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English first additional language

Stripes and stars

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.

Learners distinguish between sh and ch sounds and spell common words correctly. The sounds “ oo ”, “ th ”, “ ea ”, “ all ”, “ y ” and “ ay ” are also introduced. They are given an opportunity to write sentences/ a story without the help of a frame and to look up the meaning of words in a dictionary.

Learners discuss the issue of the monkeys making fun of Baby Zebra who was born without stripes.

Integration of themes

  • Social Justice

Everyone is unique and their differences should be respected and not made fun of.

  • Human rights

Everyone has rights – even the handicapped.

Leaner section

Content

  • Listen to the story.
  • Pick out the words you don’t know.
  • Read them.
  • Read the story several times.

Stripes and stars – part 1

Long, long ago

and far, far away –

when there were no cities or towns.

no trains or cars or aeroplanes.

no people living on the earth –

there were great, green forests

that covered the earth,

from the seashores

up to the highest mountains.

There were wide flowing rivers

with green, green bushes on their banks

and fish, many fish swimming in the water of the river.

And there were animals.

animals of every kind

big ones, huge ones, tall ones and small ones

and they all lived in peace with one another.

There was enough space for all the animals.

There was enough food for all the animals.

LO 1.1.2 LO 3.2 LO 3.2.1 LO 3.3.1 LO 5.1

Vocabulary

  • Read the words.
  • Use a dictionary to find out what they mean.
  • Test a friend.
  • Mark the correct meaning of the word with a ü.

cities:

1. a place where people keep animals?

2. large towns with many buildings and people?

forests:

1. lakes in which to swim?

2. a place with many trees?

aeroplanes:

1. take people to other places?

2. take people to the moon?

flowing rivers: 1. rivers with water that flows?

2. rivers with no water?

seashores:

1. places near mountains?

2. sand on the beach?

earth:

1. where birds fly?

2. where people and animals live?

LO 3.2

In the forest

  • The answers are hidden in the forest.
  • Find them and write them in their correct places.

1. There were no ...................................... or ..................................... on the earth.

2. There were green ......................... from the ................................. to the highest 3. Many ................................................ were swimming in the waters of the river.

4. There was enough ................................. for all the .............................................

LO 3.3.1 LO 4.1

Phonics

  • Read these words.
  • Listen to the difference in the sounds of:

“sh” as in she, and “ch” as in chip

she

shoe

shook

shop

ship

sheep

shot

shut

shoot

chip

chop

chick

cheep

cheer

church

chimney

children

chair

LO 1.5.1
  • Choose the right words to complete the sentences.

1. Put on your ......................................................................................(shoe, choe)

2. I buy my shoes at the ..................................................................... (chop, shop)

3. He can ........................................................................ (shoot, choot) with a gun.

4. The smoke goes up the ........................................................(chimney, shimney)

5. (Shut, chut) ............................................................................... the door, please.

6. He .............................................. (chook, shook) the tree and the leaves fell off.

7. (Sheep, cheep) .............................................................................. give us wool.

8. I sit on a ........................................................................................... (hair, chair)

LO 1.5.1 LO 4.1

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:

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

Assessment Standard 1.5: We know this when the learner develops phonic awareness:

1.5.1 distinguishes between different vowel sounds that are important for reading and writing (e.g. ‘u’ and ‘ur’ in ‘hut’ and ‘hurt’):

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

3.2.1 reads title;

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;

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 5.1: We know this when the learner understands concepts and vocabulary relating to measurement (e.g. ‘how long is it?’ ‘how far is it?’).

Questions & Answers

what is economic
Charles Reply
what are the type of economic
Charles
macroeconomics,microeconomics,positive economics and negative economics
Gladys
what are the factors of production
Gladys
process of production
Mutia
Basically factors of production are four (4) namely: 1. Entrepreneur 2. Capital 3. Labour and; 4. Land but there has been a new argument to include an addition one to the the numbers to 5 which is "Technology"
Elisha
what is land as a factor of production
Gladys
what is Economic
Abu
economics is how individuals bussiness and governments make the best decisions to get what they want and how these choices interact in the market
Nandisha
Economics as a social science, which studies human behaviour as a relationship between ends and scarce means, which have alternative uses.
Yhaar
how will a country's population be equal to it's labour force
Hope Reply
what is the meaning of ppf
Obeng Reply
What is Economic
Governor Reply
economic
Nwosu
Economics is the social science that deals with the unlimited human wants in the face of scarce (limited in supply) resources.
Azka
what is market
Gift Reply
marker is the interaction of buying and selling
David
market refers to the interaction of the processes of buying and selling of commodities between the buyer and the seller.
stephen
market is a place where two parties gather to facilitate exchange of goods and services.
Yhaar
what are some good sources of information to find trends in various Industries
James
how do on know that marketing is going on
Mutia
what is consumption
Raj
Using revenue
Prince
What is stock market
Prince
What are the marmet function
Odirile Reply
price elasticity of demand is the degree of responsiveness of a quantity demanded to the change in price of the commodity in question.
Gladys Reply
What does elasticity mean
Prince
Elasticity means change in demand with the change in price. It is elastic if the demand changes with the price change whereas it is inelastic if the demand is not affected due to change in price
Devesh
Okay
Olatunde
meaning
KP
okay
Binta
I have a question
Binta
what is the importance of learning economics?
Thelma Reply
it helps to make the correct choice
Gladys
it helps firm to produce products that will bring more profit
Gladys
the difference between needs and wants
londiwe Reply
needs are things that we basically can't live without wants are just luxury things
Thelma
needs are things without them we can't live but want are things without we can live
KP
what is education
KP
it's a process in which we give or receiving methodical instructions
Thelma
what is mixed economy
Amex
what is a deadweight loss? how monopoly creates a deadweight loss?
Ashraf Reply
who are u?
Lamine
haha
Cleaford
scarm
nura
what it this
Cleaford
hi y'all
Dope
how does group chat help y'all 🤔
Dope
hi y'all
Dope
how does group chat help y'all 🤔
Dope
how does group chat help y'all 🤔
Dope
to learn from one another
Lamine
oh okay
Dope
😟
Creative
Yes
Lamine
what is type of economic
taiwo Reply
how to understand basics of economics
Aarif Reply
what is demand schedle
Princess Reply
When you make a Scedule of the demand you made
Rodeen
this is helpful for rbi grade b
Prema Reply
What is macroeconomics
Kauna Reply
It's one of the two branches of Economics that deal with the aggregate economy.
Mayen
it's about inflation, occupation, gdp and so on
alberto
What is differences between Microeconomics and Macroeconomic?
Bethrand
microeconomics focuses on the action of individual agents in the economy such as businesses, workers and household. while macroeconomics looks at the economy as a whole. it focuses on broad issues in the economy such as government deficit, economy growth, levels of exports and imports, and
Thelma
inflationary increase in prices
Thelma
Researchers demonstrated that the hippocampus functions in memory processing by creating lesions in the hippocampi of rats, which resulted in ________.
Mapo Reply
The formulation of new memories is sometimes called ________, and the process of bringing up old memories is called ________.
Mapo Reply
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Source:  OpenStax, English first additional language grade 3. OpenStax CNX. Sep 22, 2009 Download for free at http://cnx.org/content/col11118/1.1
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