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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.
Everyone is unique and their differences should be respected and not made fun of.
Everyone has rights – even the handicapped.
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 |
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 |
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 |
“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 |
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 |
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?’).
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