2.4 Sly old fox 01

English first additional language

Sly old fox

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 story of “The Sly Old Fox” gives learners the opportunity to discuss such moral issues as honesty, truthfulness and faithfulness.

Learners write the dialogue between the characters.

A graph is kept for recording results of future spelling tests.

They read a factual article on crabs and make up their own story stimulated by a picture.

Integration of themes

• Social Justice

We have a responsibility towards our friends. We need to be loyal, honest and helpful.

Leaner section

Content

• Listen to the poem.
• Discuss the title.
• Discuss the moral issues; manners, helpfulness, etc.
• Read and learn the poem.
• Decorate your page.

Manners make the man

We don’t only need to learn

how to read and write.

We need to learn our manners too,

be caring, and not fight.

Books don’t teach us manners

we have to practise these,

remembering our thank you’s

and asking with a “please”.

If we are kind and helpful

and polite to our brothers,

the world would be a better place.

So let us all remember:

OUR MANNERS!

G.J.M.

• Listen to the story.
• Answer your teacher’s questions.
• Read it with your teacher.
• Read it to your teacher.

The story of the sly old fox

(adapted)

One day the sly old fox went down to the river.

Foxes are sly and clever. They always make clever plans to trick other animals.

Looking across the river he saw

some big fat crabs scurrying

along on the sand.

Now you know foxes can’t swim.

Foxes don’t like water one bit.

• Draw the fox on the left. Draw the big fat crabs on the right. Draw the river in the middle.

• Read and write.
• What do you think they will say?

A crab sees a fox and says:

A fox sees a crab and says:

• The story goes on . . . . .
• Listen first.
• Read.

Just then a camel came out of the forest

“I can show you a place where the corn is ripe

and the barley grows as green as green can be.

If you take me across the river, I will show you where all this food is,”

said the fox.

“Get on my back,” said the camel, “I will take you across.

You can show me a place where the corn is ripe

and the barley grows as green as green can be.”

So the fox jumped on the camel’s back.

The camel swam across the river.

• Put the words in the right order by drawing a path.

• Complete these sentences.

I can ………………………………………………………………………….. a place.

The corn is ……………………………….. and ……………………………………..

………………………………………………………………………………. grows as

………………………………………………………………………………………….

• Draw the fox on the camel’s back in the middle of the river.

• Discuss what each one is thinking.

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 stories:

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 2.3: We know this when the learner shows awareness of appropriate cultural forms of address (e.g. how politeness and terms of respect vary in different languages):

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

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 makes meaning of written text by reading with the teacher:

3.2.1 reads title;

3.2.3 answers literal questions about the story;

3.2.6 discusses in own home language social and ethical issues;

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 3.4: We know this when the learner reads with increasing speed and fluency:

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 4.10: We know this when the learner with support, writes a short story dialogue;

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.