3.1 Thomas flies high 02 - poor thomas!

English first additional language

Thomas flies high

Educator section

Memorandum

In Grade 3 learners continue to expand their vocabulary by listening and reading a variety of texts such as poem, stories, riddles and doing word puzzles.

These modules consolidate and revise the vocabulary and phonics introduced in Grade 2. More opportunities are given for written work producing longer texts of more varied kinds. Learners should not be afraid to make mistakes as the building of confidence and fluency should take priority above perfect written work.

Time scheduled for the modules

All learners should work through all eight modules as the phonics and spelling requirements are spread over these modules. The educator should however allow learners to complete them at their own pace namely ± two modules per term.

New words are introduced and learnt before learners read the story of Thomas. Thomas leaves his home and friends to follow the advice of strangers. This leads to his death. The life cycle of frogs is studied in this module.

Learners are exposed to a mindmap of creatures in the forest.

Integration of themes.

• Social Justice

Learners should heed the warnings of friends and parents and be careful of strangers.

• A healthy environment

Keep ponds, rivers clean because of the creatures that inhabit them.

By studying the life cycle of the frog learners become aware of the wonder of nature and their responsibility towards it.

Leaner section

Content

• Listen to the poem.
• Say it with your teacher.
• Answer the questions.
• Read it.

Poor thomas!

• Is the story of Thomas going to be sad or happy?
• Why do you think so?
• Tell the class what you think is going to happen to Thomas.
• Which important tales did Thomas tell his friends?
• Did he teach us the same lessons as his friends?
• Which lesson are we going to learn from the story?

• Read these sentences of the poem: Poor Thomas
• Cut them out.
• Paste them in the right order.

Had many friends to talk to

He taught them all that he had learned,

Of tadpoles growing tiny legs

Thomas was a tortoise,

And changing in the spring.

As fine as fine can be.

Of tales that swallows bring.

As you no doubt will see.

• Look at the pictures.

• Read.
• Complete the story of the tadpoles.

A visit to the school library

• Listen.
• Ask your teacher if you can go with her to the library.
• Find the fiction section.
• Ask the librarian what “fiction” means.
• Find the non-fiction section.
• Find out what “non-fiction” means.
• Find some books about these topics.
• Look through them and try to read them:

- Mammals

- Insects

- Reptiles

- Birds

- Fish

- Worms

- Spiders

• Here are some creatures of the forest.
• Can you tell whether they are mammals, reptiles, birds, fish or worms? How do you know?
• It would be good to work in groups.

Assessment

Learning Outcome 1: LISTENING : The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.

Assessment Standard 1.1: We know this when the learner shows understanding of descriptions by noting relevant information:

1.1.1 predicts what the story will be about from the title;

1.1.2 answers literal comprehension questions (e.g. true/false questions);

1.1.4 recalls and retells parts of the story;

1.1.7 discusses in own home language any social and ethical issues (e.g. whether something is fair);

Assessment Standard 1.2: We know this when the learner shows understanding of recounts by recalling events in the right sequence:

Assessment Standard 1.4: We know this when the learner shows understanding of a sequence of instructions by following them correctly:

Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.1: We know this when the learner answers questions using words and phrases;

Assessment Standard 2.2: We know this when the learner performs a rhyme, poem or song:

Assessment Standard 2.6: We know this when the learner attends to pronunciation as part of reading, for example:

Assessment Standard 2.10: We know this when the learner participates in a conversation on a familiar topic;

Learning Outcome 3: READING AND VIEWING : The learner is able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts;

Assessment Standard 3.1: We know this when the learner uses visual cues to make meaning:

3.1.1 understands a picture story or comic strip by relating captions and speech bubbles to visual images;

Assessment Standard 3.2: We know this when the learner begins to make meaning of written text by reading with the teacher:

3.2.1 reads title;

3.2.5 retells the story;

Assessment Standard 3.3: We know this when the learner recognises and makes meaning of letters and words:

3.3.1 recognises on sight an increasing number of high-frequency words;

Assessment Standard 3.5: We know this when the learner reads aloud using correct pronunciation and appropriate stress:

Assessment Standard 3.8: We know this when the learner develops phonic awareness:

3.8.2 reads fiction and non-fiction books of own choice;

3.8.3 tells a classmates about the book self has read;

3.8.4 distinguishes between fiction and non-fiction;

Learning Outcome 4: WRITING : The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.1: We know this when the learner writes individual words such as labels:

Learning Outcome 5: THINKING AND REASONING : The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.2: We know this when the learner uses language for thinking and problem-solving:

5.2.2 discusses and solves problems in group (e.g. ‘how can we keep our environment clean?’).