2.1 Percy the porcupine 02

English first additional language

Percy the porcupine

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.

The topic “Story time” continues with that of “Percy the porcupine” who tries to find a friend and cannot understand why the farm animals will not be his friends.

This module is integrated with the learning area, Mathematics and explores the possibility of shapes in the story.

Polite forms of greeting are repeatedly used.

Activities to learn the vocabulary of animals and their babies, and noises of animals have been designed.

Integration of themes

• A healthy environment

Farm animals are important to Man and should be cared for.

• Social Justice

The feelings of others are important and learners must learn to be sensitive to them.

Leaner section

Content

• Read these sentences.
• Write them over.
• Write them under the right picture.

Percy the Porcupine lived under a berry bush.

Old Brown Cow, will you be my friend?

Mrs Sheep, will you be my friend?

Mother Hen, will you be my friend?

Nobody wants to play with me.

We will be your friends.

• Read.

• Choose the right one.
• Write it.
• Draw the pictures.

• Draw.

One friend for Percy

Two friends for Percy.

Three friends for Percy.

• Make a list of your friends.
• Write their names.
• Count the names.

My friends

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• Here is a list of words with "a" as in "apple" in the middle.
• Sound the word.
• Draw the picture.
• Learn to write the words for a spelling test.

Assessment

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

Assessment Standard 2.5: We know this when the learner talks about a picture, photograph or object:

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 3.3: We know this when the learner recognises and makes meaning of letters and words;awareness:

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

Assessment Standard 3.8: We know this when the learner reads on own for information and enjoyment:

3.8.1 reads and follows instructions (e.g. how to play a game);

3.8.6 reads familiar poems and rhymes;

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 4.3: We know this when the learner spells common words correctly:

Assessment Standard 4.4: We know this when the learner writes lists and gives them headings (e.g. insects: ants, bees, butterflies):

Assessment Standard 4.5: We know this when the learner writes sentences using a ‘frame’ (e.g. ‘I can…’):

Assessment Standard 4.7: We know this when the learner uses punctuation ― commas, question marks and exclamation:

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 5.4: We know this when the learner uses language to understand concepts and vocabulary relating to different learning areas (e.g. makes a timeline for history).