The big books introduce the learners to a variety of text types. The books include story text, simple factual text, rhymes, riddles, jokes and graphic text and have been specially developed to introduce the learners, in an informal manner, to a variety of characteristics of printed text. The level of difficulty of the Big Books increases from the first easy repetitive text in big book 1 to big book 16, where learners are expected to use their increasing visual literacy skills and understanding of language. The books have been specially written to suit the level of development, the experiential/life world and the sense of humour of the Grade 2-learner. This book ties in with the topic “What I need to live” in the learner’s book and teacher’s guide. The books have also been developed so that they can be used in more than one reading session as is comprehensively explained in the teaching plans.

The big books introduce the learners to a variety of text types. The books include story text, simple factual text, rhymes, riddles, jokes and graphic text and have been specially developed to introduce the learners, in an informal manner, to a variety of characteristics of printed text. The level of difficulty of the Big Books increases from the first easy repetitive text in big book 1 to big book 16, where learners are expected to use their increasing visual literacy skills and understanding of language. The books have been specially written to suit the level of development, the experiential/life world and the sense of humour of the Grade 2-learner. This book ties in with the topic “What I need to live” in the learner’s book and teacher’s guide. The books have also been developed so that they can be used in more than one reading session as is comprehensively explained in the teaching plans.

Die grootboeke stel die leerders bekend aan ’n verskeidenheid tekstipes. Die boeke sluit storieteks, eenvoudige feiteteks, rympies, raaisels, grappies en grafiese teks in en is spesiaal ontwikkel om ’n groot verskeidenheid gedrukte tekskenmerke op informele wyse aan die leerders bekend te stel. Die moeilikheidsgraad van die Grootboeke neem toe van die eerste maklike herhalende teks in Grootboek 1 tot in Grootboek 16 waar ’n beroep gedoen word op die leerder se toenemende visuele geletterheid en taalbegrip. Die boeke is spesiaal geskryf om by die ontwikkelingsvlak, ervaringswereld en sin van humor van die Graad 2-leerder te pas. Hierdie boek sluit aan by die tema “Wat ek nodig het om te leef” in die leerderboek en onderwysersgids. Dit is ook so ontwikkel dat die boeke in meer as een leessessie gebruik kan word soos dit volledig in die onderrigplanne beskryf word.

Die grootboeke stel die leerders bekend aan ’n verskeidenheid tekstipes. Die boeke sluit storieteks, eenvoudige feiteteks, rympies, raaisels, grappies en grafiese teks in en is spesiaal ontwikkel om ’n groot verskeidenheid gedrukte tekskenmerke op informele wyse aan die leerders bekend te stel. Die moeilikheidsgraad van die Grootboeke neem toe van die eerste maklike herhalende teks in Grootboek 1 tot in Grootboek 16 waar ’n beroep gedoen word op die leerder se toenemende visuele geletterheid en taalbegrip. Die boeke is spesiaal geskryf om by die ontwikkelingsvlak, ervaringswereld en sin van humor van die Graad 2-leerder te pas. Hierdie boek sluit aan by die tema “Wat ek nodig het om te leef” in die leerderboek en onderwysersgids. Dit is ook so ontwikkel dat die boeke in meer as een leessessie gebruik kan word soos dit volledig in die onderrigplanne beskryf word.

Die grootboeke stel die leerders bekend aan ’n verskeidenheid tekstipes. Die boeke sluit storieteks, eenvoudige feiteteks, rympies, raaisels, grappies en grafiese teks in en is spesiaal ontwikkel om ’n groot verskeidenheid gedrukte tekskenmerke op informele wyse aan die leerders bekend te stel. Die moeilikheidsgraad van die Grootboeke neem toe van die eerste maklike herhalende teks in Grootboek 1 tot in Grootboek 16 waar ’n beroep gedoen word op die leerder se toenemende visuele geletterheid en taalbegrip. Die boeke is spesiaal geskryf om by die ontwikkelingsvlak, ervaringswereld en sin van humor van die Graad 2-leerder te pas. Hierdie boek sluit aan by die tema “Wat ek nodig het om te leef” in die leerderboek en onderwysersgids. Dit is ook so ontwikkel dat die boeke in meer as een leessessie gebruik kan word soos dit volledig in die onderrigplanne beskryf word.

Die grootboeke stel die leerders bekend aan ’n verskeidenheid tekstipes. Die boeke sluit storieteks, eenvoudige feiteteks, rympies, raaisels, grappies en grafiese teks in en is spesiaal ontwikkel om ’n groot verskeidenheid gedrukte tekskenmerke op informele wyse aan die leerders bekend te stel. Die moeilikheidsgraad van die Grootboeke neem toe van die eerste maklike herhalende teks in Grootboek 1 tot in Grootboek 16 waar ’n beroep gedoen word op die leerder se toenemende visuele geletterheid en taalbegrip. Die boeke is spesiaal geskryf om by die ontwikkelingsvlak, ervaringswereld en sin van humor van die Graad 2-leerder te pas. Hierdie boek sluit aan by die tema “Wat ek nodig het om te leef” in die leerderboek en onderwysersgids. Dit is ook so ontwikkel dat die boeke in meer as een leessessie gebruik kan word soos dit volledig in die onderrigplanne beskryf word.

Die grootboeke stel die leerders bekend aan ’n verskeidenheid tekstipes. Die boeke sluit storieteks, eenvoudige feiteteks, rympies, raaisels, grappies en grafiese teks in en is spesiaal ontwikkel om ’n groot verskeidenheid gedrukte tekskenmerke op informele wyse aan die leerders bekend te stel. Die moeilikheidsgraad van die Grootboeke neem toe van die eerste maklike herhalende teks in Grootboek 1 tot in Grootboek 16 waar ’n beroep gedoen word op die leerder se toenemende visuele geletterheid en taalbegrip. Die boeke is spesiaal geskryf om by die ontwikkelingsvlak, ervaringswereld en sin van humor van die Graad 2-leerder te pas. Hierdie boek sluit aan by die tema “Wat ek nodig het om te leef” in die leerderboek en onderwysersgids. Dit is ook so ontwikkel dat die boeke in meer as een leessessie gebruik kan word soos dit volledig in die onderrigplanne beskryf word.

The big books introduce the learners to a variety of text types. The books include story text, simple factual text, rhymes, riddles, jokes and graphic text and have been specially developed to introduce the learners, in an informal manner, to a variety of characteristics of printed text. The level of difficulty of the Big Books increases from the first easy repetitive text in big book 1 to big book 16, where learners are expected to use their increasing visual literacy skills and understanding of language. The books have been specially written to suit the level of development, the experiential/life world and the sense of humour of the Grade 2-learner. This book ties in with the topic “What I need to live” in the learner’s book and teacher’s guide. The books have also been developed so that they can be used in more than one reading session as is comprehensively explained in the teaching plans.

The big books introduce the learners to a variety of text types. The books include story text, simple factual text, rhymes, riddles, jokes and graphic text and have been specially developed to introduce the learners, in an informal manner, to a variety of characteristics of printed text. The level of difficulty of the Big Books increases from the first easy repetitive text in big book 1 to big book 16, where learners are expected to use their increasing visual literacy skills and understanding of language. The books have been specially written to suit the level of development, the experiential/life world and the sense of humour of the Grade 2-learner. This book ties in with the topic “What I need to live” in the learner’s book and teacher’s guide. The books have also been developed so that they can be used in more than one reading session as is comprehensively explained in the teaching plans.

The big books introduce the learners to a variety of text types. The books include story text, simple factual text, rhymes, riddles, jokes and graphic text and have been specially developed to introduce the learners, in an informal manner, to a variety of characteristics of printed text. The level of difficulty of the Big Books increases from the first easy repetitive text in big book 1 to big book 16, where learners are expected to use their increasing visual literacy skills and understanding of language. The books have been specially written to suit the level of development, the experiential/life world and the sense of humour of the Grade 2-learner. This book ties in with the topic “What I need to live” in the learner’s book and teacher’s guide. The books have also been developed so that they can be used in more than one reading session as is comprehensively explained in the teaching plans.

The big books introduce the learners to a variety of text types. The books include story text, simple factual text, rhymes, riddles, jokes and graphic text and have been specially developed to introduce the learners, in an informal manner, to a variety of characteristics of printed text. The level of difficulty of the Big Books increases from the first easy repetitive text in big book 1 to big book 16, where learners are expected to use their increasing visual literacy skills and understanding of language. The books have been specially written to suit the level of development, the experiential/life world and the sense of humour of the Grade 2-learner. This book ties in with the topic “What I need to live” in the learner’s book and teacher’s guide. The books have also been developed so that they can be used in more than one reading session as is comprehensively explained in the teaching plans.

The big books introduce the learners to a variety of text types. The books include story text, simple factual text, rhymes, riddles, jokes and graphic text and have been specially developed to introduce the learners, in an informal manner, to a variety of characteristics of printed text. The level of difficulty of the Big Books increases from the first easy repetitive text in big book 1 to big book 16, where learners are expected to use their increasing visual literacy skills and understanding of language. The books have been specially written to suit the level of development, the experiential/life world and the sense of humour of the Grade 2-learner. This book ties in with the topic “What I need to live” in the learner’s book and teacher’s guide. The books have also been developed so that they can be used in more than one reading session as is comprehensively explained in the teaching plans.

The big books introduce the learners to a variety of text types. The books include story text, simple factual text, rhymes, riddles, jokes and graphic text and have been specially developed to introduce the learners, in an informal manner, to a variety of characteristics of printed text. The level of difficulty of the Big Books increases from the first easy repetitive text in big book 1 to big book 16, where learners are expected to use their increasing visual literacy skills and understanding of language. The books have been specially written to suit the level of development, the experiential/life world and the sense of humour of the Grade 2-learner. This book ties in with the topic “What I need to live” in the learner’s book and teacher’s guide. The books have also been developed so that they can be used in more than one reading session as is comprehensively explained in the teaching plans.

The big books introduce the learners to a variety of text types. The books include story text, simple factual text, rhymes, riddles, jokes and graphic text and have been specially developed to introduce the learners, in an informal manner, to a variety of characteristics of printed text. The level of difficulty of the Big Books increases from the first easy repetitive text in big book 1 to big book 16, where learners are expected to use their increasing visual literacy skills and understanding of language. The books have been specially written to suit the level of development, the experiential/life world and the sense of humour of the Grade 2-learner. This book ties in with the topic “What I need to live” in the learner’s book and teacher’s guide. The books have also been developed so that they can be used in more than one reading session as is comprehensively explained in the teaching plans.

The big books introduce the learners to a variety of text types. The books include story text, simple factual text, rhymes, riddles, jokes and graphic text and have been specially developed to introduce the learners, in an informal manner, to a variety of characteristics of printed text. The level of difficulty of the Big Books increases from the first easy repetitive text in big book 1 to big book 16, where learners are expected to use their increasing visual literacy skills and understanding of language. The books have been specially written to suit the level of development, the experiential/life world and the sense of humour of the Grade 2-learner. This book ties in with the topic “What I need to live” in the learner’s book and teacher’s guide. The books have also been developed so that they can be used in more than one reading session as is comprehensively explained in the teaching plans.

The big books introduce the learners to a variety of text types. The books include story text, simple factual text, rhymes, riddles, jokes and graphic text and have been specially developed to introduce the learners, in an informal manner, to a variety of characteristics of printed text. The level of difficulty of the Big Books increases from the first easy repetitive text in big book 1 to big book 16, where learners are expected to use their increasing visual literacy skills and understanding of language. The books have been specially written to suit the level of development, the experiential/life world and the sense of humour of the Grade 2-learner. This book ties in with the topic “What I need to live” in the learner’s book and teacher’s guide. The books have also been developed so that they can be used in more than one reading session as is comprehensively explained in the teaching plans.

The big books introduce the learners to a variety of text types. The books include story text, simple factual text, rhymes, riddles, jokes and graphic text and have been specially developed to introduce the learners, in an informal manner, to a variety of characteristics of printed text. The level of difficulty of the Big Books increases from the first easy repetitive text in big book 1 to big book 16, where learners are expected to use their increasing visual literacy skills and understanding of language. The books have been specially written to suit the level of development, the experiential/life world and the sense of humour of the Grade 2-learner. This book ties in with the topic “What I need to live” in the learner’s book and teacher’s guide. The books have also been developed so that they can be used in more than one reading session as is comprehensively explained in the teaching plans.

The big books introduce the learners to a variety of text types. The books include story text, simple factual text, rhymes, riddles, jokes and graphic text and have been specially developed to introduce the learners, in an informal manner, to a variety of characteristics of printed text. The level of difficulty of the Big Books increases from the first easy repetitive text in big book 1 to big book 16, where learners are expected to use their increasing visual literacy skills and understanding of language. The books have been specially written to suit the level of development, the experiential/life world and the sense of humour of the Grade 2-learner. This book ties in with the topic “What I need to live” in the learner’s book and teacher’s guide. The books have also been developed so that they can be used in more than one reading session as is comprehensively explained in the teaching plans.

The Phonics Book for Learner’s First Additional Language Teacher's Guide contains a year plan, the four term plans, possible time schedules for a full week and daily step-by-step teaching plans for 40 weeks. The teaching plans include the following: the weekly teaching plan, hints and essential information as background knowledge before the lessons are tackled, complete step-by-step lessons for each day and guidance on how to complete the prescribed assessment tasks. The Teacher’s Guide is written according to the requirements of the CAPS. The Teacher's Guide is written by experts in the field of the Foundation Phase. All the authors have years of experience and have been involved in series which has been successfully used in schools. The series has been developed under the guidance of Mart Meij whose various educational series, from Grade R to 3, are widely used by schools. The New All-In-One series is nationally recognised and used in many schools. The Teacher's Guides not only provide lessons for the teacher that describe exactly what to do, but also background information so that the teacher knows why certain instructions are included in the lesson. The teaching plans include innovative, multisensory activities that promote active learning and accommodate different learning styles.

Die grootboeke stel die leerders bekend aan ’n verskeidenheid tekstipes. Die boeke sluit storieteks, eenvoudige feiteteks, rympies, raaisels, grappies en grafiese teks in en is spesiaal ontwikkel om ’n groot verskeidenheid gedrukte tekskenmerke op informele wyse aan die leerders bekend te stel. Die moeilikheidsgraad van die Grootboeke neem toe van die eerste maklike herhalende teks in Grootboek 1 tot in Grootboek 16 waar ’n beroep gedoen word op die leerder se toenemende visuele geletterheid en taalbegrip. Die boeke is spesiaal geskryf om by die ontwikkelingsvlak, ervaringswereld en sin van humor van die Graad 2-leerder te pas. Hierdie boek sluit aan by die tema “Wat ek nodig het om te leef” in die leerderboek en onderwysersgids. Dit is ook so ontwikkel dat die boeke in meer as een leessessie gebruik kan word soos dit volledig in die onderrigplanne beskryf word.

Die grootboeke stel die leerders bekend aan ’n verskeidenheid tekstipes. Die boeke sluit storieteks, eenvoudige feiteteks, rympies, raaisels, grappies en grafiese teks in en is spesiaal ontwikkel om ’n groot verskeidenheid gedrukte tekskenmerke op informele wyse aan die leerders bekend te stel. Die moeilikheidsgraad van die Grootboeke neem toe van die eerste maklike herhalende teks in Grootboek 1 tot in Grootboek 16 waar ’n beroep gedoen word op die leerder se toenemende visuele geletterheid en taalbegrip. Die boeke is spesiaal geskryf om by die ontwikkelingsvlak, ervaringswereld en sin van humor van die Graad 2-leerder te pas. Hierdie boek sluit aan by die tema “Wat ek nodig het om te leef” in die leerderboek en onderwysersgids. Dit is ook so ontwikkel dat die boeke in meer as een leessessie gebruik kan word soos dit volledig in die onderrigplanne beskryf word.