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Lesson Plans for Reading (Afrikaans First Additional Language)
- Institution
- Cornerstone College, Pretoria, Gauteng
Reading programme. Lesson plans for teaching Afrikaans reading to grade 1 learners.
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Laura JaffeSN: 38483
ED 4 - AfriFAL
Assignment 3
2018
, LESSON
PLAN
School: CornerStone Primary
Subject: Reading & Phonics
LESSON TITLE:
DATE/DATE SPAN: LEARNING Reading & Phonics
6 August - 17 August AREA/PROGRAMME: Animlas
20 August - 31 August Boek 1: “Flipper Se Groot Tree”
2018 Reading and Phonics
Boek 2: “Net Soos Vaanand”
PHASE: FP GRADE: 1
Number of Lesson Units: 8 lessons for each book over 2 weeks/ total 16 for 1 month.
Single lesson duration/unit: 15 min for 3 lesson / 30 min for 1 lesson in 1 week (x4)
Number of Learners: 22
Date:: Week 1 & 2 from 6 August - 17 August 2018 ; Week 3 & 4 from 20 August - 31 August
2018
LESSON CODE/Ref: RP1 EDUCATOR/S: T. Laura THEME: Animals & Vocab
LESSON CHAIN: 1-8 lessons / 2 weeks x 2 (total 1 month)
(more detail under lesson activities)
Learning outcomes:
- Ability to be phonetically aware of FAL through rhymes and songs
- Ability to distinguish between beginning(first), middle and end(final) sounds
- Ability to differentiate and Identify short and long vowel sounds
- Segmenting oral sentences into individual words by clapping sounds/syllables
- Ability to remember and use basic book handling skills
- Understand and begin to use personal pronouns
- Recognizing high frequency words
- Ability to listen to story and comprehend the story line
- Ability to repeat what is hear and develop sight vocabulary
- Ability to act out or illustrate the main idea of the story
- Ability to use illustration of the book to predict what may happen
- Ability to sequence events in the story
- Ability to interpret images and words used
- Ability to read as a group, individually and in pairs with the outcome of understanding the
story
,Integration:
As this is a FAL classroom we must take into account that schools where the Language of
Learning and Teaching (LOLT) isn’t always their Home Language, we need to use diverse
approached and appropriate methods. No one single method can be applied for all learners.
Phonetic sounds are imperative for grade 1 learners to acquire in order to become more
phonetically aware of how words are formed. By breaking these sounds up into groups, derived
from the prescribed books during this month programme, grade 1 learners are able to become
more equipped to develop their four ultimate goals of reading. We will be focusing on beginning
sounds, middle sounds and end sounds as well as blends of the middle sounds to accurately
pronounce theses sounds in Afrikaans (Joubert, 2015).
Teaching approach:
There are many different approaches and methods to teaching language and learning.
According to Agatha van Ginkel there are three main approaches that are concerned to be the
most effective way to teach additional language. These theories include; the
submersion/subtraction approach which touches on the initial language acquisition taking place
from a young age and continue over a long period of time. The transitional approach focuses on
a gradual or consistent transition into becoming bilingual. Lastly, we have the additive approach
for learners who have began acquiring language. the approach puts forward a view that to teach
an additional language one has to start. This reading strategy will touch on all three of these
theories as these learners are diverse and all acquiring this subject as a FAL. The student’s
home language is respected in this approach. (Van Ginkel. A, 2014, p. 4)
The reading strategy that will be focuses on during this programme follows a balanced approach
with the use of phonetic methods (pronunciation) of learning as well as look & say methods
(repetition). A balance approach allows for diverse learners to work alongside the teacher
depending on their needs and progression. This approach allows for modification on strategies
as each child progresses, for example, if the teacher can see that 3 -5 children in the class are
struggling to phonetically pronounce words, the teacher can pair the stronger learners together
to practice reading to each other while the teacher focuses on phonetic activities with the
learners who are at a slower pace.It is also crucial that the teacher’s level of
language is proficient and that the students feel incentivized. Time spent on the
subject and the methods used to teach will be an influencing factor. Experiencing the
language outside the class space will be critical in allowing transfer as well as the
supposed importance place on the language by others (Joubert, 2015).
,The main ELEMENTS of this reading programme:
Core Content:
- read aloud as a class, read in pairs, read independently
Phonics and vocabulary
Reading Aloud:
- Big A3 book if you can - as visual aid for the learners.
- Ask learners questions about images for interpretation and prediction
- Point out rules of using books - start at the front, title, turn pages, holding stead..)
- Discuss predictions
- Guide learners to develop a logical thinking pattern to emphasis engagement in
reading
Sustained silent reading:
- The learners will learn through what the teacher models for them when he/she
reads aloud to the class, now it’s time for the learners to work independently.
Note - if a learner makes more that 5 mistakes on the first page of his/her book -
the book is too difficult for their level and will need to be modified.
- This can be assessed when one on one teaching takes place on a friday.
Guided reading
(Joubert, 2015)
BACKGROUND FOR UNDERSTANDING LESSON
Content:
“Net Soos Vaanand” “Die klein eendje moet eendjieskloof toe”
“Flippers se groot Tree” ; “Hierdie klein eendje moet eendjieskloof toe”.
Knowledge & Skills:
The aim of this reading programme includes: phonetic awareness - being able to manipulate
sounds and syllables to create a word bank in one's memory, fluency with text - ability to
eloquently connect words in a text, building on their vocabulary - to collect words and express
their meanings, comprehension skills and word recognition - the ability to envision the message
and meaning of the text and react appropriately (Joubert, 2015).
Values & Attributes:
We will learn these set words through many different activities and interaction, be it academic
games, sentence construction and written or oral communication in order to broaden our
vocabulary. Building their vocabulary in FAL allows the class to express certain meanings of
certain opinions and thoughts on the story, as well as to comprehend what the story is telling us.
The vocab listed below are basic words as well as high frequency words with emphasis on short
and long vowel sounds, for the class to become familiar with in order to build on their vocab as
well as understand the book itself. The teacher helps they learners to analyze and break down
the text to better understand what the story is about and pair learners together so they can
guide each other.
, Lesson ACTIVITIES to use for both books over 1 month:
1. Sing “Oh oom saarel het ‘n plaas song” & then intro book to learners, ask questions about
images on front cover - read book pg 1-4, touch on vocab list and conclude with words
describing the illustration in Afrikaans.
2. Intro Read book in pairs pg 5-7, complete puzzle with either beginning, middle and end
sounds and conclude with group discussion on which sounds fit into which group.
3. Intro Read book together pg 8- 12. Complete task where teacher muddles up some
sentences and learners fix them, conclude by reading sentences together on the board.
4. Read book pg 13 - 17 & the teacher will provide images of vocab words and learners must
place them under the right letter in the alphabet - learners must say the beginning, middle (short
and long vowels) and ending sounds using phonetic names. To conclude, on the board,
learners must try to say the words aloud, sound the short or long vowel in the middle and
nominate learners to circle the vowels. (30 min)
5. Read book together pg 18 - 21. Use magnetic letters to make words in groups - teacher
shows you pictures of the words (preposition, animals) and learners will try to spell them in small
groups.
6. Intro lesson recapping vocab by tapping your finger on your hand for each syllable and clap
your hand when you say the whole word. Read pg 22 & 23 and discuss the book with the class.
Have the learners draw a image to illustrate the moral of the story.
7. Recap story & vocab list through playing matching game. Matching the word with the image
on the board. Conclude by reading each one together.
8. Each learner will write title and theme on template posters for the class/word wall containing
highlights of content - who what where how and why? Complete poster in groups of 4. Conclude
by nominating some learners to show and explain their posters (30 min)
PLANNED ASSESSMENT
Formative
- Help students identify their strengths and weaknesses and target area that needs work
- Help faculty to recognize which students are struggling and address issues
- Assess level of understanding when completing the paired drawings and observe
throughout the reading programme
Summative
- Ability to match pictures with the right words
- The final assessment poster (who, what, when and how?)
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