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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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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
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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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
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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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
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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4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
(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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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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6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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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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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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
Grade 2 8 (7) our 3 (2) our
Grade 3 8 (7) our 4 (3) 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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10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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
2 Fr Addoal Laguage 1 1 2 1 5
3 Fr Addoal Laguage 1 2 2 1 6
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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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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12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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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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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14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
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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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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24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
25CAPS
TERM 1
READING AND PHONICS SUGGESTED CONTACT TIME
mu e: 30 ue
Maximumtime:1hour15minutesperweek
CONTENT/CONCEPTS/SKILLS
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
Suggestions for Informal Assessment Activities:
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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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Formal Assessment Activity 1:
Reading (oral and/ or practical)
Answerssomesimpleoralquestionsaboutthestoryornon-ctiontext
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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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
27CAPS
TERM 1
WRITING SUGGESTED CONTACT TIME
mu e: oe
Maximumtime:15minutesperweek
CONTENT/CONCEPTS/SKILLS
Shared writing (maximum time once a week)
Early writing in the First Additional Language shouldbe supported by the teacher
Withthehelpoftheteacherwritesacaptionforhis/herdrawingandreadsbackwhatiswritten
ASSESSMENT
Suggestions for Informal Assessment Activities:
Writing: (written)
Copiesacaptionforapicturehe/shehasdrawnandreadsbackwhatiswritten
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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
TERM 2
LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME
1hour30minutesperweek
CONTENT/CONCEPTS/SKILLS
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.
Daily activities (1 hour per week)
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?
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
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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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
29CAPS
Development of concepts, vocabulary and language structures
Throughtakingpartintheaboveactivities:
continuestobuildoralvocabulary,includingconceptualvocabulary,forexample,sequencedaysoftheweek
beginstodevelopunderstandingandabilitytousesimplelanguagestructuresinthecontextofmeaningfulspoken
language,forexample,simplepresenttenseIlikeapples;negativeforms-Idonotlikebananas
ASSESSMENT
Suggestions for Informal Assessment Activities:
Listening and Speaking: (oral and/or practical)
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.
Formal Assessment Activity 2:
Listening and Speaking (oral and/ or practical)
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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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
TERM 2
READING AND PHONICS SUGGESTED CONTACT TIME
Minimumtime:30minutesperweek
Maximumtime:1hour15minutesperweek
CONTENT/CONCEPTS/SKILLS
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
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)
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.
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
during the week, encouraging the learners to join in. The text is used to introduce new vocabulary.
Listenstothestoryornon-ctiontextwhilefollowingtheteacherandlookingatthepictures
Talksaboutthepicturesusinghomelanguagewherenecessary
Identiesobjectsinthepictures(e.g.Showmethejelly.Pointtoice-cream.)
Answerssomesimplequestionswiththesupportofthepictures,forexample,Whereisthecake?
Learnssomeoralvocabulary,forexample,jelly,ice-cream,cake
Afer repeaed readg, jo corue were approprae
Ac ou e or ug oe of e dalogue
Draw a pcure capurg e a dea of e or
ASSESSMENT
Suggestions for Informal Assessment Activities:
Phonological and Phonemic awareness: (oral and/or practical)
beg o def dffere al oud word
Clap ou e llale falar word
Reading: (oral and/or practical)
Identiessomepeople,animalsandobjectsintheillustrationsintheBigBook
Answerssomesimpleoralquestionsaboutthestoryornon-ctiontext
Drawsapicturecapturingthemainideaofthestoryornon-ctiontext
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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
31CAPS
Formal Assessment Activity 2:
Reading (oral and/ or practical)
Clap ou e llale falar word
Answerssomesimpleoralquestionsaboutthestoryornon-ctiontext
Deorae uderadg of vocaular e or pog o ojec e pcure repoe o ruco
fromtheteacher,forexample,Showmethejelly/cake/biscuits,etc.
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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
TERM 2
WRITING SUGGESTED CONTACT TIME
mu e: oe
Maximumtime:15minutesperweek
CONTENT/CONCEPTS/SKILLS
Shared writing (maximum time once a week)
Early writing in the First Additional Language needs to be supported by the teacher
Withthehelpoftheteacherwritesacaptionforhis/herdrawingandreadsbackwhatiswritten
ASSESSMENT
Suggestions for Informal Assessment Activities:
Writing: (written)
Copiesacaptionforapicturehe/shehasdrawnandreadsbackwhatiswritten
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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
33CAPS
TERM 3
LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME
1hour30minutesperweek
CONTENT/CONCEPTS/SKILLS
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.TheteachersshouldcarryouttheFormal
Aee Acv a e ed of er.
Daily activities (1 hour per week)
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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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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
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.
Development of concepts, vocabulary and language structures
Throughtakingpartintheaboveactivities:
continuestobuildoralvocabulary,includingconceptualvocabulary,forexample,number,size
beginstodevelopunderstandingandabilitytousesimplelanguagestructuresinthecontextofmeaningfulspokenlanguage,forexample,understandsandbeginstouseafewadjectivessuchasbig,small,little;prepositionssuchasin,
on;andadverbssuchasquickly,slowly
ASSESSMENT
Suggestions for Informal Assessment Activities:
Listening and Speaking: (oral and/or practical)
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:
Listening and Speaking (oral and/ or practical)
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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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
35CAPS
TERM 3
READING AND PHONICS SUGGESTED CONTACT TIME
Minimumtime:30minutesperweek
Maximumtime:1hour15minutesperweek
CONTENT/CONCEPTS/SKILLS
Phonological and Phonemic Awareness (15 minutes per activity)
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)
The teacher brings packaging, posters, etc. into the classroom so that there is environmental print on permanent
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
during the week, encouraging the learners to join in. The text is used to introduce new vocabulary.
Listenstothestoryornon-ctiontextwhilefollowingtheteacherandlookingatthepictures
Talksaboutthepicturesusinghomelanguagewherenecessary
Identiesobjectsinthepictures,forexample,Showmethehare.Pointtohare.
Answerssomesimplequestionswiththesupportofthepictures,forexample,Hastheharegotlongearsorshortears?
Lear oe oral vocaular, for exaple, aal, are, ear, al
Afer repeaed readg, jo corue were approprae
Ac ou e or ug oe of e dalogue
Draw a pcure capurg e a dea of e or
ASSESSMENT
Suggestions for Informal Assessment Activities:
Phonological and Phonemic awareness: (oral and/or practical)
Clap ou e llale falar word
Recognisesplurals(sandes)aurally,forexample,dog/dogs,cat/cats,cow/cows,goat/goats,horse/horses
Reading: (oral and/or practical)
Identiessomepeople,animalsandobjectsintheillustrationsintheBigBookorotherformofenlargedillustratedtext
Awer ple leral queo aou a or w or awer
Drawsapicturecapturingthemainideaofthestoryornon-ctiontext
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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Suggested Formal Assessment Activity 3:
Reading (oral and/ or practical)
Recognisesplurals(sandes)aurally,forexample,dog/dogs,cat/cats,cow/cows,goat/goats,horse/horses
Awer ple leral queo aou a or w or awer
Deorae uderadg of vocaular e or pog o ojec e pcure repoe o ruco
fromtheteacher,forexample,Showmethehare,buck,elephant,etc.
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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
37CAPS
TERM 3
WRITING SUGGESTED CONTACT TIME
mu e: oe
Maximumtime:15minutesperweek
CONTENT/CONCEPTS/SKILLS
Shared writing (maximum time once a week)
Early writing in the First Additional Language should be supported by the teacher
Withthehelpoftheteacherwritesacaptionforhis/herdrawingandreadsbackwhatiswritten
W e elp of e eacer wre ple l w eadg, for exaple, Aal: dog, ca, cow, ec; Fru: apple,
aaa, ec.
ASSESSMENT
Suggestions for Informal Assessment Activities:
Writing: (written)
Copiesacaptionforapicturehe/shehasdrawnandreadsbackwhatiswritten
Wre a ple l w a eadg
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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
TERM 4
LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME
1hour30minutesperweek
CONTENT/CONCEPTS/SKILLS
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.TheteachersshouldcarryouttheFormal
Aee Acv a e ed of er.
Daily activities (1 hour per week)
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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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
39CAPS
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, 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.
Development of concepts, vocabulary and language structures
Throughtakingpartintheaboveactivities:
continuestobuildoralvocabulary,includingconceptualvocabulary,forexample,abilityBatscany
beginstodevelopunderstandingandabilitytousesimplelanguagestructuresinthecontextofmeaningfulspoken
language,forexample,understandsandbeginstousethemodalcan;adverbs:Icanrunquickly;somenegativeforms:Icannoty
ASSESSMENT
Suggestions for Informal Assessment Activities:
Listening and Speaking: (oral and/or practical)
Weeks 15
Respondstosimplequestions,forexample,Canyouwriteyourname?Showme.
Expressesselfinsimpleways,forexample,Icanjump.
Weeks 610
Expressesselfinsimplewaysbyusingshortphrases,forexample,Icanskip.
Identiesaperson,animalorobjectfromasimpleoraldescription,forexample,Iamasmallanimal.Iamblack.Idrink
blood.Icany.Iyatnight.WhoamI?
Suggested Formal Assessment Activity 4:
Listening and Speaking (oral and/ or practical)
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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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
TERM 4
READING AND PHONICS SUGGESTED CONTACT TIME
Minimumtime:30minutesperweek
Maximumtime:1hour15minutesperweek
CONTENT/CONCEPTS/SKILLS
Phonological and Phonemic Awareness (15 minutes per activity)
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)
The teacher brings packaging, posters, etc. into the classroom so that there is environmental print on permanent
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.
Listenstothestoryornon-ctiontextwhilefollowingtheteacherandlookingatthepictures
Talksaboutthepicturesusinghomelanguagewherenecessary
Identiesobjectsinthepictures,forexample,Showmethebird.Pointtothebird.
Answerssomesimplequestionswiththesupportofthepictures,forexample,Canabirdy?Howmanywingshasabird
got?
Learnssomeoralvocabulary,forexample,can,y,sky,bird,bat,buttery
Afer repeaed readg, jo corue were approprae
Ac ou e or ug oe of e dalogue
Drawsapicturecapturingthemainideaofthestoryornon-ctiontext
ASSESSMENT
Suggestions for Informal Assessment Activities:
Phonological and Phonemic awareness: (oral and/or practical)
Clapsoutthesyllablesinfamiliarwords,forexample,butt-er-y
Recognisesplurals(sandes)aurally,forexample,bird/birds,bat/bats,bee/bees
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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
41CAPS
Suggested Formal Assessment Activity 4:
Reading (oral and/ or practical)
Recognisesplurals(sandes)aurally,forexample,dog/dogs,cat/cats,cow/cows,goat/goats
Answerssimpleliteralquestionsaboutastoryornon-ctiontextwithshortanswers
Deorae uderadg of vocaular e or pog o ojec e pcure repoe o ruco
fromtheteacher,forexample,Showmethebuttery,etc.
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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
TERM 4
WRITING SUGGESTED CONTACT TIME
mu e: oe
Maximumtime:15minutesperweek
CONTENT/CONCEPTS/SKILLS
Shared Writing (maximum time once a week)
Early writing in the First Additional Language should be supported by the teacher.
Withthehelpoftheteacherwritesacaptionforhis/herdrawingandreadsbackwhatiswritten
W e elp of e eacer wre ple l w eadg, for exaple, Thingsthatcany:bird,bat,buttery,bee,etc.
ASSESSMENT
Suggestions for Informal Assessment Activities:
Writing: (written)
Copiesacaptionforapicturehe/shehasdrawnandreadsbackwhatiswritten
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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ENGLISH FIRST ADDITIONAL LANGUAGE GRADES 1-3
43CAPS
GRADE 2 FIRST ADDITIONAL LANGUAGE ENGLISH
REQUIREMENTS PER TERM
TERM 1
LISTENING AND SPEAKING (ORAL) SUGGESTED CONTACT TIME
mu e: 45 ue
Maximumtime:1hourperweek
CONTENT/CONCEPTS/SKILLS
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 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
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.TheyshouldassessthelearnersusingtheInformalAssessmentActivitiesrecommendedforWeeks610.TheteachersshouldcarryouttheFormal
Aee Acv a e ed of er.
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