GRADE 5 TERM 2 2019 TRACKER - Eccurriculum.co.za

Theme Reflection: SPIDERS1. What went well thiscycle?2. What did not gowell this cycle?3. How can youimprove this nextcycle?4. Did you cover allthe work for thecycle?5. If not, how will youget back on track?6. Do you need toextend somelearners?7. In which area /activity?8. How will you dothis?9. Do you need tosupport somelearners?10. In which area /activity?11. How will you dothis?SMT CommentSMT name and signatureDate13

Week 5DayCAPS content, concepts, skillsDate completedTHEME: LEADERSHIPMondayActivity 1:MondayActivity 2:TuesdayActivity 1:TuesdayActivity 2:TuesdayActivity 3:ORAL ACTIVITIES Introduce theme: leadership Teach song/rhyme/poem Teach theme vocabulary Question of the day Use personal dictionariesLISTENING ACTIVITY Listening Choosing a soccer captain Genre: Story Three read Model comprehension skill: I wonder / Make evaluations Oral comprehensionSPEAKING ACTIVITY Re-read Text: Choosing a soccer captain Genre: Story Small group discussions to respond to textPHONICS REVIEW Word find with /th/ and /ay/SHARED READING Pre-Read DBE Workbook 1 page 116: Choosing a leader Genre: Story WednesdayActivity 1:WednesdayActivity 2:ThursdayActivity 1:ThursdayActivity 2:Discuss and predictORAL ACTIVITIES Teach song/rhyme/poem Teach theme vocabulary Question of the day Use personal dictionariesSHARED READING First Read DBE Workbook 1 page 116: Choosing a leader Modelcomprehension skill: Making inferences Genre: Story Oral comprehension Introduce LSC in contextSHARED READING Second Read DBE Workbook 1 page 116: Choosing a leader Genre: Story Model comprehension skill: I wonder / Makingevaluations Oral comprehension Formulate a question about the textTEACH THE COMPREHENSION STRATEGY DBE Workbook 1 page 116: Choosing a leader Genre: Story Teach: I wonder / Making evaluations14

FridayActivity 1:FridayActivity 2:SHARED READING Post-Read DBE Workbook 1 page 116: Choosing a leader Genre: Story Oral recount Comprehension strategy: Summarise / Make evaluationsWRITING Teach the genre Story (narrative essay) Sample text: Painting the Grade 5 classroomWEEK 5 SUPPLEMENTARY TEXTBOOK ACTIVITIES: READING & VIEWINGWeek 5TextbookSupplementary Reading Activity:Date CompletedRead storiesSUCCESSFUL OXFORDOxfordSTUDY & MASTERCambridgeINTERACTIVE ENGLISHSt Mary’s Interactive LearningVIA AFRICAVia AfricaHEAD STARTOxfordSOLUTIONS FOR ALLMacmillan EducationPLATINUMPearsonTOP CLASSShuter & ShooterKudu’s wonderful horns, 91The trader and the farmer part 1 & 2, 91How frogs lost their buttocks, 86The walk to the cave, 79Why willows weep, 66The flying Dutchman, 92Theseus and the minotaur, 69The water of life, 5415

Week 6DayCAPS content, concepts, skillsMondayActivity 1:MondayActivity 2:TuesdayActivity 1:TuesdayActivity 2:WednesdayActivity 1:WednesdayActivity 2:ThursdayActivity 1:ThursdayActivity 2:FridayActivity 1:FridayActivity 2:FridayActivity 3:Date completedTHEME: LEADERSHIP & ASSESMENTWRITING Planning Genre: Story Topic: Write a story about a character who shows at leastone quality of being a good leader, like kindness,responsibility, or helpfulness! Planning Strategy: Write a listGROUP GUIDED READING Class: Worksheet Week 6 Group 1ORAL ACTIVITIES Teach song/rhyme/poem Teach theme vocabulary Question of the day Use personal dictionariesGROUP GUIDED READING Class: Worksheet Week 6 Group 2LSC & WRITING Drafting LSC: ‘Must’, ‘should’, ‘have to’, to show obligation Use plan to draft storyGROUP GUIDED READING Class: Worksheet 6 Group 3ORAL ACTIVITIES Teach song/rhyme/poem Teach theme vocabulary Question of the day Use personal dictionariesGROUP GUIDED READING Class: Worksheet Week 6 Group 4WRITING Editing and Publishing Edit story using checklist Publish and share story ASSESMENTGROUP GUIDED READING Class: Worksheet Week 6 Group 5 Review word find Conclusion16

WEEK 6 SUPPLEMENTARY TEXTBOOK ACTIVITIES: LSCWeek 6TextbookSUCCESSFUL OXFORDOxfordSTUDY & MASTERCambridgeINTERACTIVE ENGLISHSt Mary’s Interactive LearningVIA AFRICAVia AfricaHEAD STARTOxfordSOLUTIONS FOR ALLMacmillan EducationPLATINUMPearsonTOP CLASSShuter & ShooterSupplementary LSC Activity:Begins to use ‘must’, ‘should’ and ‘have to’ to showobligationsLanguage: ‘must’, ‘have to’ and ‘should’, 96Date CompletedLanguage: ‘must’, ‘have to’ and ‘should’, 98Language: ‘must’, ‘have to’, ‘should’, and ‘will’, 89Use modal verbs, ‘must’ and ‘should’, 86Language to show intention with ‘will’ or ‘shall’, 71Language: ‘must’, ‘have to’ and ‘should’, 94Work with words and sentences, 68Should / must / have to, 59WEEK 6 SUPPLEMENTARY TEXTBOOK ACTIVITIES: WRITINGWeek 6TextbookSupplementary Writing Activity:Date CompletedWrites a story using a frameSUCCESSFUL OXFORDOxfordSTUDY & MASTERCambridgeINTERACTIVE ENGLISHSt Mary’s Interactive LearningVIA AFRICAVia AfricaHEAD STARTOxfordSOLUTIONS FOR ALLMacmillan EducationPLATINUMPearsonTOP CLASSShuter & ShooterWrite a story about something you have lost, usethe writing frame, 94Write a story about something that has happenedto you that taught you a lesson, use the writingframe, 96Write a story about something that has happenedto you that taught you a lesson, use the writingframe, 90Write a story using a frame, 85Write a story to explain why an animal looks oracts the way it does, use the writing frame, 70Write a South African ghost story, use the writingframe, 96Write a story about a child who chases away amonster, use the writing frame, 73Write your own story with the title ‘A day withoutwater’, use the writing frame, 5717

Theme Reflection: LEADERSHIP AND ASSESSMENT1. What went well thiscycle?2. What did not gowell this cycle?3. How can youimprove this nextcycle?4. Did you cover allthe work for thecycle?5. If not, how will youget back on track?6. Do you need toextend somelearners?7. In which area /activity?8. How will you dothis?9. Do you need tosupport somelearners?10. In which area /activity?11. How will you dothis?SMT CommentSMT name and signatureDate18

Week 7DayCAPS content, concepts, skillsMondayActivity 1:MondayActivity 1:TuesdayActivity 1:TuesdayActivity 2:TuesdayActivity 3:WednesdayActivity 1:WednesdayActivity 2:ThursdayActivity 1:Date completedTHEME: BREAKING THINGS DOWNORAL ACTIVITIES Introduce theme: Breaking Things Down Teach song/rhyme/poem Teach theme vocabulary Question of the day Use personal dictionariesLISTENING ACTIVITY Listening Text: Programming a robot Genre: Story Three read Model comprehension skill: Search the text / Makingevaluations Oral comprehensionSPEAKING Re-read Text: Programming a robot Genre: Story Small group discussion to respond to textPHONICS REVIEWWord find with /ck/ /o/ and /sh/SHARED READING Pre-Read Introduce theme: Breaking things down DBE Workbook 1 page 132: Following instructions Genre: Information text with visuals Discuss and predictORAL ACTIVITIES Teach song/rhyme/poem Teach theme vocabulary Question of the day Use personal dictionariesSHARED READING First Read DBE Workbook 1 page 132: Following instructions Genre: Information text with visuals Model comprehension skill: Search the text / Makingevaluations Oral comprehension Introduce LSC in contextSHARED READING Second Read DBE Workbook 1 page 132: Following instructions Genre: Information text with visuals Model comprehension skill: Search the text / Makingevaluations Oral comprehension Formulate a question about the text19

ThursdayActivity 2:FridayActivity 1:FridayActivity 2:TEACH THE COMPREHENSION STRATEGY DBE Workbook 1 page 132: Following instructions Genre: Information text with visuals Teach: Search the text / Making evaluationsSHARED READING Post-Read DBE Workbook 1 page 132: Following instructions Genre: Information text with visuals Written comprehension Comprehension strategy: Search the textWRITING Teach the genre Procedural Text Sample text: How to make fried egg on toastWEEK 7 SUPPLEMENTARY TEXTBOOK ACTIVITIES: READING & VIEWINGWeek 7TextbookSupplementary Reading Activity:Date CompletedReads procedural textSUCCESSFUL OXFORDOxfordSTUDY & MASTERCambridgeINTERACTIVE ENGLISHSt Mary’s Interactive LearningVIA AFRICAVia AfricaHEAD STARTOxfordSOLUTIONS FOR ALLMacmillan EducationPLATINUMPearsonTOP CLASSShuter & ShooterHow to mend a puncture, 100Flying high, 100Read a recipe, ‘Crumpets’, 95Read a procedural text, 89A drawing game: Strange people, 74How to make a paper plate rainbow, 100Read a recipe, ‘A healthy salad’, 78Read a recipe for a paper mâche volcano, 6320

Week 8DayMondayCAPS content, concepts, skillsActivity 1:Date completedTHEME: BREAKING THINGS DOWN AND ASSESSMENTWRITING Planning Genre: Procedural text (instructions) Topic: Write instructions that tell someone how to play agame that you enjoy. OR Write instructions that tellsomeone how to do an activity you enjoy. MondayActivity 2:TuesdayActivity 1:TuesdayActivity 2:WednesdayActivity 1:WednesdayActivity 2:ThursdayActivity 1:ThursdayActivity 2:FridayActivity 1:FridayActivity 2:FridayActivity 3:Planning Strategy: Write a listGROUP GUIDED READING Class: Worksheet Week 8 Group 1ORAL ACTIVITIES Teach song/rhyme/poem Teach theme vocabulary Question of the day Use personal dictionariesGROUP GUIDED READING Class: Worksheet Week 8 Group 2LSC & WRITING Drafting LSC: Connecting words and phrases showing contrast andreason Use plan to draft procedural textGROUP GUIDED READING Class: Worksheet 8 Group 3ORAL ACTIVITIES Teach song/rhyme/poem Teach theme vocabulary Question of the day Use personal dictionariesGROUP GUIDED READING Class: Worksheet Week 8 Group 4WRITING Editing and Publishing Edit procedural text using checklist Publish and share procedural text ASSESMENTGROUP GUIDED READING Class: Worksheet Week 8 Group 5 Review word find Conclusion21

WEEK 8 SUPPLEMENTARY TEXTBOOK ACTIVITIES: LSCWeek 8TextbookSUCCESSFUL OXFORDOxfordSTUDY & MASTERCambridgeINTERACTIVE ENGLISHSt Mary’s Interactive LearningVIA AFRICAVia AfricaHEAD STARTOxfordSOLUTIONS FOR ALLMacmillan EducationPLATINUMPearsonTOP CLASSShuter & ShooterSupplementary LSC Activity:Begins to use connecting words to show contrast,reason and purposeConnecting words, 162Date CompletedConnecting words, 101Connecting words, ‘because’, ‘so that’ and ‘but’, 99Connecting words, 39Practise connecting words, 80Joining words, 106Work with words and sentences, 79Connecting words, 45WEEK 8 SUPPLEMENTARY TEXTBOOK ACTIVITIES: WRITINGWeek 8TextbookSupplementary Writing Activity:Date CompletedWrites a recipe or instructions for doing somethingusing a frame /SUCCESSFUL OXFORDOxfordSTUDY & MASTERCambridgeINTERACTIVE ENGLISHSt Mary’s Interactive LearningVIA AFRICAVia AfricaHEAD STARTOxfordSOLUTIONS FOR ALLMacmillan EducationPLATINUMPearsonTOP CLASSShuter & ShooterWrites a short account of a procedure followedWrite instructions for how to fix things, 101Write instructions on how to make a puppet, 106Write a recipe, 101Write instructions on how to make something, 93Write a factual recount of instructions, 77Write a paragraph explaining how you made arainbow plate, 102Write a recipe, 81Write instructions on how to make a paper mâcheitem, 6522

Theme Reflection: BREAKING THINGS DOWN1. What went well thiscycle?2. What did not gowell this cycle?3. How can youimprove this nextcycle?4. Did you cover allthe work for thecycle?5. If not, how will youget back on track?6. Do you need toextend somelearners?7. In which area /activity?8. How will you dothis?9. Do you need tosupport somelearners?10. In which area /activity?11. How will you dothis?SMT CommentSMT name and signatureDate23

Tracker for Group Guided ReadingPlease ensure that you do the following:TERM 2 READING GROUPS1. Remember that the purpose of Group Guided Reading is to LISTEN TO EVERY LEARNER READ INDIVIDUALLY, and to help them BUILD THEIR TECHNICALREADING SKILLS and their READING COMPREHENSION SKILLS.2. Continue to use the rubric below to sort learners according to their abilities.3. Remember to UPDATE YOUR READING GROUPS ON A REGULAR BASIS, at the very least, once per term.4. There are 2 copies of table called TERM 2 READING GROUPS. This means that you can update your tables if you make many changes to your readinggroups during the term.Rubric to help sort learners into same-ability reading groups.I think this learner reads at:Level 1 This learner knows just a few common words.This learner does not seem to recognise someletter-sound relationships,OR this learners needs alot of help to readpreviously unseen words.I think this learner reads at:Level 2This learner knows manycommon words.This learner needs help todecode previously unseenwords.I think this learner reads at:Level 3 This learner knows manycommon words and candecode most previouslyunseen words.This learner occasionallyneeds help to decodemore challenging words.This learner reads withsome fluency.I think this learner reads at:Level 4 This learner knows manycommon words and candecode most previouslyunseen words.This learner needs help todecode VERY challengingwords.This learner reads withfluency and someexpression.I think this learner reads at:Level 5 This learner knows mostsight words.This learner can decodepreviously unseen words.This learner reads withfluency and expression.This is one of the bestreaders in the class.24

Please note:1. This rubric divides learners based on their technical reading skills.2. If there are many learners at the same level, you may want to use reading comprehension as a further way to divide the group.3. In a Grade 5 class of 40 learners, there may be: No full group at level 1, only a few individual learners 1 group at level 2 2 or 3 groups at level 3 2 or 3 groups at level 4 1 group at level 525

Term 2 Reading GroupsDateGroupGroup 1Group 2Group 3Group 4Group 5Group 6Group 7Group 8numberand nameReadingdayGroupmembers’names26

DateGroupGroup 1Group 2Group 3Group 4Group 5Group 6Group 7Group 8numberand nameReadingdayGroupmembers’names27

CAPS ANNUAL TEACHING PLAN GUIDETotal numberof informalactivities:Languages105Total numberof Listening andSpeaking (Oral)informalactivities31Total numberof ReadingComprehensioninformalactivities16TermTerm 1Term 2Term 3Term 4Activity31233120There should be a total of 31 informal activities to coverenough depth of Listening and Speaking skill over 36 weeksperiod for Terms 1-4: 15 listening and speaking activities; 16 reading aloud activities; andDifferent oral activities should be covered (avoid repetition).There should be a total of 16 reading comprehension informalactivities to cover the 36 week period for Terms 1-4. Reading comprehension activities should be as follows:o 7 x Literary / Non-literary text;o 5 x Visual text; ando 4 x Summary. Barrett taxonomy of 40:40:20 should be applied.o Level 1 (Literal) – 20%;o Level 2 (Reorganisation) – 20%;o Level 3 (Inference) – 40%; ando Level 4 / 5 (Evaluation or Appreciation) – 20%.Coverage of different reading comprehension strategies.Comment onCoverage andthe Quality ofActivitiesDecNovTerm 48 WeeksOctSeptAugJulyJuneMayAprMarJanTOTALInformal /FormativeActivitiesFebHOME LANGUAGE AND FIRST ADDITIONAL LANGUAGESUGGESTED MINIMUM NUMBER OF INFORMAL / FORMATIVE ACTIVITIES COMPLETED BY THE LEARNERSample of activities should be moderated to ensure qualityTerm 1Term 2Term 310 Weeks8 Weeks10 Weeks Departmental Heads School Management Team Subject Advisors31 activities23 activities31 activities20 activities14414214424012212012212028

Total numberof Literatureinformalactivities11There should be a total of 11 literature informal activities tocover the 36 week period for Terms 1-4 Total numberof Writinginformalactivities16Total numberLanguageStructures 20122120144241144240Semester 1: Poetry; Folktales; NovelSemester 2: Poetry; Short Stories; DramaFor extended reading there should b

Model comprehension skill: Making inferences Oral comprehension Formulate a question about the text Thursday Activity 2: TEACH THE COMPREHENSION STRATEGY DBE Workbook 1 page 70: Nelson Mandela