SUGGESTED PLANNING of TEACHING and ASSESSMENT Grade 2 HL 2023

TERM 1: 51 school Week 1 Week 2 Week 3 Week 4 Week Week Week Week 8 Week Week 10
days 5 6 7 9
THEME Revision Myself and other Everyone is What do we need to live? Healthy
special living
Listening & Listen with respect Listen with Listen with respect Listen with Take turns to speak Listen with respect Listen with respect Listen with Listen with respect Tell a story with a
• Discuss class rules enjoyment to a beginning, middle
Speaking W: 20% story and show Takes turns to speak respect Take Talk about Tell a story with a Take turns to speak respect Take Take turns to speak and end
Take turns to speak respect – personal beginning, middle • Why do • What does • Unhealthy
How to Teach Your • Teacher role play turns to speak experiences and end. we need turns to speak it mean to living
Child Listening Skills Talk about reads a • Plan role play • How do you feel • My special water? live a – Ben stays ill
- YouTube personal story on with a friend on Talk about when something friend- Talk about healthy
experiences bullying a child being personal good happens to learners Talk about personal life? Take part in
https://www.youtube.com/wat
ch?v=g TSoTBI5Uq0 • Share bullied, experiences you? with barriers personal experiences • What can I discussions, ask
holiday Takes turns to speak demonstrating a • Do you see that • How do you feel experiences do to live a and answer
news • Learners solution to everyone is when something Take part in • Tell a Use words in healthy life? questions and
A game to improve discuss prevent bullying. different. bad happens to discussions, classmate context, Suggest suggest ideas
child's listening Use words in context their • Do you see that you? answers questions what water solutions for Talk about • Practical
skills - YouTube friends Talk about we all are also and suggest ideas. are used for. problems personal ideas to live
https://www.youtube.com/watc • How many personal same in certain Use words in context, • Water is experiences a healthy life
h?v=U ZyxavJFnw friends do experiences areas? e.g. emotion words Take turns to speak Use words in context precious, • How do you
they have? • Discuss how are • “happy words” therefore live a healthy
• How do Use words in context we the same? • “Sad words” Talk about Participate in a we need life?
you know personal discussion, ask to save
it is a Suggest Use words in context, Suggest experiences and answer water.
good solutions for e.g. emotion words solutions for questions and • Discuss
friend? problems • Look at the problems suggest ideas with your
• Look at the pictures and • How must I act • Where do friend
Talk about pictures. Think discuss how when I am sad? we get water ways to
personal about what the children • How must I act from? save
experiences good friends do. are the when I am water.
• Share • How can you same/ happy?
with help someone different
friends to be a good
friend.
Suggest • Give practical
solutions for ideas.
problems
• How must I
act on
bullying?
Phonics Follow the Jolly Phonics Scope and Sequence and the progression of Reading and Writing:
W:20%

https://wcedeportal.co.za/eresource/208961

Link to the Jolly Phonics Lessons app:

https://play.google.com/store/apps/details?id=com.gilbertjolly.teachphonics.teachers
Reading Read simple Reads books in Interprets pictures • Usual visual clues Reads books in • Identify core Answers higher- Read simple • Consolidate
instructions in the whole class context or other visual to predict what the whole class context details and the order thinking instructions Interprets pictures
W:25%
classroom with teacher and media, e.g. photo story is about with teacher and sequence of questions before, • Tips to or other visual Reads books in
Shared • Class rules describe the main or advertisement (book cover or describe the main events and after the save media, e.g. photo whole class context
Reading • Names of classmates idea of the story to make up own illustrations) (1) idea of the story shared reading: water in or advertisement with teacher and
• Teacher reads a stories, “read the • Emotions Reads books in “What will happen our to make up own describe the main
Interprets pictures story on bullying photo or Interprets pictures whole class context if…” homes stories, “read the idea of the story
Teaching with Shared • Classrooms advertisement” or other visual Make use of visual with teacher and Interprets pictures photo or
Reading of a Big Book • advertisement”
• Pictures Make use of visual Pictures of media, e.g. photo cues to predict the describe the main or other visual Give a personal Make use of visual
Free By Bill cues to predict the good and or advertisement story idea of the story media, e.g. photo or opinion on a story • Pictures of a cues to predict the
on
Barnes Resource story bad to make up own • Book cover • My special friend advertisement to read. healthy and story
posters
URL • stories, “read the •
Book cover friendships • Illustrations – child with make up own unhealthy Book cover
https://www.youtube.com/wa stories, “read the
Reads books in • Illustrations photo or barriers Identify core detail lifestyle • Illustrations
tch?v= Lu3QH9AJn0s advertisement”
whole class context Identify core detail Answers higher- • Identify core details photo or and the sequence • Unhealthy lifestyle
with teacher and and the sequence order thinking • Pictures of and the sequence Make use of visual advertisement” of events in the Give a personal Give a personal
describe the main of events in the questions before, good and of events cues to predict the • Advertisement text. opinion on a story opinion on a story
idea of the story text. and after the bad story • Ways to save read. read
shared reading: friendships • Book cover water • Unhealthy lifestyle
Make use of visual • Answers “What will happen Answers higher- • Illustrations Identify core detail –
cues to predict the higher-order if…” Answers higher- order thinking Reads books in and the sequence Ben stays ill
story thinking Case studies of order thinking Give a personal
questions before, whole class context of events in the
• good and bad questions before, and after theopinion on a story with teacher and text.
Book cover questions • Identify core
• Illustrations before, and friendships and after the shared reading:
read describe the main detail and the
after the shared
shared reading: •
“What will happen How must I act idea of the story sequence of
Give a personal “What will happen if…” towards people • Read newspaper
reading: “What events in the text.
opinion on a story if…” with barriers? article
will happen
read. Case studies of – water is precious
if…” good and bad • Identify core
friendships details and the
sequence of
events
Group Guided Reading: Focus on 1 or 2 skills Focus on 1 or 2 skills Focus on 1 or 2 skills Focus on 1 or 2 skills Focus on 1 or 2 skills Focus on 1 or 2 skills Focus on 1 or 2 skills Focus on 1 or 2 skills Focus on 1 or 2 skills Focus on 1 or 2 skills
listed below per listed below per listed below per listed below per listed below per listed below per listed below per listed below per listed below per listed below per
lesson: lesson: lesson: lesson: lesson: lesson: lesson: lesson: lesson: lesson:
Decodable Reading Cards Read aloud from own Read aloud from own Read aloud from own Read aloud from own Read aloud from own Read aloud from own Read aloud from own Read aloud from own Read aloud from own Read aloud from own
book or decodable book or decodable book or decodable book or decodable book or decodable book or decodable book or decodable book or decodable book or decodable book or decodable
reading cards: reading cards: reading cards: reading cards: reading cards: reading cards: reading cards: reading cards: reading cards: reading cards:
https://bit.ly/JPdecodablere
adingcards
Use structural- Use structural- Use structural- Use structural- Use structural- Use structural- Use structural- Use structural- Use structural- Use structural-
analytical decoding analytical decoding analytical decoding analytical decoding analytical decoding analytical decoding analytical decoding analytical decoding analytical decoding analytical decoding
skills skills skills skills skills skills skills skills skills skills
• Sound out • Sound out • Sound out • Sound out • Sound out • Sound out • Sound out • Sound out • Sound out • Sound out
unfamiliar words unfamiliar words unfamiliar words unfamiliar words unfamiliar words unfamiliar words unfamiliar words unfamiliar words unfamiliar words unfamiliar words
• Break up words in • Break up words in • Break up words in • Break up words in • Break up words in • Break up words in • Break up words in • Break up words in • Break up words in • Break up words in
syllables syllables syllables syllables syllables syllables syllables syllables syllables syllables
• Apply successive • Apply successive • Apply successive • Apply successive • Apply successive • Apply successive • Apply successive • Apply successive • Apply successive • Apply successive
blending strategy blending strategy blending strategy blending strategy blending strategy blending strategy blending strategy blending strategy blending strategy blending strategy
• Look for parts of • Look for parts of • Look for parts of • Look for parts of • Look for parts of • Look for parts of • Look for parts of • Look for parts of • Look for parts of • Look for parts of the
the word you know the word you know the word you know the word you know the word you know the word you know the word you know the word you know the word you know word know
Make use of Make use of Make use of Make use of Make use of Make use of Make use of Make use of Make use of Make use of
• Flash cards with contextual cues for contextual cues contextual cues contextual cues contextual cues for contextual cues contextual cues contextual cues for
tricky words and contextual cues for contextual cues
comprehension: for for for comprehension: for for comprehension:
letter-sounds comprehension: for
• Predicts the comprehension: comprehension: comprehension: • Predicts the comprehension: comprehension: • Predicts the
• Predicts the • Predicts the • Predicts the • Predicts the
comprehension:
• Predicts the • Predicts the
story by making story by making story by making
• Leveled readers for use of cues story by making story by making story by making story by making use of cues • Predicts the story by making story by making use of cues
‘top learners’ skilled use of cues story by making
• Make use of the use of cues use of cues use of cues • Make use of the use of cues use of cues • Make use of the
readers
• Make use of the • Make use of the • Make use of the • Make use of the use of cues • Make use of the • Make use of the
storyline to storyline to storyline to make
make storyline to storyline to storyline to storyline to make • Make use of the storyline to storyline to predictions
make make make make storyline to make make
• Activities for desk predictions predictions
predictions predictions predictions predictions make predictions predictions
work Use phonic predictions Use phonic
knowledge and Use phonic Use phonic Use phonic Use phonic Use phonic Use phonic
Use phonic knowledge and
tricky words for knowledge and knowledge and knowledge and knowledge and Use phonic knowledge and knowledge and
knowledge and tricky words for
decoding the tricky words for tricky words for tricky words for tricky words for knowledge and tricky words for tricky words for
tricky words for decoding the
reading text decoding the decoding the decoding the decoding the tricky words for decoding the decoding the
decoding the reading text
reading text reading text reading text reading text decoding the reading text reading text
reading text
reading text Practice fluency
Practice fluency Practice Practice Practice Practice Practice Practice
fluency Practice
fluency fluency fluency fluency Practice fluency fluency Build sight
Build sight fluency vocabulary during all
Build sight
vocabulary during all Build sight Build sight Build sight Build sight Build sight Build sight reading
vocabulary during vocabulary during vocabulary during vocabulary during Build sight vocabulary during vocabulary during
reading vocabulary during
all reading all reading all reading all reading vocabulary during all reading all reading
all reading
all reading
 Do phonic Do phonic tasks: Do phonic Do phonic tasks: Do phonic tasks: Do phonic tasks: Do phonic tasks: Do phonic tasks: Do phonic tasks: Do phonic tasks:
Writing: tasks: • a, e tasks: • u, y • ee • oo • ie, oe • ou, ei • eu, ei • eu, ei
W:20% • oo, ee • i, o
Writing Suggest ideas and Draw a picture to Write at least 3 or • Draw a picture to Draw a picture to Write a list and Suggest ideas and Write at least 3 or
• Draw a picture words for a class • Draw a picture to convey a message on more sentences on convey a convey a message on use a comma to words for a class more sentences on
to convey a story (Shared convey a personal experiences own news or creative message on personal experiences. divide words story (Shared own news or creative
Intro to Punctuation message reading): message on • How do you story by making use personal • Make a poster • Make a list of reading): story by making use
(displaying • How can we be personal feel today? of sounds learnt, experiences. to make people ways to save • We make fruit of sounds learnt,
for Kids: English holiday news) good friends to experiences. Draw an known sight words, aware on how water salad. known sight words,
Grammar for Children each other in the emoticon capital letters and full Suggest ideas and we can save capital letters and full
- YouTube Write and illustrate 2 classroom? Suggest ideas and stops: words for a class water. Write at least 3 or Write a list and stops:
to 4 sentences on a words for a class Suggest ideas and • I am special story (Shared more sentences on use a comma to • How will I adjust
topic to contribute to Write and illustrate 2 story (Shared words for a class • Fingerprint reading): Suggest ideas and own news or creative divide words my lifestyle to
https://www.youtube.co • How can we help •
the reading corner: to 4 sentences on a reading): story (Shared • Draw a words for a class story by making use Make a list of live a healthy
m/wat • Holiday news topic to contribute to • How to handle reading): picture of people with story (Shared of sounds learnt, healthy food life?
ch?v=BgcokHqAXUk the reading corner: the bullies in the • Write a list and yourself barriers? reading): known sight words, which you can
• How can we be school – write use a comma to • Tips to save water capital letters and full pack in for • Create own
• Create own good friends to down tips. divide the words • Draw a picture to Write and illustrate stops: school. dictionary to
dictionary to each other in the – Emotion words convey a sentences (2 to 4) • How will I save develop dictionary
Past Simple Tense be - develop dictionary classroom? Write at least 3 or message on to contribute to the water at home? skills
was skills more sentences on Write and illustrate personal reading corner
/ were: Fun & own news or creative sentences (2 to 4) experiences. • Types of barriers
Interactive English • Create own story by making use to contribute to the and how can we
dictionary to of sounds learnt, reading corner help?
Grammar ...
develop dictionary known sight words, • What make me
https://www.youtube.co skills capital letters and full happy? • Create own
m/wat stops: • What make me sad? dictionary to
ch?v=O3FdGPehN-E • My best friend develop dictionary
skills
Handwriting • Write the date • Write the date • Write the date • Write the date • Write the date • Write the date • Write the date • Write the date • Write the date • Write the date
and heading: and heading: and heading: and heading: and heading: and heading: and heading: and heading: and heading: and heading:
W:10% Handwriting Handwriting Handwriting Handwriting Handwriting Handwriting Handwriting Handwriting Handwriting Handwriting
Handwriting • Write the Pattern: • Write the • Write the Pattern: • Write the Pattern: • Write the Pattern: • Write the Pattern: • Write the Pattern: • Write the Pattern: • Write the Pattern: • Write the Pattern:
Pattern: l i l i l i l i
• Write capital and • Write capital and • Write capital • Write capital • Write capital
• Write capital • Write capital • Write capital • Write capital and
lower case lower case • Write capital and lower and lower and lower
letters: Oo and lower and lower and lower lower case letters:
letters: Vv and lower case letters: F case letters: H case letters: M
,Cc case letters: S case letters: Z case letters: A T t, Y y
, Ww case letters: J f, Kk h, I i m, L l
• Write words s, U u z, X x a, E e • Write words
• Write words j, K k • Write words • Write words • Write words
and • Write words • Write words • Write words • Write words and
and and and and sentences
sentences and and and and
sentences sentences sentences sentences with spacing
with spacing sentences sentences sentences sentences
with spacing with spacing with spacing with spacing • Underline the work
with spacing with spacing
Underline the work • Underline the work
with spacing
• with spacing • Underline the work • Underline the work • Underline the work
• Underline the work • Underline the work • Underline the work • Underline the work
Grade 1 knowledge Grade 1 knowledge Grade 1 knowledge Grade 1 knowledge Grade 1 knowledge Grade 1 knowledge Grade 1 knowledge Grade 1 knowledge Grade 1 knowledge Grade 1 knowledge
Requisite pre-knowledge

eBooks
DBE Workbooks Flash cards Pictures
Resources (other than Posters
textbook) to enhance Letter-sound cards
learning Elkonin/sound boxes
Decodable Reading cards
Leveled readers for skilled readers
Activity cards for GGR

Informal assessment; • The activities must be observed and assessed during daily lesson activities in Languages. Each skill is not meant to be an assessment activity but rather should ensure that leaners are afforded opportunities to demonstrate these skills orally
remediation and practically.
• This must be done informally and ongoing.
SBA (Formal Assessment) • The activities must be observed and assessed during daily lesson activities in Languages. Each skill is not meant to be an assessment activity but rather should ensure that leaners are afforded opportunities to demonstrate these skills orally
• and practically.
• By week 9 teachers should be able to complete the checklist and score each learner according to SBA rubrics.
• Teachers could choose from SBA guidelines on formal assessment model.

https://drive.google.com/file/d/15d3X0imFAL3RxvHM9R8n8vIDHZNMrh-j/view?usp=sharing