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Learners work through a sequence of activities focused on phonic sounds, phonic words, sight/high-frequency words, theme vocabulary, decodable texts, independent reading (fiction, non-fiction, and visual), and a summary. Guidance also covers differentiation for technical decoding and reading comprehension, including scaffolds such as sentence starters and structured summary frames, plus strategies for reinforcing language structures and conventions and using professional judgement.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/first-additional-language-grade-7-learner-book-terms-1-2-teacher-guidelines-how-to-use-this-book/492313/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/first-additional-language-grade-7-learner-book-terms-1-2-teacher-guidelines-how-to-use-this-book/492313.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How should learners work through each two-week cycle in the programme?","Question",{"text":113,"@type":114},"Learners work through nine listed items: phonic sounds, phonic words, sight/high-frequency words, theme vocabulary words, decodable texts twice, independent reading text (fiction or non-fiction), independent reading text (visual), a summary, and language structures & conventions practice.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What is the purpose of the technical decoding activities (Activities 1–5)?",{"text":118,"@type":114},"They target improving technical decoding skills. The activities help learners master English phonics and phonic decoding, recognise sight/high-frequency words, and improve oral reading fluency, with professional judgement used to decide which learners need them.",{"name":120,"@type":111,"acceptedAnswer":121},"What support is provided to help learners answer reading comprehension questions?",{"text":122,"@type":114},"A range of comprehension questions is used independently, with sentence starters as a scaffold. For the Summary task (Activity 8), a structured frame supports learners, and Activity 9 includes LSC questions to reinforce understanding of language structures and conventions.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},492313,1791025536,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","!\"\\#$!\"%&'(\"  \nnavigate  \n!\"\\#$%!%&  \n!\"\\#$%\\#\\#  \nleg  \n!\"\\#$%&  \ntranslate  \n!&'&()\"*&!  \n'\\#(!)!\\#$%  \nconfident  \ncritical thinking  \nverb  \nphonics  \nideas  \nmy voice  \n+,!$  \njourney  \n\"-!.*\\#\"  \nteenager  \nread  \n,/,.0$\"  \n123  \nlegacy  \n421  \net  \n\"-!.*\\#\"  \n,  \npho  \n!&'  \n,/  \nmy  \nre  \n(\"  \nt  \ncreativity  \nt   \n\"  \n.\"5,%0  \n%  \n&  \n$)!!*\\#&  \n$+\"),'&  \nculture  \nFirst Additional Language  \n Terms 1 & 2  Learner Book  \nThe original development of this programme was funded by the Anglo American South Africa Education Programme  \ncritical thinking  \n*\\#'!%+,\\#  \ndictionary  \nlegacy  \nice  \n'\\#(!)!\\#$%  \nour planet  \nFirst Additional Language  \nGrade 7  \nLearner Book  \nTerms 1 & 2  \nThe original development of this programme was funded by the Anglo American South Africa Education Programme  \nsuppor  \n$!'()*  \nad  \nt  \n\\#!&,\\#!)728!  \nplan  \nking  \nl  \n&7  \nce  \n+,-./0  \npresentation  \n01  \nThe Politics of Maps 1  \nDecoding Skills 12  \nIndependent Reading Skills 15  \nLanguage Structures & Conventions:  \nPractice 18  \n06  \nThe Legacy Continues 1  \nFiction Text:The return 96  \nDecoding Skills 105  \nIndependent Reading Skills 108  \nLanguage Structures & Conventions:  \nPractice 114  \nTeacher Guidelines: How to use this book iv  \nIcon Key viii  \n$  \n\"&'  \n'$')  \nre  \n! et!   \npl  \nplan  \nword  \nres  \n) my  \nns  \n\\#$%&  \ninking  \ncre  \n!)  \n&'  \nuss  \n02  \n03  \n04  \nPoetic Personalities 19  \nDecoding Skills 25  \nIndependent Reading Skills 28  \nLanguage Structures & Conventions:  \nPractice 32  \nThe Golden Ruler 35  \nDecoding Skills 45  \nIndependent Reading Skills 48  \nLanguage Structures & Conventions: Practice 52  \nCaretakers of the Earth 55  \nDecoding Skills 65  \nIndependent Reading Skills 68  \nLanguage Structures & Conventions: Practice 72  \n07  \n08  \n09  \nChanging World Changing  \nJobs 23  \nFuture World 118  \nDecoding Skills 129  \nIndependent Reading Skills 132  \nLanguage Structures & Conventions: Practice 138  \nDesigners and Developers 47  \nNon-fiction Text: Mapungubwe Interpretation Centre – Brochure 142 Decoding Skills 150  \nIndependent Reading Skills 153  \nLanguage Structures & Conventions: Practice 160  \nStaying Safe 71  \nFiction Text: On a knife’s edge 166  \nDecoding Skills 174  \nIndependent Reading Skills 177  \nLanguage Structures & Conventions: Practice 182  \n05  \nThirteen 75  \nDecoding Skills 86  \nIndependent Reading Skills 89  \nLanguage Structures & Conventions:  \nPractice 92  \n!\"\\#$%&'critical thinking  \n-!.  \n(\\#  \nA  \n23!( ate  \n45  \n(\"&'$'  \nture  \n!\"\\#$%$\"&'  \nideas!\"\\#$%&!  \n45  \n-!.  \n\\#!&  \n456 my voice  \nTeacher Guidelines  \nTeacher Guidelines: How to use this book  \nPlease remember that learners must not write in these books.  \nPlease manage and control the use of the Learner Books, so that they can be reused.  \nOrientation to the structure of this reading programme  \nFor every two-week cycle, learners should work through the following  \ntexts:  \n1. Phonic sounds  \n2. Phonic words  \n3. Sight or high frequency words  \n4. Theme vocabulary words  \n5. Decodable texts x 2  \n6. Independent reading text – fiction or non-fiction  \n7. Independent reading text – visual  \n8. Summary  \n9. Language Structures and Conventions – Practice  \n______________________________________________  \nDifferentiation of activities: technical decoding  \n• Activities 1–5 above are directed at improving learners’ technical decoding skills.  \n• These activities help struggling or developing readers master English phonics, phonic decoding, and recognition of sight or high frequency words.  \n• They also help learners to improve oral reading fluency.  \n• Use professional judgement to decide which learners need to engage with these activities.  \n• Use professional judgement to decide which learners need to focus on these activities, before moving on to activities 6–9.  \nHow to use this book  \nDifferentiation of activities: reading comprehension  \n• Activities 6–7 are directed at building learners’ reading comprehension skills.  \n• These activi","cbCaisYlGWXINJuP","https://ap.wps.com/l/cbCaisYlGWXINJuP","pdf",12081457,194,"English","# Teacher Guidelines: How to use this book\n## Orientation to the structure of this reading programme\n## Differentiation of activities: technical decoding\n## Differentiation of activities: reading comprehension\n## Gaining a better understanding of technical decoding","[{\"question\":\"How should learners work through each two-week cycle in the programme?\",\"answer\":\"Learners work through nine listed items: phonic sounds, phonic words, sight/high-frequency words, theme vocabulary words, decodable texts twice, independent reading text (fiction or non-fiction), independent reading text (visual), a summary, and language structures \\u0026 conventions practice.\"},{\"question\":\"What is the purpose of the technical decoding activities (Activities 1–5)?\",\"answer\":\"They target improving technical decoding skills. The activities help learners master English phonics and phonic decoding, recognise sight/high-frequency words, and improve oral reading fluency, with professional judgement used to decide which learners need them.\"},{\"question\":\"What support is provided to help learners answer reading comprehension questions?\",\"answer\":\"A range of comprehension questions is used independently, with sentence starters as a scaffold. For the Summary task (Activity 8), a structured frame supports learners, and Activity 9 includes LSC questions to reinforce understanding of language structures and conventions.\"}]","First Additional Language - Grade 7 Learner Book - Terms 1 & 2 - Teacher Guidelines - How to use this book | PDF",1790861056,489]