GRADE 6 TERM 2 2019 TRACKER - Eccurriculum.co.za

Week 5DayCAPS content, concepts, skillsMondayActivity 1:MondayActivity 1:TuesdayActivity 1:TuesdayActivity 2:TuesdayActivity 3:WednesdayActivity 1:WednesdayActivity 2:Date completedTHEME: URBAN AND RURALORAL ACTIVITIES Teach song/rhyme/poem Teach theme vocabulary Question of the day Use personal dictionariesLISTENING ACTIVITY Listening Text: A personal letter from Simphiwe to Unathi Genre: Personal letter Three read Model comprehension skill: Making connections Oral comprehensionSPEAKING ACTIVITY Re-read Text: A personal letter from Simphiwe to Unathi Genre: Personal letter Small group discussions to respond to textPHONICS REVIEW Word find with /th/ and /ay/SHARED READING Pre-Read Introduce theme: Urban and rural DBE Workbook 1 page 112: Country mouse and citymouse Genre: Story 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 112: Country mouse and citymouse Genre: Story Model comprehension skill: Making connections Oral comprehension14

ThursdayActivity 1:ThursdayActivity 2:FridayActivity 1:FridayActivity 2:SHARED READING Second Read DBE Workbook 1 page 112: Country mouse and citymouse Genre: Story Model comprehension skill: Making connections Oral comprehension Formulate a question about the textTEACH THE COMPREHENSION STRATEGY DBE Workbook 1 page 112: Country mouse and citymouse Genre: Story Teach: Making connectionsSHARED READING Post-Read DBE Workbook 1 page 112: Country mouse and citymouse Genre: Story Oral recount Comprehension strategy: Summarise / Make connectionsWRITING Teach the genre Personal letter Sample text: A letter from Fatima to BongiweWEEK 5 SUPPLEMENTARY TEXTBOOK ACTIVITIES: READING & VIEWINGWeek 5TextbookSUCCESSFUL OXFORDOxfordSTUDY & MASTERCambridgeINTERACTIVE ENGLISHSt Mary’s Interactive LearningVIA AFRICAVia AfricaHEAD STARTOxfordSOLUTIONS FOR ALLMacmillan EducationPLATINUMPearsonTOP CLASSShuter & ShooterSupplementary Reading Activity:Reads stories /Reads personal and social textsRead a personal letter, 86Date CompletedRead this letter Gavin wrote to his friend, 96Read a formal letter, 104Read a simple personal letter, 85Read a personal email, 72Read a letter, 73Read a diary extract, 74Read a personal letter, 6215

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: URBAN AND RURAL AND ASSESMENTWRITING Planning Genre: Personal letter Topic: Pretend that you are either Mathilda Mouse orMissy Mouse. Write a letter describing how life is athome to your cousin! 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: Connecting words and phrases to show purpose Use plan to draft personal letterGROUP 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 personal letter using checklist Publish and share personal letter 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 connecting words to show purpose ‘sothat’Using connecting words, ‘because’ and ‘so that’, 93Date CompletedConnecting words, 85Connecting words, ‘because’, ‘so that’ and ‘but’, 103Connecting words, 117Connecting words, 52Connecting words, ‘because’, ‘so that’ and ‘but’, 78Use connecting words, 57WEEK 6 SUPPLEMENTARY TEXTBOOK ACTIVITIES: WRITINGWeek 6TextbookSupplementary Writing Activity:Date CompletedWrites a simple personal letterSUCCESSFUL OXFORDOxfordSTUDY & MASTERCambridgeINTERACTIVE ENGLISHSt Mary’s Interactive LearningVIA AFRICAVia AfricaHEAD STARTOxfordSOLUTIONS FOR ALLMacmillan EducationPLATINUMPearsonTOP CLASSShuter & ShooterWrite a letter to your friend, 89Write back to Gavin as if you were his friend, 97Write a letter, 109Write a personal letter, 86Write a letter, 73Write a letter to John, 75Write a letter, 79Write a letter, 6517

Theme Reflection: URBAN AND RURAL AND ASSESMENT1. 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, skillsDate completedTHEME: RESEARCHINGMondayActivity 1:MondayActivity 1:TuesdayActivity 1:TuesdayActivity 2:TuesdayActivity 3:ORAL ACTIVITIES Teach song/rhyme/poem Teach theme vocabulary Question of the day Use personal dictionariesLISTENING ACTIVITY Listening Text: What are 21st Century skills? Genre: Story Genre: Story Three read Model comprehension skill: Making evaluations Oral comprehensionSPEAKING Re-read Text: What are 21st Century skills? Genre: Story Small group discussion to respond to textPHONICS REVIEW Word find with /ch/ and /ai/SHARED READING Pre-Read Introduce theme: Researching DBE Workbook 1 page 128: Workbookpedia Genre: Information text 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 128: Workbookpedia Genre: Information text with visuals Model comprehension skill: Making evaluations Oral comprehensionSHARED READING Second Read DBE Workbook 1 page 128: Workbookpedia Genre: Information text Model comprehension skill: Making evaluations Oral comprehensionTEACH THE COMPREHENSION STRATEGY DBE Workbook 1 page 128: Workbookpedia Genre: Information text with visuals Teach: Making evaluations19

FridayActivity 1:FridayActivity 2:SHARED READING Post-Read DBE Workbook 1 page 128: Workbookpedia Genre: Information text Oral recount Comprehension strategy: Summarise / MakingevaluationsTEACH THE GENRE Questionnaire Sample text: Mr Khosa’s questionnaire on using theInternetWEEK 7 SUPPLEMENTARY TEXTBOOK ACTIVITIES: READING & VIEWINGWeek 7TextbookSupplementary Reading Activity:Date CompletedReads information text with visualsSUCCESSFUL OXFORDOxfordSTUDY & MASTERCambridgeINTERACTIVE ENGLISHSt Mary’s Interactive LearningVIA AFRICAVia AfricaHEAD STARTOxfordSOLUTIONS FOR ALLMacmillan EducationPLATINUMPearsonTOP CLASSShuter & ShooterCellphones, 97Read an extract from a TV guide, 107Read a weather chart, 116Thandi’s trip, 94The different stages in producing a book, 77The long journey,83TV news, 86Read an information text, 73Read a graph, 7320

Week 8DayMondayCAPS content, concepts, skillsActivity 1:Date completedTHEME: RESEARCHING AND ASSESSMENTWRITING Planning Genre: Questionnaire Topic: Write a questionnaire to find out more informationabout your friends in the class. Your questionnaire musthave at least 4 questions. MondayActivity 2:TuesdayActivity 1:TuesdayActivity 2:WednesdayActivity 1:WednesdayActivity 2:ThursdayActivity 1:ThursdayActivity 2:FridayActivity 1:FridayActivity 2:FridayActivity 3:Planning Strategy: Mind mapGROUP 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: Adverbs of degree Use plan to draft questionnaireGROUP 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 questionnaire using checklist Publish and share questionnaire ASSESMENTGROUP GUIDED READING Class: Worksheet Week 8 Group 5 Review word findConclusion21

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 adverbs of degree, e.g.: very, really,almost, tooLanguage: adverbs of degree, 99Date CompletedAdverbs of degree, ‘very’, really’, ‘so’ and ‘too’, 108Adverbs of degree, 123Adverbs of degree language game, 99Adverbs of degree, 80Adverbs of degree, 90Adverbs of degree, 78WEEK 8 SUPPLEMENTARY TEXTBOOK ACTIVITIES: WRITINGWeek 8TextbookSupplementary Writing Activity:Date CompletedWrites simple definitions /SUCCESSFUL OXFORDOxfordSTUDY & MASTERCambridgeINTERACTIVE ENGLISHSt Mary’s Interactive LearningVIA AFRICAVia AfricaHEAD STARTOxfordSOLUTIONS FOR ALLMacmillan EducationPLATINUMPearsonTOP CLASSShuter & ShooterDevelops a simple questionnaireWrite a questionnaire, 99Write a paragraph giving your opinion, 109Write simple definitions, 125Develop a questionnaire, 125Write simple definitions, 97Develop a simple questionnaire, 98Write a questionnaire, 81Add questions to a survey, 89Develop a questionnaire, 91Write a questionnaire, 7122

Theme Reflection: RESEARCHING1. 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 6 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 be a reading cardthat prescribes the number of pages that learnersshould read per day per Grade (Homework toinculcate the culture of reading).o Grade 4 – 7-10 pages;o Grade 5 – 10-12 pages; ando Grade 6 – 12-15 pages.The reading card should have a signature of the parent,guardian, or an elder brother / sister / cousin / neighbour, etc.(to accommodate different family contexts).There should be a total of 16 writing informal activities tocover the 36 week period for Terms 1-4 1 Essay in Terms 1, 2 and 4 1 Story or poem or documentary in Term 3 The other 12 informal written activities are alltransactional. Different transactional texts should be covered (avoidrepetition).All informal written activities should consist of both processwriting evidence as well as a final product.There should be a total of 31 Language Structures andConventions informal activities to cover the 36 week periodfor Terms 1-4 Language Structures and Conventions informal activitiesshould be spread to cover: Word level; Phrases; Clauses;Sentences; Paragraphing; Critical language awarenessNote: When completing this Annual Teaching Plan, please remember to include the Comprehension and LSC tasks that are included in the ReadingWorksheets. The programme has been designed to ensure that all ATP requirements can be met, other than extended reading, which is dependent on theavailability of reading materials.29

Term 2 Programme of Formal Assessment1. There are three formal assessment tasks for Grade 6 Term 2.2. Please complete these tasks in Weeks 6, 8 and 9 as detailed below.3. You will find the rubrics and memoranda either in the lesson plan, or in the tracker, with theWorksheet Memoranda.GRADE 6 TERM 2 PROGRAMME OF FORMAL TEDPaper 16Listening comprehension &159Writes a transactional text158Writes an essay206ASSESMENT WEEKConversation7Mon, Wed,FriMon, Wed

TERM 2 2020 GRADE 6 . 2 Contents . Summarise / Making inferences Friday Activity 2: TEACH THE GENRE Story (narrative essay) . Class: Worksheet 2 Group 3 Thursday Activity 1: ORAL AC