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Basic EducationDepartment:

REPUBLIC OF SOUTH AFRICA

basic education

ENGL

ISHF

IRST

ADDITION

ALLANGU

AGE

Foundation Phase

Grades 1-3

Curriculum and Assessment

Policy Statement

National Curriculum Statement (NCS)


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CURRICULUM AND ASSESSMENT POLICY STATEMENT

GRADES 1-3

ENGLISH FIRST ADDITIONAL LANGUAGE


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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

Departmet of Baic Educatio

222 Struben Street

Private Bag X895Pretoria 0001

South Africa

Tel: +27 12 357 3000

Fax: +27 12 323 0601

120 Plein Street Private Bag X9023

Cape Town 8000

South Africa

Tel: +27 21 465 1701

Fax: +27 21 461 8110

Website: http://www.education.gov.za

2011 Departmet of Baic Educatio

IsBn: 978-1-4315-0411-4

Design and Layout by: Ndabase Printing Solution

Printed by: Government Printing Works


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CAPS

FOREWORD by thE ministER

Our aoal currculu e culao of our effor over a perod of eveee

ear o rafor e currculu equeaed o u apared. Fro e ar of

deocrac we ave ul our currculu o e value a pred our Couo

(Ac 108 of 1996). te Preale o e Couo ae a e a of e

Couo are o:

heal thedivisions of thepastand establishasociety basedon democratic

value, ocal juce ad fudaeal ua rg;

improvethequalityoflifeofallcitizensandfreethepotentialofeachperson;

laythefoundationsforademocraticandopensocietyinwhichgovernmentis

basedonthewillofthepeopleandeverycitizenisequallyprotectedbylaw;

ad

buildaunitedanddemocraticSouthAfricaabletotakeitsrightfulplaceasasovereignstateinthefamilyof

ao.

Educao ad e currculu ave a pora role o pla realg ee a.

i 1997 we roduced oucoe-aed educao o overcoe e currcular dvo of e pa, u e experece

ofimplementationpromptedareviewin2000.Thisledtotherstcurriculumrevision:theRevised National Curriculum

Statement Grades R-9 ad e National Curriculum Statement Grades 10-12(2002).

Ogog pleeao callege reuled aoer revew 2009 ad we reved e Revised National

Curriculum Statement(2002) o produce docue.

Fro 2012 e wo 2002 currcula, forGrades R-9 ad Grades 10-12repecvel, are coed a gle docue

andwillsimplybeknownastheNational Curriculum Statement Grades R-12. te National Curriculum Statement for

Grades R-12buildsonthepreviouscurriculumbutalsoupdatesitandaimstoprovideclearerspecicationofwhat

o e aug ad lear o a er--er a.

te National Curriculum Statement Grades R-12accordgl replace e sujec saee, Learg Prograe

Gudele ad sujec Aee Gudele w e

(a) Currculu ad Aee Polc saee (CAPs) for all approved ujec led docue;

() National policy pertaining to the programme and promotion requirements of the National Curriculum Statement

Grades R-12; ad

(c) National Protocol for Assessment Grades R-12.

MRSANGIE MOTSHEKGA, MPMINISTER OF BASIC EDUCATION


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CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)


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1CAPS

COntEnts

SECTION 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENTS .. 3

1.1 Background .....................................................................................................................................................3

1.2 Overview ..........................................................................................................................................................3

1.3 General aims of the South African curriculum .............................................................................................4

1.4 Time allocation ................................................................................................................................................6

1.4.1 Foudao Pae ...................................................................................................................................6

1.4.2 ieredae Pae .................................................................................................................................6

1.4.3 seor Pae...........................................................................................................................................7

1.4.4 Grade 1012 .........................................................................................................................................7

SECTION 2: INTRODUCTION ................................................................................................................... 8

2.1 Introduction .....................................................................................................................................................8

2.2 Additive Bilingualism ......................................................................................................................................8

2.3 Different Language Learning Contexts .........................................................................................................8

2.4 Time Allocation ................................................................................................................................................8

2.5 Assessment ...................................................................................................................................................10

2.6 Introducing the First Additive Language ....................................................................................................10

2.7 Listening and Speaking ................................................................................................................................10

2.8 Reading and Writing .....................................................................................................................................12

2.8.1 Expoure o evroeal pr ...........................................................................................................12

2.8.2 sared readg......................................................................................................................................13

2.8.3 Group guded readg ...........................................................................................................................13

2.8.4 Pared ad depede readg ...........................................................................................................15

2.8.5 Poc .................................................................................................................................................15

2.8.6 Word recogo ...................................................................................................................................16

2.8.7 Copreeo .....................................................................................................................................16

2.8.8 Wrg ...................................................................................................................................................16

2.8.9 Laguage rucure ad ue .................................................................................................................17

SECTION 3: OVERVIEW OF THE LANGUAGE SKILLS AND TEACHING PLANS .............................. 18

SECTION 4: TEXT TYPES COVERED IN FOUNDATION PHASE ......................................................... 90

GLOSSARY..............................................................................................................................................93


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2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)


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3CAPS

sECtiOn 1

INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENTS FOR ENGLISH

FIRST ADITIONAL LANGUAGE GRADES 1-3

1.1 Background

te National Curriculum Statement Grades R-12 (NCS) pulae polc o currculu ad aee e

coolg ecor.

to prove pleeao, e naoal Currculu saee wa aeded, w e aede cog o

effec Jauar 2012. A gle copreeve Currculu ad Aee Polc docue wa developed for

eac ujec o replace sujec saee, Learg Prograe Gudele ad sujec Aee Gudele

Grade R-12.

1.2 Overview

(a) te National Curriculum Statement Grades R-12 (January 2012) repree a polc aee for learg

ad eacg sou Afrca cool ad copre e followg:

(i) Curriculum and Assessment Policy Statements for each approved school subject;

(ii) The policy document, National policy pertaining to the programme and promotion requirements of the

National Curriculum Statement Grades R-12; and

(iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012).

() te National Curriculum Statement Grades R-12 (January 2012) replace e wo curre aoal currcula

aee, ael e

(i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002,

and

(ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and

No. 27594 of 17 May 2005.

(c) te aoal currculu aee coeplaed uparagrap () ad () copre e followg polc

docue wc wll e creeall repealed e National Curriculum Statement Grades R-12 (January

2012) durg e perod 2012-2014:

(i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment

Guidelines for Grades R-9 and Grades 10-12;

(ii) The policy document,NationalPolicy on assessmentandqualications for schools in the General

Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No.

29626 of 12 February 2007;

(iii) The policy document, the National Senior Certicate: A qualication at Level 4 on the National

QualicationsFramework(NQF),promulgatedinGovernmentGazetteNo.27819of20July2005;


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(iv) The policy document, An addendum to the policy document, the National Senior Certicate: A

qualicationatLevel4ontheNationalQualicationsFramework(NQF),regardinglearnerswithspecial

needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy

document, National policy pertaining to the programme and promotion requirements of the National

Curriculum Statement Grades R-12; and

(v) The policy document, An addendum to the policy document, the National Senior Certicate: A

qualicationatLevel4ontheNationalQualicationsFramework(NQF),regardingtheNationalProtocol

for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette

No. 29467 of 11 December 2006.=

(d) te polc docue, National policy pertaining to the programme and promotion requirements of the

National Curriculum Statement Grades R-12, ad e eco o e Currculu ad Aee Polc a

coeplaed Caper 2, 3 ad 4 of docue coue e or ad adard of e National

Curriculum Statement Grades R-12. i wll erefore, er ofsection 6A of e South African Schools Act,

1996(ActNo.84of1996,) for e a for e mer of bac Educao o deere u oucoe

ad adard, a well a e procee ad procedure for e aee of learer acevee o eapplcale o pulc ad depede cool.

1.3 General aims of the South African Curriculum

(a) te National Curriculum Statement Grades R-12givesexpressiontotheknowledge,skillsandvaluesworth

learninginSouthAfricanschools.Thiscurriculumaimstoensurethatchildrenacquireandapplyknowledge

andskillsinwaysthataremeaningfultotheirownlives.Inthisregard,thecurriculumpromotesknowledgein

local coex, wle eg eve o gloal perave.

() te naoal Currculu saee Grade R-12 erve e purpoe of:

equipping learners, irrespective of their socio-economic background, race, gender, physical ability or

intellectual ability, with the knowledge, skills and values necessary for self-fullment, and meaningful

participationinsocietyascitizensofafreecountry;

provdg acce o ger educao;

facilitatingthetransitionoflearnersfromeducationinstitutionstotheworkplace;and

providingemployerswithasufcientproleofalearnerscompetences.

(c) te naoal Currculu saee Grade R-12 aed o e followg prcple:

socal raforao: eurg a e educaoal alace of e pa are redreed, ad a equal

educaoal opporue are provded for all eco of e populao;

Acve ad crcal learg: ecouragg a acve ad crcal approac o learg, raer a roe ad

ucrcal learg of gve ru;

Highknowledgeandhighskills:theminimumstandardsofknowledgeandskillstobeachievedateach

gradearespeciedandsethigh,achievablestandardsinallsubjects;

Progreo: coe ad coex of eac grade ow progreo fro ple o coplex;


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5CAPS

hua rg, cluv, evroeal ad ocal juce: fug e prcple ad pracce of ocal ad

environmentaljusticeandhumanrightsasdenedintheConstitutionoftheRepublicofSouthAfrica.The

naoal Currculu saee Grade R-12 eve o ue of dver uc a pover, equal,

race, geder, laguage, age, dal ad oer facor;

Valuingindigenousknowledgesystems:acknowledging therich historyand heritage ofthiscountry as

pora coruor o ururg e value coaed e Couo; ad

Credibility,qualityandefciency:providinganeducationthatiscomparableinquality,breadthanddepthto

oe of oer coure.

(d) te naoal Currculu saee Grade R-12 a o produce learer a are ale o:

identifyandsolveproblemsandmakedecisionsusingcriticalandcreativethinking;

workeffectivelyasindividualsandwithothersasmembersofateam;

orgae ad aage eelve ad er acve repol ad effecvel;

collec, aale, orgae ad crcall evaluae forao;

communicateeffectivelyusingvisual,symbolicand/orlanguageskillsinvariousmodes;

ue cece ad ecolog effecvel ad crcall owg repol oward e evroe ad

e eal of oer; ad

deorae a uderadg of e world a a e of relaed e recogg a prole olvg

coex do o ex olao.

(e) icluv ould ecoe a ceral par of e orgaao, plag ad eacg a eac cool. t ca

ol appe f all eacer ave a oud uderadg of ow o recoge ad addre arrer o learg,

ad ow o pla for dver.

Thekeytomanaginginclusivityisensuringthatbarriersareidentiedandaddressedbyalltherelevantsupport

rucure w e cool cou, cludg eacer, Drc-baed suppor tea, iuoal-Level

suppor tea, pare ad specal scool a Reource Cere. to addre arrer e claroo,

eacer ould ue varou currculu dffereao raege uc a oe cluded e Depare of

BasicEducationsGuidelines for Inclusive Teaching and Learning(2010).


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1.4 Time Allocation

1.4.1 Foundation Phase

(a) te rucoal e e Foudao Pae a follow:

SUBJECTGRADE R

(HOURS)

GRADES 1-2

(HOURS)

GRADE 3

(HOURS)

hoe Laguage 10 8/7 8/7

Fr Addoal Laguage 2/3 3/4

maeac 7 7 7

LifeSkills

begg Kowledge

Creave Ar

Pcal Educao

Peroal ad socal Well-eg

6

(1)

(2)

(2)

(1)

6

(1)

(2)

(2)

(1)

7

(2)

(2)

(2)

(1)

TOTAL 23 23 25

() irucoal e for Grade R, 1 ad 2 23 our ad for Grade 3 25 our.

(c) te our are allocaed for laguage Grade R-2 ad 11 our Grade 3. A axu of 8 our ad a

u of 7 our are allocaed for hoe Laguage ad a u of 2 our ad a axu of 3 our for

Addoal Laguage Grade 1-2. i Grade 3 a axu of 8 our ad a u of 7 our are allocaed

for hoe Laguage ad a u of 3 our ad a axu of 4 our for Fr Addoal Laguage.

(d) InLifeSkillsBeginningKnowledgeisallocated1hourinGradesR-2and2hoursasindicatedbythehoursin

bracketsforGrade3.

1.4.2 Intermediate Phase

(a) te rucoal e e ieredae Pae a follow:

SUBJECT HOURS

hoe Laguage 6

Fr Addoal Laguage 5

maeac 6

naural scece ad tecolog 3,5

socal scece 3

LifeSkills

Creave Ar

Pcal Educao

Peroal ad socal Well-eg

4

(1,5)

(1)

(1,5)

TOTAL 27,5


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7CAPS

1.4.3 Senior Phase

(a) te rucoal e e seor Pae a follow:

SUBJECT HOURS

hoe Laguage 5

Fr Addoal Laguage 4

maeac 4,5

naural scece 3

socal scece 3

tecolog 2

Ecooc maagee scece 2

Lfe Oreao 2

Creave Ar 2

TOTAL 27,5

1.4.4 Grades 10-12

(a) te rucoal e Grade 10-12 a follow:

SUBJECT TIME ALLOCATION PER WEEK (HOURS)

hoe Laguage 4.5

Fr Addoal Laguage 4.5

maeac 4.5

Lfe Oreao 2

A u of a ree ujec eleced fro Group B

Aexure b, tale b1-b8 of e polc docue, National policy

pertaining to the programme and promotion requirements of

the National Curriculum Statement Grades R-12, ujec o e

provo pulaed paragrap 28 of e ad polc docue.

12 (3x4h)

TheallocatedtimeperweekmaybeutilisedonlyfortheminimumrequiredNCSsubjectsasspeciedabove,

ad a o e ued for a addoal ujec added o e l of u ujec. sould a learer w

o offer addoal ujec, addoal e u e allocaed for e offerg of ee ujec.


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sECtiOn 2

2.1 INTRODUCTION

IntheFoundationPhase,themainskillsintheFirstAdditionalLanguagecurriculumare:

Listeningandspeaking Thinking and Reasoning and Language Structure and Use, which are

integrated into all 4 languages skills (listening, speaking, reading and

wrg)

Readg ad poc

Wrg ad adwrg

The content (knowledge, concepts and skills) contained in the National Curriculum Statement (NCS) has been

orgaed e Currculu ad Aee Polc saee (CAPs), per er, ug ee eadg. te

Foudao Pae eco of e CAPs provde eacer w:

a iroduco coag gudele o ow o ue e Foudao Pae docue

content,conceptsandskillstobetaughtperterm

gudele for e allocao

requree for e Foral Aee Acve ad uggeo for foral aee

l of recoeded reource per grade

2.2 ADDITIVE BILINGUALISM

Childrencometoschoolknowingtheirhomelanguage.Theycanspeakituently,andalreadyknowseveralthousandword. Learg o read ad wre Grade 1 uld o foudao of oral laguage. terefore, eaer o lear

o read ad wre our oe laguage.

We cldre ar o lear a addoal laguage Grade 1, e eed o uld a rog oral foudao. te

needtohearlotsofsimple,spokenEnglishwhichtheycanunderstandfromthecontext.Listeningtotheteacherread

storiesfromlargeillustratedbooks(BigBooks)isagoodwayofdoingthisasitalsosupportschildrensemergent

literacydevelopment.Aschildrensunderstandinggrows,theyneedplentyofopportunitiestospeakthelanguagein

ple wa. t provde e foudao for learg o read ad wre Grade 2 ad 3.

i sou Afrca, a cldre ar ug er addoal laguage, Egl, a e Laguage of Learg ad

teacg (LoLt) Grade 4. t ea a e u reac a g level of copeece Egl e ed of

Grade 3, ad e eed o e ale o read ad wre well Egl. For ee reao, er progre lerac u

e acceleraed Grade 2 ad 3.

Fortunately,childrencantransfermanyliteracyskillsfromtheirhomelanguage.Forexample,iflearnersaretaught

handwritingwellintheirhomelanguage,theycanusethisskillwhenwritinginEnglish.Iftheylearnphonicsintheir

oe laguage, e do o eed o lear oud-pellg relaop all over aga Egl. te ol eed o

applytheirknowledgeinEnglishandlearnthosesound-spellingrelationshipsthataredifferentinEnglish.

TheFirstAdditionalLanguageCAPStakeadvantageoflearnersliteracyskillsintheirhomelanguage.Forexample,

acve uc a Guded readg a are roduced e hoe Laguage CAPs Grade 1 are roduced e


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9CAPS

FirstAdditionalLanguageCAPSinGrade2.Thisiswhatiscalledadditivebilingualismdevelopingastrongliteracy

foudao e hoe Laguage ad uldg Fr Addoal Laguage lerac oo .

2.3 DIFFERENT LANGUAGE LEARNING CONTEXTS

i cool were cldre wll ue er addoal laguage, Egl, a e LoLt fro Grade 4, pora a

a uaal aou of e devoed o learg Egl e Foudao Pae. however, cool w e

ae LoLt rougou e grade, o e cae. i ee cool, a cldre wo are learg Egl or

AfrikaansasaHomeLanguagedonotspeaktheselanguagesastheirmothertongue,andasmuchtimeaspossible

shouldbedevotedtothistask.

2.4 TIME ALLOCATION

te followg e allocao for laguage coe o effec 2012. For Laguage e Foudao Pae e

wll e deered e laguage coex of e cool. scool ca cooe weer o gve relavel ore or le

e o e hoe ad Fr Addoal Laguage depedg o e eed of er learer. te u e for e

HomeLanguageandFirstAdditionalLanguagesisprovidedinbracketsinthetablebelow.

Home Language First Additional Language

Grade 1 8 (7) our 3 (2) our



TheDepartmentofBasicEducationdoesnotprescribehowtobreakdownthetimeintothedifferentcomponents

aloug e followg uggeo are ade for eac grade:

Where maximum time is given to the First Additional Language

FIRST ADDITIONAL LANGUAGE

GRADE 1 GRADE 2 GRADE 3

Listening&speaking 1 our 30 ue 1 our 1 our

Readg & Poc 1 our 15 ue 1 our 30 ue 1 our 30 ue

Wrg 15 ue 30 ue 1 our

LanguageUse 30 ue

3 hours per week 3 hours per week 4 hours per week

Where minimum time is given to the First Additional Language

FIRST ADDITIONAL LANGUAGE

GRADE 1 GRADE 2 GRADE 3

Listening&speaking 1 our 30 ue 45 ue 1 our

Readg & Poc 30 ue 45 ue 1 our

Wrg 30 ue 30 ue

LanguageUse 30 ue

2 hours per week 2 hours per week 3 hours per week


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2.5 ASSESSMENT

te CAPs docue provde uggeo for eac of e Foral Aee Acve e Foudao Pae

Laguage. Eac acv ade up of a uer of par dealg w dffere apec of Laguage.

GRADE SUBJECT TERM 1 TERM 2 TERM 3 TERM 4 TOTAL

1 Fr Addoal Laguage 1 1 1 1 4



i ter 1 ere ol oe Foral Aee Acv Grade 1 3. i addo, uggeo are gve for foral

aee a wll for dal eacg ad learg u wll o e forall recorded.

2.6 INTRODUCING THE FIRST ADDITIONAL LANGUAGE

We e eacer roduce e Fr Addoal Laguage Grade 1, e eed a ple wa o ge e dea of a

additionallanguageacrosstoheryounglearners.Agoodwayofdoingsoisbymeansofapuppet,whichcanbegivenanameintheadditionallanguage,forexample,PeterthePuppet.Intherstlesson,theteacherintroducesthe

puppetandtellsthelearnersthatPetercantspeaktheirhomelanguage;hecanonlyspeakEnglish,sotheywillhave

tospeakEnglishtoPeter.PeterwillthenbecomeapermanentfeatureoftheFirstAdditionalLanguageclass.The

eacer could roduce a ecod puppe (e.g. Pa e Puppe) order o deorae eraco e addoal

laguage (e.g. greeg).

2.7 LISTENING AND SPEAKING

Learningan additionallanguageis muchlikelearningahomelanguageexceptthat ithappenslaterin childrens

lives.Intherstyearoftheirlives,childrenhearhugeamountsofsimplelanguageincontext,whichenablesthem

tograduallyabsorbthegrammarandvocabularyoftheirhomelanguage.Afterayearorso,childrenstartspeaking

er oe laguage u o full eece. te eg producg oe or wo word, wc e ue o expre

a rage of eag ad purpoe. te ca uderad uc ore coplex laguage a e ca expre.

Itisimportantforteacherstokeepthisinmindwhenchildrenarelearninganadditionallanguage.InGrades1,

learer eed o e expoed o lo of oral laguage e for of ore ad claroo ruco. Leg o

ore eg old a excelle wa for cldre o acqure er addoal laguage. te eacer eed o:

cooe a or w a ple, repeve rucure, wc allow for vocaular ad graar o e reccled (e.g.te tree Lle Pg)

keepherlanguageverysimple,speakingslowlybutnaturally

ue geure, pcure ad real ojec o uppor uderadg of e or

ell e or everal e, graduall volvg e cldre ore ad ore, for exaple jog e

refra (e.g. he uff ad e puff ad e low e oue dow)

Anotherwayofexposingchildrentotheadditionallanguageisthroughlisteningtostories(ornon-ctiontexts)read

bytheteacher.TheteacherreadsfromaBigBook,alargeillustratedbookwithenlargedprintthatallthelearnerscan

seeasshereads.ThisiscalledSharedReading.OneoftheadvantagesofSharedReadingisthataswellasbeing

anexcellentlisteningactivity,italsodevelopslearnersemergentliteracy.Childrenlearn,forexample,conceptsof


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11CAPS

print(e.g.thatwestartreadingatthefrontofabookandendattheback;andthatwereadfromlefttorightandtopto

oo of a page), ad e eg o recoge a few wre word e addoal laguage (e.g. e, e). Learer

ould e falar w e acv of sared Readg ce e wll alo e dog er hoe Laguage leo.

Aoer excelle wa of expog cldre o e addoal laguage gvg ple ruco a e

respondtophysically;forexample,theteachersays,Comehere,Thabo,withanaccompanyinggesture,andhe

responds.Thismethod,knownasTotalPhysicalResponse,hastheadvantagethattheteachercanseeimmediately

whetherThabounderstandsornotandshecanprovidefeedbackeitherWelldone,Thabo,orshecanrepeatthe

instructionmoreslowlywiththegestureemphasizedmorestrongly.Classroomlanguage(e.g.Cometothefrontof

e cla ad o e a) provde a opporue for aural wa of roducg toal Pcal Repoe.

Aco re, oo, are a excelle wa of cog laguage w pcal acv a wa a uppor o

uderadg ad eor of e laguage.

te advaage of e ree eod decred aove (leg o ore, sared Readg ad toal Pcal

Response)isthattheyallfocusonlearninglanguagethroughlisteningcomprehension.Thistakesthepressureoff

younglearnershavingtospeak,reducesanxietyandallowsthemtofocusonunderstandingthelanguage.However,

inordertobecomecompetentusersofthelanguage,learnersalsohavetopractisespeaking.

Initially, learners spoken language will be formulaic memorised songs, action rhymes and poems, andsome

formulaic language learned as chunks,forexample, Good morning, howare you? Im ne, howare you?But

gradually,aschildrenbegintounderstandtheadditionallanguage,theyneedtostarttalking,initiallywithoneortwo

wordutterances.Forexample,inresponsetotheteachersquestion,Didyoulikethestory,alearneranswersYes

orNo.

Atrst,learnersemergent spokenlanguageneeds tobescaffolded(i.e.modelled andsupported).For example,

learners can beginby acting out stories the teacher has told or read tothem, speaking some ofthe dialogue.

Withtheteachershelp,thechildrencanretellthestory.TheteacherneedstomakesurethatallthechildrengetopportunitiestospeakinEnglish.Becausechildrenwillprogressatadifferentpace,theteacherneedstotailor

speakingopportunities(e.g.thequestionssheasks)totheleveloftheindividualchild.Asthechildrenmovethrough

thegrades,theteachershouldexpectchildrentospeakmoreandtheirutterancesshouldbecomelonger.

Aschildrenmakeprogresswith learningEnglish,theyalsoneed tobeintroducedtomoretext types.In Grade1,

e wll ave lo of expoure o ore ad wll eg o recoge e rucure ad feaure of arrave ex (.e.

caracer are roduced, e eg decred, a prole are ad reolved; a arrave uuall old

e pa ee). i e Grade 2 Fr Addoal Laguage CAPs, oral recou are roduced (e.g. yeerda, we

wenttotown.First,wewenttothesupermarkettobuyfood.Thenwewenttothelibrary,etc.),andinGrade3,written

recountsareincluded.Therecountisanimportanttexttypebecauseitprovidesabridgebetweenspokenandwritten

laguage. We ofe ue oral recou (e.g. ellg people aou wa we ave doe), u we alo wre e dow.

i Grade 3, learer are alo roduced orall o procedural ex (.e. ruco uc a recpe) ad forao

repor (e.g. Elepa are large aal. te lve erd, ec.). Exaple of ee ex pe are provded

seco 4 a e ed of docue, ogeer w a decrpo of er rucure ad feaure.

Daily and once/twice weekly focused listening/speaking activities built around themes

AsubstantialamountoftimeneedstobedevotedtoListeningandSpeakinginGrade1.ThisisreducedinGrades2

ad 3 we ore readg ad wrg roduced e Fr Addoal Laguage. Focued aeo eed o e

giventoListeningandSpeakingthroughouttheFoundationPhase.


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IntheFirstAdditionalLanguageCAPS,ListeningandSpeakingareorganisedasfollows:

alistofactivitiestobecoveredonadailybasisovertheperiodofaweek.Theselectionandnumberof

acve o e covered eac da wll deped o e eacer ad e e e a avalale; wll var

accordg o weer e ug e u or axu e for Fr Addoal Laguage.

afocusedactivity,listeningtostoriestoldandread,whichistaughtonceortwiceaweek,dependingonthe

Grade ad e aou of e avalale.

tee acve are orgaed aroud ee. i recoeded a e eacer elec four ee per er,

pol le were e u e ued for e Fr Addoal Laguage. te eacer eed o elec ee

a led eelve o eacg a addoal laguage. te ee ould e ver falar o learer, preferal

alread aug e hoe Laguage, ad offer lo of opporue for eacg laguage coex (e.g. e eed

o provde opporue for deorao ad ue of g a are pcall pree e claroo). soe

ee are gve a exaple, u ee are erel uggeo; e are o o e ee a precrpo.

Thereasonforusingthemesistomakeitpossibletoconstantlyrecyclevocabularyandlanguagestructuresin

eagful coex. For exaple, word relaed o e od (face, ee, ear, oe, ou, ar, leg, fee) ad e

structuresinwhichtheyaresituated(Pointtoyour_____./Thisismy_____./Thesearemy_____.)rstofallneed

o e eard repeaedl coex; learer e eed opporue o ue e. A learer ove o Grade 2 ad

3, e wll alo eed opporue o read ad wre e. Ol f vocaular ad rucure are coal reccled,

wll learer e ale o reeer ad ue e.

2.8 READING AND WRITING

For e reao gve aove, ere a rog focu o developg oral laguage Grade R ad 1, we cldre

wll e learg o read ad wre er hoe Laguage. however, Grade 2 ad 3 focu ould e gve odevelopg lerac e Fr Addoal Laguage. t ver pora for cldre wo wll e ug Egl a

theLoLTinGrade4.Theywillneedtobeabletoreadandwriteintheirothersubjects,anduseEnglishtextbooksin

e ieredae Pae. t wll requre g level of lerac, ad epecall a wde vocaular, Egl.

Readingand writingalso contributeto learnerslanguagedevelopment inEnglish.Reading gives learners more

exposure totheiradditionallanguage.Weknow from research that childrensvocabulary developmentis heavily

dependentontheamountofreadingtheydo.Writingisimportantbecauseitforceslearnerstothinkaboutgrammar

ad pellg. t ecourage learer o proce e laguage, peed up laguage acquo ad creae

accurac.

tu ore e devoed o readg ad wrg acve e Fr Addoal Laguage CAPs for Grade 2 ad

3. te acve for Readg ad Wrg are a follow:

2.8.1 Exposure to environmental print

Fro er earle ear, sou Afrca cldre are expoed o a grea deal of evroeal pr Egl, for

exampleinsignage(trafcsigns,shopsigns,etc.)andpackaging.Teacherscanusethisasastartingpointfor

childrensemergentliteracyintheiradditionallanguage,forexample,bybringingfamiliarpackagesoradvertisements

o cla ad eeg f e learer ca recoge rad ae. Fro e 3 rd er of Grade 1, we learer ave

ealed oe lerac er hoe Laguage, e eacer ca ar laellg ojec e claroo o e

hoe Laguage ad Egl. tee acve uppor cdeal learg; e are o focued lerac acve ad

ould o e gve oo uc e.


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13CAPS

2.8.2 Shared Reading

sared Readg roduced Grade R ad coue rougou e Foudao Pae. t acv a

pora focu for laguage ad lerac develope. te purpoe of sared Readg Grade 1 o gve learer

exposuretotheiradditionallanguageinameaningful,supportivecontext.Italsodevelopslearnersemergentliteracy

er addoal laguage. te develop cocep of pr ad ar o recoge a few wre word Egl. A

level, e eacer ould:

Chooseaverysimpleenlargedtext(e.g.aBigBook)withalimitedamountoftextandplentyofgoodillustrations.

te or ould ave a clear, ple rucure (e.g. te tree Lle Pg). i elpful f e laguage

repetitiveandpredictive(e.g.WheresSpot?Hesinthekitchen.WheresSpot?Hesinthegarden.etc.)The

ex ould ver graduall creae coplex a e ear progree.

Talkaboutthepictureswiththelearnerssothattheyunderstandthevocabulary.Askquestionsintheirhome

language.Helpthemtolinkthestorytotheirlives.

Readthetextseveraltimesusingherngerorapointertoenablelearnerstofollowherprogressthroughthe

ex

Askquestionsaboutthestory

Graduallyinvolvelearnersinreadingthestory

AslearnersmoveintoGrades2and3thetextsshouldbecomemorechallenging.Theteachermodelsuentreading

andusesthetexttodevelopvocabulary,comprehension,decodingskills,understandingoftextstructure,grammar

ad pucuao.

2.8.3 Group Guided Reading

i Grade 2, learer eg a ew acv er addoal laguage: Group Guded Readg. however, e wll e

falar w e acv ce e wll ave ee dog er oe laguage fro e egg of Grade 1. For

thisactivity,theteacherneedsasetofreadersgradedaccordingtolevelofdifculty.Theteachershouldorganise

e learer al group of 6 10 cldre ad e ould elec a reader approprae for er level. te eacer

workswitheachgrouponcea weekfor15minuteswhiletheothergroupsareinvolvedinPairedorIndependent

Readg or dog acve relaed o e ex, for exaple, ple wrg acve uc a copleg eece

or pug eece e rg order. te purpoe of Guded Readg for e eacer o gve learer dvdual

attentioninordertodeveloptheircomprehensionandwordattackskillsintheiradditionallanguage.


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Instructions for forming ability groups

Inordertogrouplearners,youwillneedtoobservethemreadingfromyourclassreaders.Chooseareaderwhichyouthinkthe

cld wll e ale o read, u o oe a oo ea ere ould e a few callege for e reader. if e cld ale o

readituently,withappropriateexpression,thenthistextisathis/herreadinglevel.Ifthechildstruggles,chooseaneasierone

untilyoundtherightlevel.Onceyouhaveassessedallthelearners,youcangroupthemaccordingtoability.

Steps in a Group Guided Reading Lesson

I. Select an appropriate text:

Graded reader wll ol e ued for group readg. te ould e a a lower level a e ex ued for sared

Readg. Read roug e ex eforead ad oe a vocaular or graar a a e callegg for e cldre.

tee a provde e eacer w a eacg focu.

II. Introduction:

Introducethetypeofbook(e.g.ctionornon-ction)andthetopic.Helpthechildrentolinkthetopictotheirownlife

experiences.Keepthistalkfocusedandjustenoughforthechildrentoreadsuccessfully(23minutes).

III. Talk about the pictures

Usethepicturestointroducethelearnerstothetopicandtalkaboutanynewvocabulary.Again,trytokeepthisfocused

ad ref. (23 ue)

IV. First Reading:

Childrenreadthetextindividually.Theteacherobservesthechildrensreadingbehavioursandmayselectanadditional

eacg focu aed o ee oervao.te eacer ove fro cld o cld ad ear eac read a all eco of

e ex aloud. te eacer prop e cldre a age ag for exaple:

Whatdoyouexpecttoreadinthisbook?

Doesthatmakesensetoyou?

Welldone!Youcorrectedyourself.Thatmakessense.

Whatwouldsoundrightinthissentence?

Lookattheillustration.

Itcouldbebutlookattherstletteragain.

Initiallyyouwillprobablyhavetoaskthesequestionsinthelearnershomelanguage.However,assoonaspossiblestart

askingthequestionsinEnglish.Thelearnersshouldbeveryfamiliarwiththequestionssincetheyhavebeendoingthis

acv er oe laguage ce e egg of Grade 1.

V. Comprehension

Askthelearnersquestionsaboutthetexttoensurecomprehension.

VI. Second and subsequent readings

Onsubsequentdayschildrenre-readthetexteitherinpairsoralone.Theprimefocushereistodevelopuencyand

provde opporue o ue e ex for e develope of vocaular, graar ad deeper copreeo of e ex.

Repeatedreadingsupportsthedevelopmentofuencyintheadditionallanguage.

teacer a e ufalar w ug Guded Readg epecall e Fr Addoal Laguage cla. terefore,

theycanintroducethemethodgradually.OncetheybecomecondentaboutusingitintheHomeLanguage,they

ca e ar ug Fr Addoal Laguage. i e eae, eacer ca do wole cla readg were all

thelearnershaveacopyofthesametextandeachchildtakesaturntoread.Teachersshouldstillobserveindividual

childrensreadingbehaviourandhelpthemtodevelopcomprehensionandwordattackskills.

Alo ere o a uc e for Guded Readg e Fr Addoal Laguage CAPs a ere e hoe

LanguageCAPS.TeacherswhoareusingthemaximumtimeforFirstAdditionalLanguagewillbeabletoworkwith


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15CAPS

eachsmallgrouponceaweekfor15minutes.However,thosewhoareusingtheminimumtimeforFirstAdditional

Laguage wll o e ale o do o. te wll ave o do wole cla readg ead of Guded Readg.

2.8.4 Paired and Independent Reading

Pared ad idepede Readg provde a wa of gvg cldre readg pracce ad ecouragg readg for

enjoyment.Inpairedreading,twochildrenreadtogetherortaketurnstoread.

Learer ould ue e o do wo g: 1) re-read e reader fro e Group Guded Readg seo ul

theycanreadituently2)readforpleasurefrombooksinthereadingcorner/classlibrary.Thetextshouldbeata

lower level a a ued for sared ad Group Guded Readg.

Provdg opporue for cldre o read books on their ownalsodevelopsuency,providedthatthebooksare

easyenoughforthechildrentoreadwithouthelp.Short,simplebookswithpredictabletextandcolourfulillustrations

areideal.Someteachersliketogivechildrenindividualreadingtodoathometorereadthegroupreadingbookor

readsimple,funbooks.Thisextrareadingpractice,doneon a regular basis every day, pla a pora role

learg o read.

2.8.5 Phonics

Therststageoflearningtodecodewrittenlanguageisorallearningtoisolatethedifferentsoundsofthelanguage

(phonemic awareness).Thelearnerthenhastorelatethesoundstothelettersthatrepresentthem(e.gt,o,p

orsh)andthenblendletterstogethertoformwords(e.g.top,shop)( phonics). te learer a o uderad

e word (comprehension) ad ecouer e o ofe pr a e/e recoge e auoacall

(automaticity). Finally, the learner has to be able to read the words in sentences quickly with comprehension

(fuency). however, ee elee of learg o read do o appe a ep ep equece. For exaple,

cldre lear o recoge ad uderad wole word fro evroeal pr ad sared Readg we e

arestillveryyoung.Nevertheless,asystematicphonicsprogrammeisimportantinlearningtoreadinoneshome

laguage, alogde readg, wrg, ad leg o ore eg read.

Whenchildrenbegintoreadandwriteintheiradditionallanguage,theyalreadyknowhowtodecodeintheirhome

language. They already understand concepts of print and have considerable prior knowledge of sound-spelling

relationships.WhattheyneedintheirFirstAdditionalLanguagephonicsclassispracticeinapplyingthisknowledge

to learning to decodetextin English(e.g. blending known soundsto make words).Children also need to learn

wheresound-spellingrelationshipsaredifferentintheirhomeandadditionallanguages.Forexample,thinEnglish

representstwo differentsounds, whichare differentto thesound which th representsinAfricanlanguages(e.g.

ank,a, aa).EnglishvowelsareparticularlychallengingforAfricanlanguagespeakers,andthisismademoredifcultbythevarietyofwaysinwhichthesevowelsarespelt(e.g.see,sea,key,me).

i pora a Grade ad 1, cldre develop a rog oral foudao er addoal laguage. Oerwe,

theywillnotunderstandthewordstheyaredecodinginEnglishinGrade2andtheworktheydoinphonicswill

simplybecomebarkingatprint.ChildrenwillalsobenetfromlearningtoidentifythesoundsofEnglish(phonemic

awaree) Grade 1. t e aceved roug og ad re wc elp e o olae e oud (e.g.

Imgoingtothezoo,zoo,zoo;Youcancometoo,too,too).

Itisimportantfortheteachertokeepinmindthatherroleistobuildawarenessovertimeofsound-spellingrelationships

intheadditionallanguage,nottodrillforcompleteaccuracy.Phonicsshouldtaketheformofshort,regularactivitiesrougou e Foudao Pae.


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Daily/weekly phonics activities

Specicattentionshould begivento phonicsthroughoutthe FoundationPhase.A programmeis provided inthe

Fr Addoal Laguage CAPs. i Grade 1, e focu o developg poec awaree. i Grade 2 ad 3, a

poc prograe provded wc uld o wa learer ave alread doe er oe laguage. sce ere

a led e avalale for eacg poc, eacer are ecouraged o egrae poc eacg o Leg,

SpeakingandSharedReadingactivities.

2.8.6 Word recognition

Englishhasalargenumberofwordsthatarenotspeltastheysound(e.g.one,two).Itisthereforeverydifcult,and

sometimesimpossible,todecodethemphonetically.Childrenlearntorecognisesightwords(orlookandsaywords)

eeg e repeaedl. Word a appear frequel ex (g frequec word) ca e leared wa.

te ore cldre read er addoal laguage, e ore g word e wll acqure.

2.8.7 Comprehension

Cldre are ofe ale o decode er addoal laguage, u are uale o uderad wa e read. tresultsin what some peoplecall barking atprint.Themainreasonthatchildrenareunable tocomprehendtext

isthattheirlanguageskillsareweak.Theylacksufcientvocabularyandgrammartomakesenseofwhatthey

read. terefore, e eacer u uld er vocaular ad graar expog e o ple of Egl a e

right level.Strategiessuchasbuilding awordwall intheclassroomandencouraginglearnerstokeep personal

dictionaries(or vocabulary books) are also helpful.Getting children to read more in their additional language is

perhapsthebestwayofimprovingtheirvocabulary.However,thisstrategywillonlyworkifthetextsareatasuitable

level for depede readg.

Anotherimportantwayofdevelopingchildrensreadingcomprehensionisbyaskingquestionsthatenablelearners

toengagewiththetext.Theteachershouldbeginwithsimplequestions,e.g.Who.?(e.g.Whoatetheporridge?)

What.?(e.g.WhatdidGoldilockseat?)andWhere.?(e.g.WheredidGoldilocksgotosleep?)Gradually,as

learer ge ued o queo for ad develop e laguage ecear o awer e, ore coplex queo

canbeasked.BythetimelearnersareinGrade3,theyshouldbeabletoanswerWhy?questions(e.g.Why

didntGoldilockseatDaddyBearsporridge?).

For furer forao o ow o eac sared Readg, Guded Readg, Pared ad idepede Readg, Poc, word

recognition and comprehension, referto the Department of Basic Educations handbook,Teaching Reading in the Early

Grades(2008),whichcanbedownloadedfromwww.education.gov.za

2.8.8 Writing

ChildrenlearntheskillsofletterformationandhandwritingintheirHomeLanguage.Theycanapplythisknowledge

we e eg o wre er Fr Addoal Laguage e rd er of Grade 1. te wrg acve Grade

1 are ver ple ce learer eed o focu o wrg er hoe Laguage.

i Grade 2, wrg e Fr Addoal Laguage receve ore focu. Wrg guded; for exaple, learer wre

usingsentenceframessuchasIlike_______./Idontlike______.InGrade3,writingbecomesmorechallenging.

W uppor, learer are expeced o wre a ple e of ruco ad a peroal recou. togeer w e

eacer (sared Wrg), e wre a ple or.


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17CAPS

ManywritingskillsaretransferredfromtheHomeLanguage.Forexample,childrenlearnhowtowriteatextsuchas

arecountrstintheirHomeLanguage,andtheydrawonthisknowledgewhen,atalaterstage,theylearntowrite

arecountintheirFirstAdditionalLanguage.Similarly,childrenlearnhowtodraft,write,editandpublishtheirwork

(thewritingprocess)intheirHomeLanguage,andtheythenapplytheseskillswhenwritingintheFirstAdditional

Laguage.

2.8.9 Language structure and use

Agoodknowledgeofvocabularyandgrammarprovidesthefoundationforskills development(listening,speaking,

readg ad wrg) e Fr Addoal Laguage. i Grade 1, vocaular ad graar are leared cdeall

throughexposuretothespokenlanguage.InGrades2and3,learnersalsoacquirevocabularyandgrammarthrough

readingEnglish.InGrade3,therearespecicactivitiesfocusedonLanguageUse.

Vocaular arge are e for eac grade ad a l of g frequec word Egl provded seco 3 of

docue. i eeal for learer o reac ee arge f e are gog o e capale of ug Egl a e

LoLTinGrade4.Teachersneedstrategiesfordevelopinglearnersvocabulary,forexample:

word wall ad lael e claroo

vocabularygames,e.g.wordquizzes

depede readg

keepingpersonaldictionaries(vocabularybooks)

usingchildrensillustrateddictionaries(bothmonolingualandbilingual)


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19CAPS

OVERVIEWO

FT

HELANGUAGESKILLSTOBETAU

GHTINTHEFIRSTADDITIONALLANGUAGE(FAL)GRADES13

GRADE1

GRADE2

GRADE3

PHONICS

DeveloppoecawareeeFALroug

readog(e.g.tecaa

a,hae

isPat)

Identiessomerhymingwords

Recognisesinitialsoundsinfamiliarwords(e.g.

pin

Pat)

segeoraleeceodvd

ualword

clappgoeacword

Clapouellalefalarword

Distinguishestherstsound(onset)fromthe

reagparofallale(re)pleword

(e.g.c-a,-a,f-a)

Recognisesplurals(sandes)aura

lly

Poecawa

ree

Dgueauralleweeoudaareofe

confused(e.g.

aande,eeandi)

Poc

Identiesletter-soundrelationshipsofsingleletters

argw

oeaareeaeehLad

FAL

Identiesletter-soundrelationshipsthataredifferent

frooeehL

Buildsupand

breaksdown3-letterwordsusing

oudlear.

(e.g.p-e-,p-e,pe)

Recognisesco

mmonendingsinwords(e.g.

ed,

ing,yands)

Groupcoowordowordfale(e.g.,

p,)

Recogeco

ocooadgrapuca

,

cada

eeggadedofword

Buildsupand

breaksdownsimplewordsbeginning

withsomecom

monconsonantblends(e.g.

-at,sl-ip,

cl-ap,pl-u;

r-,cr-op,dr-p,gr-a,r-p)

Recognisesatleast3voweldigraphs(e.g.

ooasin

boot,eeasin

feet)

Identiesletter-soundrelation

shipsofallsingle

leerhLadFALada

wareofadfferece

Recogecooadgrap(-,-,c-,-c,

-,-adw-)aeeg

gadedofword

Recognisesatleast10voweldigraphs(e.g.

oaasin

boat,arasinfar,erasinher,irasinbird,

oras

inshort,

urasinhurt)

Recognisessilenteinwords(e.g.cake,

time)

Usesconsonantblendstobu

ildupandbreakdown

words(e.g.ri-ng,

i-nk,)

Recognisesknownrhymingw

ords,

(e.g.

y,sky,)

Dgueeweeloga

dorvoweloud

e.g.

(bootandbook)

Dgueeweeoe

adreore

complexsyllables(e.g.

dr-ea

m,scr-eam)

Recognisesmorecomplexwordfamilies(e.g.

catch,

match)

Recognisesandusessomes

ufxes(e.g.

-es,-ies,

-ly,-ing,-ed)

buldadoudouword

ugoudlear


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23CAPS

GRADE 1 FIRST ADDITIONAL LANGUAGE ENGLISH

REQUIREMENTS PER TERM

TERM 1

LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME

1hour30minutesperweek

CONTENT/CONCEPTS/SKILLS

Weeks 15

teacer ould elec wo ee a wll eale e o roduce ad reccle vocaular, ad cover e acve led

elow.

Note that the suggested themes/topics are simply suggestions. Teachers should choose their own appropriate

themes depending on their context and the resources available. They should make sure that they have the

necessary Big Books/posters, rhymes, songs, games and real objects for the theme they have chosen.

te ould r o cover all e acve, ore a oce f pole. te ould ae er learer ug

theInformalAssessmentActivitiesrecommendedforWeeks15.

Weeks 610

Teachersshouldselecttwonewthemesthatwillallowthemtobuildonwhattheydidintherstveweeks.Thethemes

ould allow e eacer o roduce ew vocaular ad cooldae vocaular alread aug. te ould allow e

eacer o coal reccle ple, ac laguage rucure a e coucae w e learer e Fr Addoal

Laguage.

teacer ould r o cover all e acve, ore a oce f pole. te ould ae er learer ug e

InformalAssessmentActivitiesrecommendedforWeeks610.TheteachersshouldcarryouttheFormalAssessmentActivity

a e ed of er.

Daily activities (1 hour per week)

Oe or ore of e followg acve ever da:

Beginstodevelopanoral(listeningandspeaking)vocabularyusingthemesortopicssuchasMyClothes

Respondstosimplegreetingsandfarewells,usingphrases,forexample,Goodmorning.Howareyou?Imne.

Makessimplerequests,forexample,MayIgotothetoilet?

Pointstoobjectsintheclassroomorinapictureinresponsetoteachersinstructions,forexample,Showmethegirlinthereddress.

Namessomeobjectsinapictureorintheclassroominresponsetoteachersquestions,forexample,Whatisthat?Ahat.

Respondsphysicallytosimpleoralinstructions,forexample,Takeoffyourjersey.

Respondstosimplequestions,forexample,Whatcolouristhejersey?Red.

Understandsandbeginstousesomesimplelanguagestructuresincontext,forexample,pluralformsofcountablenouns

suchasonesock,twosocks sg ple og ad doe aco w gudace, for exaple, t e wa i pu o r, pu o r, pu

onmyshirt.

Joinsinactionrhymesandsongs,doingtheactions,forexample,HereareGogosglasses,HereisGogoshat

Playslanguagegames,forexample,HunttheHatTeacherhidesthehatintheclassroomandthenasksquestionsusingplentyofactions.Whereisthehat?Isitunderthedesk?Isitinthecupboard?etc.


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Focussed listening and speaking activities (15 minutes x 2 per week)

Listens to stories told and read

Twice a week, the teacher reads or tells a story. Stories that are told can be dramatised using gestures and props

to support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can

see the pictures

Listenstoshortstoriesornon-ctiontextstoldorreadfromaBigBookorillustratedposter,forexample,The Old Manand his Hatw ejoe ad jo corue a e approprae e

Understandsandrespondstosimplequestions,forexample,Whatcolouristhehat?andinstructions,forexample,Showmetheoldmanshat.

Namessomeofthethingsinthepictureinresponsetoquestionsfromtheteacher,forexample,Whoisthis?Theoldman.

Development of concepts, vocabulary and language structures

Throughtakingpartintheaboveactivities:

coue o uld oral vocaular, cludg cocepual vocaular, for exaple, colour lue, red, gree

beginstodevelopunderstandingandabilitytousesimplelanguagestructuresinthecontextofmeaningfulspokenlanguage,forexample,imperativessuchasTakeoffyourjersey;presentprogressivetensesuchasIamwearinga

jersey;possessivepronounssuchasmyjersey;pluralformsofcountablenounssuchassock/socks

ASSESSMENT

Suggestions for Informal Assessment Activities:

Listening and Speaking: (oral and/or practical)

Weeks 15

Repod pcall o ple oral ruco

Pointstoobjectsintheclassroomorinapictureinresponsetoteachersinstructions

Weeks 610

nae oe ojec a pcure or e claroo

Repod o ple queo

Formal Assessment Activity 1:

Listening and Speaking (oral and/ or practical)

Repod o ple queo

Deorae uderadg of oe ac oral vocaular pog o ojec e claroo or a pcure responsetoinstructionsfromtheteacher,forexample,Showmethered/yellow/blue/greenjersey/socks/shirtetc.


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25CAPS

TERM 1

READING AND PHONICS SUGGESTED CONTACT TIME

mu e: 30 ue

Maximumtime:1hour15minutesperweek


Phonological and Phonemic Awareness (15 minutes per activity)

These activities should be very brief and integrated into Listening and Speaking or Shared Reading activities.

sege oral eece o dvdual word clappg o eac word, for exaple, eece fro e or

Withtheteachershelp,identiessomerhymingwordsinstories,songsandrhymes,forexample,Thecatinahat

Beginstoidentifydifferentinitialsoundsinwords,forexample,hinhat,binbag

Emergent Literacy (510 minutes once or twice a term)

The teacher brings packaging, posters, etc. into the classroom so that there is environmental print on permanent

display. When going on school outings, she points out environmental print to learners.

Recognisessomecommonwordsinoureverydayenvironment(e.g.WAYIN/OUT,OPEN)

Develop eerge lerac, for exaple, cocep of pr roug e sared Readg acv

Shared Reading (minimum 30 minutes and maximum 1 hour 15 minutes per week)

If the teacher is using the maximum time for First Additional Language, she introduces a new Big Book (or poster

or other form of enlarged text) each week and does the activity every day. If she is using the minimum time for First

Additional Language, she uses the same text over 2 or 3 weeks and does the activity once or twice a week. The

teacher reads the text to the class, pointing to the words and discussing the pictures and story line. She re-reads it

during the week, encouraging the learners to join in. The text is used to introduce new vocabulary.

Listenstothestoryornon-ctiontextwhilefollowingtheteacherandlookingatthepictures

Talksaboutthepicturesusinghomelanguagewherenecessary

Identiesobjectsinthepictures,forexample,Showmetheoldman.Pointtothedog.

Answerssomesimplequestionswiththesupportofthepictures,forexample,Whereisthehat?

Lear oe oral vocaular, for exaple, a, old, a, dog, wd, ec.

Afterrepeatedreadings,joinsinchoruseswhereappropriate,forexample,Whoosh,whooshgoesthewind!

Ac ou e or ug oe of e dalogue

Draw a pcure capurg e a dea of e or

ASSESSMENT


Phonological and Phonemic awareness: (oral and/or practical)

beg o def dffere al oud word

Identiessomerhymingwordsinstories,songsandrhymes

Reading: (oral and/or practical)

Identiessomepeople,animalsandobjectsintheillustrationsintheBigBook(orotherformofenlargedillustratedtext)

Answerssomesimpleoralquestionsaboutthestoryornon-ctiontext

Drawsapicturecapturingthemainideaofthestoryornon-ctiontext


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Reading (oral and/ or practical)


Deorae uderadg of vocaular e or pog o ojec e pcure repoe o ruco

fromtheteacher,forexample,Showmetheoldman,theoldmanshat/stick/coat,etc.


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27CAPS

TERM 1

WRITING SUGGESTED CONTACT TIME

mu e: oe

Maximumtime:15minutesperweek


Shared writing (maximum time once a week)

Early writing in the First Additional Language shouldbe supported by the teacher

Withthehelpoftheteacherwritesacaptionforhis/herdrawingandreadsbackwhatiswritten

ASSESSMENT


Writing: (written)

Copiesacaptionforapicturehe/shehasdrawnandreadsbackwhatiswritten


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TERM 2




Weeks 15

teacer elec wo ee a wll allow e o roduce ad reccle vocaular, ad cover e acve led elow.

noe a e uggeed ee/opc are pl uggeo. teacer ould cooe er ow approprae ee

dependingontheircontextandtheresourcesavailable.TheyshouldmakesurethattheyhavethenecessaryBigBooks/

poer, re, og, gae ad real ojec for e ee e ave coe.

teacer ould r o cover all e acve, ore a oce f pole. te ould ae e learer ug e iforal

AssessmentActivitiesrecommendedforWeeks15.

Weeks 610

Teachersselecttwonewthemesthatwillallowthemtobuildonwhattheydidintherstveweeks.Thethemesshould

allow e o roduce ew vocaular ad cooldae vocaular alread aug. te ee ould allow e eacer o

coal reccle ple, ac laguage rucure a e coucae w e learer e Fr Addoal Laguage.

Teachersshouldmakesurethattheycoveralltheactivities,morethanonceifpossible.Theyshouldassessthelearners

usingtheInformalAssessmentActivitiesrecommendedforWeeks610.TheteachersshouldcarryouttheFormalAee Acv a e ed of er.


Oe or ore of e followg acve ever da depedg o e e avalale:

Beginstodevelopanoral(listeningandspeaking)vocabularyusingthemesortopicssuchasFood

Respondstosimplegreetingsandfarewells,usingphrases,forexample,Goodmorning.Howareyou?Imne.

Makessimplerequests,forexample,CanIhaveanapple,please?

Pointstoobjectsintheclassroomorinapictureinresponsetoteachersinstructions,forexample,Showmetheapple/

banana/orange.etc.

Namessomeobjectsinapictureorintheclassroominresponsetoteachersquestions,forexample,Whatisthat?An

apple.

Respondsphysicallytosimpleoralinstructions,forexample,Taketheapple.Putitonthetable.

Respondstosimplequestions,forexample,Howmanyorangesarethere?Two.

Understandsandbeginstousesomesimplelanguagestructuresincontext,forexample,simplepresenttensesuchasI

likeapples.Idonotlikebananas.

Singssimplesongsanddoesactions,forexample,Iliketoeat,eat,eat,eat.Iliketoeatapplesandbananas.

Jo aco re ad og, dog e aco, for exaple, Jelly on the plate

Playslanguagegames,forexample,GuessingGameonepersonpicksupapicturecard,othersmustguesswhatfood

ispicturedonthecard,forexample,Isitanapple?





see the pictures

Listenswithenjoymenttoshortstoriesornon-ctiontextstoldorreadfromBigBooksorillustratedpostersandjoinsin

corue a e approprae e. For exaple, The Very Hungry Caterpillar Erc Carle

Understandsandrespondstosimplequestionsandinstructions,forexample,Showmethestrawberries.Howmany

strawberriesarethere?

Namessomeofthethingsinthepictureinresponsetoquestionsfromtheteacher,forexample,Whatisthis?A

strawberry.


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29CAPS



continuestobuildoralvocabulary,includingconceptualvocabulary,forexample,sequencedaysoftheweek

beginstodevelopunderstandingandabilitytousesimplelanguagestructuresinthecontextofmeaningfulspoken

language,forexample,simplepresenttenseIlikeapples;negativeforms-Idonotlikebananas

ASSESSMENT



Weeks 15

nae oe ojec relaed o e ee a pcure or e claroo

Repod o ple queo

Weeks 610

Repod o ple queo

Expressesselfinsimplewaysbyusingshortphrasesandvocabularytaughtduringtheterm,forexample,Ilikeapples.Idonotlikebananas.



Deorae uderadg of oe oral vocaular aug durg er repodg o a ruco uc a ,

Drawthreeoranges/vebananasetc.

Respondstosimplequestions(e.g.Howmanyapplesarethere?)withshortanswers

Expressesselfinsimplewaysbyusingshortphrases,forexample,Idonotlikebananas.


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TERM 2


Minimumtime:30minutesperweek




These activities should be very brief and integrated into Listening and Speaking or Shared Reading activities

sege oral eece o dvdual word clappg o eac word, for exaple, eece fro e or

Clap ou e llale falar word, for exaple, a-a-a

Withtheteachershelp,identiessomerhymingwordsinstories,songsandrhymes,forexample,eatandfeet

Beginstoidentifydifferentinitialsoundsinwords,forexample,binbanana,oinorange

Emergent Literacy (510 minutes once or twice a term)


display. When going on school outings, she points out environmental print to learners.

Recoge oe coo word our everda evroe, for exaple, stOP, sChOOL

Develop eerge lerac uc a cocep of pr) roug e sared Readg acv

Shared Reading (minimum 2530 minutes per week, maximum 1 hour 15 minutes per week)

Where teachers are using maximum time for the First Additional Language, they introduce a new Big Book or other

form of enlarged text each week and do the activity every day. Where teachers are using the minimum time for First

Additional Language, they use the same book over 2 or 3 weeks and do the activity once or twice a week. They read

the book to the class, pointing to the words and discussing the pictures and story line. Teachers re-read the text




Identiesobjectsinthepictures(e.g.Showmethejelly.Pointtoice-cream.)

Answerssomesimplequestionswiththesupportofthepictures,forexample,Whereisthecake?

Learnssomeoralvocabulary,forexample,jelly,ice-cream,cake

Afer repeaed readg, jo corue were approprae



ASSESSMENT



beg o def dffere al oud word

Clap ou e llale falar word


Identiessomepeople,animalsandobjectsintheillustrationsintheBigBook




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31CAPS






fromtheteacher,forexample,Showmethejelly/cake/biscuits,etc.


37/102



TERM 2


mu e: oe




Early writing in the First Additional Language needs to be supported by the teacher


ASSESSMENT


Writing: (written)



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33CAPS

TERM 3




Weeks 15







Weeks 610





usingtheInformalAssessmentActivitiesrecommendedforWeeks610.TheteachersshouldcarryouttheFormal

Aee Acv a e ed of er.


several of e followg acve ever da depedg o e e avalale:

Beginstodevelopanoral(listeningandspeaking)vocabularyusingthemesortopicssuchasAnimals

Respondstosimplegreetingsandfarewells,usingphrases,forexample,Goodbye.Seeyoutomorrow.

Makessimplerequests,forexample,CanIhaveapencil,please?

Pointstoobjectsintheclassroomorinapictureinresponsetoteachersinstructions,forexample,Showmethecow.

Namessomeobjectsinapictureorintheclassroominresponsetoteachersquestions,forexample,Whatisthat?A

sheep.

Respondsphysicallytosimpleoralinstructions,forexample,Drawapictureofacat.

Respondstosimplequestionsaskedbytheteacher,forexample,Whatcolouristhecat?Black.

Understandsandbeginstousesomesimplelanguagestructuresincontext,forexample,beginstouseafewadjectives

suchasThecowisbig.Thecatissmall.

Identiesaperson,animalorobjectfromasimpleoraldescription,forexample,Iamasmallanimal.Ihavefourlegsand

atail.Isaymiaow,miaow,miaow.WhoamI?

sg ple og ad doe aco, for exaple, Old macdoald ad a far

Joinsinactionrhymesandsongs,doingtheactions,forexample,Fivelittleducks

Playslanguagegames,forexample,Guessinggameonelearnermakesananimalsound,theothersmustguessinthe

Fr Addoal Laguage wc aal e are


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Twice a week the teacher reads or tells a story. Stories that are told can be dramatised using gestures and props to

support meaning. Stories that are read should be from a Big Book or illustrated poster where all the children can

see the pictures

ListenstoshortstoriesornonctiontextstoldorreadfromaBigBookorillustratedposter,forexample,ThreeBilly

Goa Gruff, w ejoe ad jo corue a e approprae e

Understandsandrespondstoinstructions,forexample,Showmethegoat.Howmanygoatsarethere?

Answerssimpleliteralquestionsaboutastorywithshortanswers,forexample,Howmanygoatsarethereinthestory?

Three.

Namessomeofthethingsinthepictureinresponsetoquestionsfromtheteacher,forexample,Whatisthis?Agoat.



continuestobuildoralvocabulary,includingconceptualvocabulary,forexample,number,size

beginstodevelopunderstandingandabilitytousesimplelanguagestructuresinthecontextofmeaningfulspokenlanguage,forexample,understandsandbeginstouseafewadjectivessuchasbig,small,little;prepositionssuchasin,

on;andadverbssuchasquickly,slowly

ASSESSMENT



Weeks 15

nae oe ojec relaed o e ee a pcure or e claroo

Respondstosimplequestions,forexample,Whatcolouristhecow?

Weeks 610

Expressesselfinsimplewaysbyusingshortphrases,forexample,Thecowisbrown.

Identiesaperson,animalorobjectfromasimpleoraldescription,forexample,Iamabiganimal.Igiveyoumilk.Igo

moo,moo,moo.WhoamI?

Suggested Formal Assessment Activity 3:


Respondstosimplequestions,forexample,Howmanygoatsareinthepicture?

Identiesaperson,animalorobjectfromasimpleoraldescription,forexample,Iamabiganimal.Igiveyoumilk.Igo

moo,moo,moo.WhoamI?

Deorae uderadg of oe ac oral vocaular pog o ojec e claroo (or a pcure or

drawing)inresponsetoinstructionsfromtheteacher,forexample,Pointtothecow/dog/cat/goat,etc.Drawtwocats,

etc.


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35CAPS

TERM 3






These activities should be very brief and integrated into Listening and Speaking activities and Shared Reading.

Clapsoutthesyllablesinfamiliarwords,forexample,an-i-mal,don-key

Withtheteachershelp,identiessomerhymingwordsinstories,songsandrhymes,forexample,afatcatwearingahat

Beginstoidentifydifferentinitialsoundsinwords,forexample,gingoat,dindoganddonkey

Recognisesplurals(sandes)aurally

Emergent literacy (510 minutes once or twice a term)


display. When going on school outings, the teacher points out environmental print to learners.

Recoge oe coo word our everda evroe, for exaple, ree g, op g, rad ae

suchasToyota,Jeep,BMW,Joko,Omo,Tastic,Nandos

Develop eerge lerac (e.g. cocep of pr) roug e sared Readg acv

Shared Reading (minimum 2530 minutes per week, maximum 1 hour 15 minutes per week)

Where the teacher is using the maximum time for First Additional Language, she introduces a new Big Book or

other form of enlarged text each week and does the activity every day. Where the teacher is using the minimum time

for First Additional Language she uses the same book over 2 or 3 weeks and does the activity once or twice a week.

She reads the text to the class, pointing to the words and discussing the pictures and story line. She re-reads it




Identiesobjectsinthepictures,forexample,Showmethehare.Pointtohare.

Answerssomesimplequestionswiththesupportofthepictures,forexample,Hastheharegotlongearsorshortears?

Lear oe oral vocaular, for exaple, aal, are, ear, al




ASSESSMENT




Recognisesplurals(sandes)aurally,forexample,dog/dogs,cat/cats,cow/cows,goat/goats,horse/horses


Identiessomepeople,animalsandobjectsintheillustrationsintheBigBookorotherformofenlargedillustratedtext

Awer ple leral queo aou a or w or awer



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Recognisesplurals(sandes)aurally,forexample,dog/dogs,cat/cats,cow/cows,goat/goats,horse/horses

Awer ple leral queo aou a or w or awer


fromtheteacher,forexample,Showmethehare,buck,elephant,etc.


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37CAPS

TERM 3


mu e: oe




Early writing in the First Additional Language should be supported by the teacher


W e elp of e eacer wre ple l w eadg, for exaple, Aal: dog, ca, cow, ec; Fru: apple,

aaa, ec.

ASSESSMENT


Writing: (written)


Wre a ple l w a eadg


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TERM 4




Weeks 15

teacer elec wo ee a wll allow e o roduce ad reccle vocaular, ad cover e acve led elow.noe a e uggeed ee/opc are pl uggeo. teacer ould cooe er ow approprae ee





Weeks 610





usingtheInformalAssessmentActivitiesrecommendedforWeeks610.TheteachersshouldcarryouttheFormal



several of e followg acve ever da depedg o e e avalale:

Beginstodevelopanoral(listeningandspeaking)vocabularyusingthemesortopicssuchasThingsIcando

Respondstosimplegreetingsandfarewells,usingphrases,forexample,Goodbye.Seeyoulater.

Makessimplerequests,forexample,MayIhaveaglassofwater?

Pointstoobjectsintheclassroomorinapictureinresponsetoteachersinstructions,forexample,Showmethebird.

Namessomeobjectsinapictureorintheclassroominresponsetoteachersquestions,forexample,Whatisthat?A

bird.

Repod pcall o ple oral ruco, for exaple, Draw a pcure of a rd. Draw e od. Draw e wg.

Drawtwolegs.Drawthehead.Drawtheeyes.Drawthebeak.

Respondstosimplequestionsaskedbytheteacher,forexample,Canyoujump?Showme.Canyouskip?Showme.

Understandsandbeginstousesomesimplelanguagestructuresincontext,forexample,themodalcan:Icanjump/

skip/runetc.Icantouchmytoes.

Identiesaperson,animalorobjectfromasimpleoraldescription,forexample,Ihavetwolegs,wingsandabeak.Ican

y.WhoamI?

Singssimplesongsanddoesactions,forexample,Icany!

Joinsinactionrhymesandsongs,doingtheactions,forexample,Icancleanmyteeth

Playslanguagegames,forexample,Chaingameonelearnerbeginsbysaying,Icanjump.Whatcanyoudo?,the

nextlearnermustanswerandthenaskthenextlearnerWhatcanyoudo?andsoonaroundtheclass


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39CAPS





see the pictures.

Listenstoshortstoriesornon-ctiontextstoldorreadfromaBigBookorillustratedposter, for exaple, Animals that can

yw ejoe ad jo corue a e approprae e

Understandsandrespondstoinstructions,forexample,Showmethebuttery.

Answerssimpleliteralquestionsaboutastorywithshortanswers,forexample,Canabaty?Whendoesabaty?

Namessomeofthethingsinthepictureinresponsetoquestionsfromtheteacher,forexample,Whatisthis?Abat.



continuestobuildoralvocabulary,includingconceptualvocabulary,forexample,abilityBatscany

beginstodevelopunderstandingandabilitytousesimplelanguagestructuresinthecontextofmeaningfulspoken

language,forexample,understandsandbeginstousethemodalcan;adverbs:Icanrunquickly;somenegativeforms:Icannoty

ASSESSMENT



Weeks 15

Respondstosimplequestions,forexample,Canyouwriteyourname?Showme.

Expressesselfinsimpleways,forexample,Icanjump.

Weeks 610

Expressesselfinsimplewaysbyusingshortphrases,forexample,Icanskip.

Identiesaperson,animalorobjectfromasimpleoraldescription,forexample,Iamasmallanimal.Iamblack.Idrink

blood.Icany.Iyatnight.WhoamI?



Respondstosimplequestions,forexample,Canyoucountupto10?Showme.

Expressesselfinsimpleways,forexample,Icanwritemyname.

Deorae uderadg of oe ac oral vocaular pog o ojec e claroo/a pcure or dogactionsinresponsetoinstructionsfromtheteacher,forexample,Jump/hop/skip/touchyourtoes,etc.Walkquickly/

slowlyetc.

Understandsatleast700wordsincontextinsituationswhereminimumtimeisgiventotheFirstAdditionalLanguageand

a lea 1,000 word were axu e gve o e Fr Addoal Laguage (ue e word l seco 3 of

docue for gudace)


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TERM 4






The activities should be very brief and integrated into Listening and Speaking activities and Shared Reading.

Clapsoutthesyllablesinfamiliarwords,forexample,an-i-mal,don-key

Withtheteachershelp,identiessomerhymingwordsinstories,songsandrhymes,forexample,y,sky,high,why

Beginstoidentifydifferentinitialsoundsinwords,forexample,jinjump,rinrun,winwalk

Recognisesplurals(sandes)aurally,forexample,bird/birds,bat/bats

Emergent literacy (510 minutes once or twice a term)


display. When going on school outings, the teacher points out environmental print to learners.

Recoge oe coo word our everda evroe, for exaple, ree g, op g, rad ae

magazinessuchasBP,JET,ABSA,CellC,Vodacom,Tastic,ChickenLicken

Develop eerge lerac uc a cocep of pr roug e sared Readg acv

Shared Reading (minimum 2530 minutes, maximum 1 hour 15 minutes per week)

Where the teacher is using maximum time for First Additional Language, she introduces a new Big Book or

illustrated poster, each week and does the activity every day. Where the teacher is using minimum time for the

First Additional Language, she uses the same book/poster over 2 or 3 weeks and does the activity once or twice

a week. She reads the book to the class, pointing to the words and discussing the pictures and story line. She re-

reads it during the week, encouraging the learners to join in. The story or non-ction text is used to introduce new

vocabulary.



Identiesobjectsinthepictures,forexample,Showmethebird.Pointtothebird.

Answerssomesimplequestionswiththesupportofthepictures,forexample,Canabirdy?Howmanywingshasabird

got?

Learnssomeoralvocabulary,forexample,can,y,sky,bird,bat,buttery




ASSESSMENT



Clapsoutthesyllablesinfamiliarwords,forexample,butt-er-y

Recognisesplurals(sandes)aurally,forexample,bird/birds,bat/bats,bee/bees


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41CAPS



Recognisesplurals(sandes)aurally,forexample,dog/dogs,cat/cats,cow/cows,goat/goats

Answerssimpleliteralquestionsaboutastoryornon-ctiontextwithshortanswers


fromtheteacher,forexample,Showmethebuttery,etc.


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TERM 4


mu e: oe



Shared Writing (maximum time once a week)

Early writing in the First Additional Language should be supported by the teacher.


W e elp of e eacer wre ple l w eadg, for exaple, Thingsthatcany:bird,bat,buttery,bee,etc.

ASSESSMENT


Writing: (written)


Wre a ple l w a eadg

RECOMMENDED TEXTS/RESOURCES FOR THE YEAR

LISTENING AND SPEAKING

Storybooks(BigBooks)andoralstories

Non-ctionBigBooks

Poer ad pcure o uppor e eacg of ore ad vocaular

Colour car ad uer car

sog, aco re ad poe

Ojec relaed o e ee ad opc

Propstoactoutthestoriesandforroleplay,forexample,masks,dressingupclothes,objects

CD, DVD ad elevo prograe

A puppe o roduce e Fr Addoal Laguage

READING AND PHONICS

Pcure ad poer

Logosandrelevantexamplesofenvironmentalprint,forexample,shoppingbags;brandnamesonpackagingetc.

Bigbooks(atleast2differentstoriesornon-ctiontextsperterm)

Oer elarged ex, for exaple, og, re ec.

Fla card lael for claroo e ad dpla

Poer o ue we readg elarged ex, wall ore, dpla

WRITING AND HANDWRITING

Writingmaterials(e.g.pencils,colouredpencils,waxcrayons,blankpaperinvarioussizes(A3,A4,A5),blankjotters)

FlipchartpaperandthickKokipens


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43CAPS

GRADE 2 FIRST ADDITIONAL LANGUAGE ENGLISH

REQUIREMENTS PER TERM

TERM 1


mu e: 45 ue

Maximumtime:1hourperweek


Weeks 15





teacer ould r o cover a a of e acve a pole e e avalale. te ould roduce a ew acv

listeningtoandgivingarecount.Theteachershouldmodelthisbyrstgivingarecountherself,(e.g.ofwhatshedidover

theweekend).Sheshouldthensupportthelearnerstogivetheirownrecount.Sheshouldprovidesomestructuringwords

tohelpthelearners,forexample,LastweekendIthenI.nextIAfterthatI.Sheshouldalsohelpthemwiththe

ple pa ee. te learer wll prace leg o ad gvg recou rougou e ear. t wll gve e a

opportunitytousethepasttenseandtimeconnectors(rst,next,then)incontext.ForfurtherguidanceseeSection4atthe

ed of docue.

TheteachershouldassessthelearnersusingtheInformalAssessmentActivitiesrecommendedforWeeks15.

Weeks 610




Teachersshouldmakesurethattheycoveralltheactivities,morethanonceifpossible.TheyshouldassessthelearnersusingtheInformalAssessmentActivitiesrecommendedforWeeks610.TheteachersshouldcarryouttheFormal


Daily activities (30 minutes per week)

Theactivitiesvaryinlength.Theteachercoulddoonelongeractivityortwoorthreeshortonesperweek.

Continuestodevelopanoral(listeningandspeaking)vocabularyusingthemesortopicssuchasFeelings

Followsashortsequenceofinstructions,forexample,Drawahappyface.Nowdrawasadface.

Givessimpleinstructions,forexample,Drawahappyface.

UnderstandsandrespondstosimplequestionssuchasWhich?Whose?(Whosebookisthis?Whichstorydo

youwant?)

Makessimplerequestsandstatements,forexample,Ifeelthirsty.MayIhaveaglassofwater?

Identiesanobjectfromasimpleoraldescription,forexample,Thegirlissad.Sheiscrying.Learners must match this

descriptionwiththecorrectpicture.

Talksaboutobjectsinapictureinresponsetoteachersinstructions,forexample,Whatcanyouseeinthepicture?Tell

mewhatyoucanseeinthepicture.

Listenstoasimplerecount,forexample,theteachertellingwhatshedidlastweekend

Withhelpfromtheteacher,givesasimplerecount,forexample,tellswhathe/shedidlastweekend

Memorisesandperformssimplepoems,actionsrhymesandsongs,forexample,Ifyourehappyandyouknowit,clapour ad!

Pla laguage gae, for e

Fp _ Fal _ English _ Gr 1-3 Web

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