending on their ability) in the class workbook with phonic words.

Sight Words Revise: about; back; did; by Teach: want; read(Informal assessment: Observe during GGR if learners can recognise the sight words taught)

Shared Reading/ Focussed Listening


Group Guided Reading Let’s Read – The booklet “The ugly duckling”School’s Reading Programme:____________________________________________________________________________________________________________________________________________________________________________

Independent Reading Home work:____________________________________/ Reading CornerWriting Write 5 – 7 sentences in the class workbooks to retell the story of the Ugly Duckling. (Only after learners are able to

retell it orally). Write enough key words on the board to assist learners. They can write the corrected sentences in the workbook if time allows. Learners who can’t do it yet, can complete sentences on the story (inclusivity).

Spelling words Want; read; ship; shop; shirt; wash; dish; wish; fish (test on Friday in the class workbooks)Assessment Informal Assessment: Listening and Speaking - Observe which learners can’t retell the story, and can’t answer questions

about the story. Complete checklist, and support those who struggle.

EFAL: ANNUAL TEACHING PLAN FOR GRADE 2: TERM 3 YEAR: YEAR: 2020 SCHOOL:____________________________ CLASS:_____

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WEEK 6 DATE: 11-14 AugTHEME Topic Health and Safety: Sam goes to the doctor DBE WORKBOOK Pages: 18 - 21 PROGRESSIONVocabulary to revise Doctor / nurse / sick / in bed / hurt / head / pyjamas / scissors / hot / coldNew Vocabulary Sore / throat / stay in bed / because / message / feel sick / headache / stomach / ache / medicine / pills ListeningandSpeaking

Memorises and performs a simple poem: Sick Child (p. 13 of this ATP) OR___________________________ Continues to build an oral vocabulary using the new and previous vocabulary (revision) words when doing the

following activities: Talk about the objects/people in the picture – Let’s Talk – page 18 Answer questions: Complete the True of False Questions on page 19 with the learners. Explain True/ False Teach sentence frames on page 21 – Listen and Repeat. Learners must be able to use these sentences, for when

they may need to ask for help should they feel sick.Formal Assessment: SBA Booklet – Retell a story


Present progressive tense: Tell learners that we can add -ing to the verb (action word) if the action is still happening, e.g. I sing can also be I am singing. Clap the words on Page 13 – Let’s do

Phonics Common endings in words: -ing Page 13 – Let’s do and the last activity in Let’s write. Write 2 – 4 sentences with –ing words in the class workbooks.Words ending on –ck: Word work – page 21. Write sentences with duck, sick and black in the class workbooks.

Sight Words Revise: about; back; did; by; want; read Teach: am; look


Enlarged text/ Big Book: Read guidance on page 2 when planning (Fill in according to your resources) ________________________________________________________________________________________________Revise the parts of the body and then do Let’s write - Page 21. Read together and give learners time to draw the line before reading the next words.

Group Guided Reading Let’s Read – Page 18School’s Reading Programme:____________________________________________________________________________________________________________________________________________________________________________

Independent Reading Home work:____________________________________/ Reading CornerWriting Write a get well card. Let learners cut the 2 cards out. Discuss the significance/meaning of each card. Learners

choose the get well card and write a short simple message. Teach: To/From. Glue the card in the class workbook. Number the pictures and write a short sentence: Let’s write – Page 20 and 21. E.g. Sam is at the doctor. Sam puts his

pyjamas on. Sam is now well. (Write some words randomly on the board to guide learners who need assistance, e.g. doctor; pyjamas)

Spelling words am; look; sing; ring; wing; eating; drinking, playing (test on Friday in the class workbooks)Assessment Formal Assessment – Listening and Speaking


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WEEK 7 DATE: 17-21 AugTHEME Topic Health and Safety: A hospital visit & Road Safety DBE WORKBOOK Pages: 22 - 25 PROGRESSIONVocabulary to revise Behind / in front / doctor / nurse / pyjamas / because / ache / go / colours – red, green, yellow / childrenNew Vocabulary Left / right / next to / far / nearby / x-ray / look / stop / again / careful / crossing ListeningandSpeaking

Memorises and performs simple poems, actions rhymes and songs: Sick Child (p.13 of this ATP)OR _______________ Continues to build an oral vocabulary using the new and previous vocabulary (revision) words when doing the

following activities: Talk about the pictures and teach new words on pages 22 and 23, paste the stickers Listen and Repeat – page 22: Learners must practise this phrase to be able to use it in future when necessary.

Work in pairs – learners ask the question to each other and the other one respond appropriately. Listening comprehension: Choose the correct answers – Let’s write – Page 23 Talk about road signs and the importance of adhering to it: Let’s talk – Page 23 and do Let’s do – Page 25.

Role play the crossing of a road while the rest of the group do the talking. Role play: Learners acts out what happened to Ken – Role play – Page 24 With help from the teacher, give a simple recount – Tell what happened to Sam – Page 24


Conceptual vocabulary: Direction words, e.g. left; right, behind, in front, next to, far, nearby (Page 24) Change of the verb is – to indicate Past tense it changes to was (Singular) /to indicate plural pronouns, it changes to

are : Let’s do – Page 24Phonics Builds up and break down simple words, beginning with a single consonant into onset and rhyme, e.g. p-ig.

– Write the word families on the board and practise it orally. Learners copy some word families in the class workbooksSight Words Revise: about; back; did; by; want; read; am; look Teach: their; hadSharedReading

Enlarged text: read with the teacher, use the title to predict, answer literal questions, and explain how the story made him/her feel:______________________________________________________________________


Enlarged text/ Big Book: Read guidance on page 2 when planning (Fill in according to your resources) ________________________________________________________________________________________________Let’s Read – Page 22

Independent Reading Home work:____________________________________/ Reading CornerWriting Colour the robot and trace the words: Let’s do – Page 24

Draw a picture and complete the sentence: Let’s write – Page 25 Repeat the sentence orally a few times: I come to school by………. (Name different types of transport that can be used).

Spelling words their; had; fan; man; cap; tap; map; hug; mug (test on Friday in the class workbooks)Assessment Informal Assessment: Phonics – Observe which learners can’t build up and break down words & group word families.

EFAL: ANNUAL TEACHING PLAN FOR GRADE 2: TERM 3 YEAR: YEAR: 2020 SCHOOL:____________________________ CLASS:_____

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WEEK 8 DATE: 24-28 AugTHEME Topic What we enjoyed most: We like fishing DBE WORKBOOK Pages: 26 - 29 PROGRESSIONVocabulary to revise Frog / pond / dam/ fish / fishing / sun / hat / touch / big / small / walk / jump / play / who / where / Colours – orange,

blue, yellow / red / greenNew Vocabulary Fishing rod / hook / line / feel / slip / slippery / catch (caught) / round / tall ListeningandSpeaking

Memorises and performs a simple rhymes: Wiggles the clown (p. 13 ATP) OR __________________________ Continues to build an oral vocabulary using the new and previous vocabulary (revision) words when doing the

following activities: Talks about the pictures and answer the questions on page 26 and 26: Let’s Talk – Page 26 and 27. Paste the stickers. Learners practise the sentence chunk: Let’s (Let us)… e.g. Let’s go… / Let’s play …./ Let’s have …. Page 26 – Listen and

Repeat. Fun - Page 29: Learners repeat the sentences twice after tracing the line with their fingers. Repeat the same

sentence structure e.g. Tim caught a big fish. Thandi caught a small fish. Pam caught a yellow shoe. Explain the past tense of catch is caught – this is because it happened in the past. (Caught is an irregular verb – not taking –ed)


Time connector words: First, next, after that Adjectives tell us more about the noun. Explain more and practise a few examples using vocabulary words. Past tense can be formed by adding –ed on the verb. Explain with examples. Circle them on page 26 – Let’s Read.

Phonics Builds up and break down simple words, beginning with a single consonant into onset and rhyme, e.g. p-ig. Common endings in words: -ed - Page 27 Word workFormal Assessment – SBA booklet

Sight Words Revise: about; back; did; by; want; read; am; look; their; had Teach: have; hisShared Reading/ Focussed Listening


Group Guided Reading Let’s Read – Page 26School’s Reading Programme:__________________________________________________________________________

Independent Reading Home work:____________________________________/ Reading CornerWriting Fill in the adjectives: Let’s write – Page 28 *

Write sentences for each picture: Let’s Write – Page 29. First do it orally, using the sentences that you practised during the week, e.g. First they played at the river. Then they caught fish. After that they ate the fish. – Use simple past tense, keeping sentences short and easy. Explain the past tense again.

Colouring the fish on page 28 is for learners who completed all other activities (fast workers).Spelling words have; his; walked; talked; kicked; played; jumped; looked (test on Friday in the class workbooks)Assessment Informal Assessment //Formal assessment: Spelling


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WEEK 9 DATE: 31 Aug – 4 SeptTHEME Topic What we enjoyed most: The circus DBE WORKBOOK Pages: 30 - 33 PROGRESSIONVocabulary to revise Animals / lion / elephant / tent / in / on / big / small / long / short / ugly / beautiful / next to / in front of / behind / tooNew Vocabulary Clown / funny / tickets / popcorn / fast / slow / pretty / seal / ListeningandSpeaking

Memorises and performs a simple poem: Wiggles the clown (p. 13 of the ATP) OR____________________________ Continues to build an oral vocabulary using the new and previous vocabulary (revision) words when doing the

following activities: Talks about the pictures and answer the questions orally (using full sentences): Let’s Talk – Page 30 and Let’s do –

Page 31. Paste the stickers. Teach the meaning and use of the word too in context: Listen and Repeat – Page 30. Learners repeat the sentences in

the activity a few times. Teacher use it in some more sentences to illustrate how the word function. Teach learners a short recount on what happened at the circus (Write the recount in your lesson planning).


Revise prepositions: Fill in the correct words: Let’s write – page 33 Adjectives: Fill in the correct words: Let’s write – page 33 (First explain the opposites and make sure learners

understand the meaning of it.Phonics Revise phonics taught up to here this term and do Worksheet 7 on page 17.

Write the word families on the board and practise it orally. Write some of the word families and write 2 – 4 sentences in the class workbooks.

Sight Words Revise: about; back; did; by; want; read; am; look; their; had ; have; his Teach: that; off; tooShared Reading/ Focussed Listening

Enlarged text/ Big Book: Read guidance on page 2 when planning (Fill in according to your resources) ________________________________________________________________________________________________Read the poster on page 32 together a few times before answering the question. Give short one word answers. Guide learners to find the answers in the text on the poster.

Group Guided Reading Let’s Read – Page 30School’s Reading Programme:__________________________________________________________________________

Independent Reading Home work:____________________________________/ Reading CornerWriting Let’s Write – Page 31: Answer the questions in writing after it was done orally. Show the learners how you can start

your answer with the last two words in the sentence. (Except the last one, where the last 4 words are used because of the “and”- two nouns.) If learners can construct the answer verbally, they can look for the correct spelling of words in the text – guide them to do so.

Spelling words that; of; too; fun; sun; bun; pig; wig; big; wet; pet (test on Friday in the class workbooks)Assessment Informal Assessment


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WEEK 10 +11 DATE: 7- 18 SeptIntervention, Administration DBE WORKBOOK Pages: PROGRESSION

Vocabulary to revise FORMAL ASSESSMENT – FAT 2 This week can be moved to an earlier slot, e.g week 8. Then weeks 8 & 9 move one week on.

Complete marking of Formal Assessment, record marks and submit the necessary documents for post-moderation. Update intervention forms. Make sure all evidence of recorded marks (recording sheets) are filed (hand written and final SAMS printout) Analyse results and put intervention strategies in place. Sign report cards and issue it.

New Vocabulary ListeningandSpeaking

FocussedListeningConcepts andLanguageStructure

PhonicsSight Words Revise all sight words taught this term and record the names of learners who need intervention. Put intervention strategies in

place.SharedReadingGroup Guided Reading

Contact parents of learners who did not perform as expected in Group Guided Reading and discuss intervention strategies.

Independent ReadingWriting

Spelling wordsAssessment

1. Suggested Rhymes 12


Wiggles the clownI wear a funny little hat.I have a funny nose.Sometimes I’m thin.Sometimes I’m fat.My shoes have floppy toes.I wiggle, wiggle all about.I jiggle up and down.I make children laugh and shout.It’s fun to be a clown.

Note: ‘wiggle’ and ‘jiggle’ mean to move quickly and irregularly from side to side.

Sick ChildMary had a little lamb,she also had the flu.And when she left her school,the others had it too.So anytime your child is sick,please keep her home with you.Then the children in our schoolwill be happier too!

Crossing the streetStop, (Hold palm up)

Look, (Point to your eyes)

And listen, (Cup hands behind ears)

Before you, (Point finger and shake it

Cross the street. as if bossing someone)

Use your eyes, (Point to your eyes)

Use your ears, (Point to your ears)

And then…use your feet. (Point to your feet.)

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