Unit overview Term 1


Resources


Week 4


Learner‟s Book pp. 14–16 Big Book 1 p. 13 Workbook pp. 10–11 Reading Book 1 p. 13 Reading Book 2: Select a suitable text


Listening and speaking


• Listens and identifies objects • Performs a poem • Expresses feelings • Makes requests • Listens to a poem • Answers questions


Reading and phonics


Shared reading: I‟m sad today • Answers questions • Distinguishes between vowel sounds: a, e, i, o, u


Group guided reading Paired/Independent reading


Writing and language Informal assessment:


• Writes a paragraph • Uses correct spelling and punctuation • Revises adjectives


Week 5


Learner‟s Book pp. 17–19 Big Book 1 pp. 14–19 Workbook pp. 12–13 Reading Book 1 pp. 14–19 Reading Book 2: Select a suitable text


• Listens to a recount • Answers questions • Asks for clarification • Listens to a story


Shared reading: Mr Mafika‟s car • Listens to the story • Answers questions •


Identifies beginning sounds: ch, sh, wh, th


Group guided reading Paired/Independent reading


• Writes a set of instructions • Uses spelling and punctuation • Revises the past tense • Writes six sentences of dictation


See the assessment guidelines in the teaching notes for this unit.


Links with other subjects: Life Skills: Learners find out more about themselves and their abilities, interests, rights and responsibilities.


The Teacher‟s Guide further provides clear plans for each teaching week of the year, with suggestions for daily activities, as well as notes on how to use the texts in the Big Books and the Learner‟s Book. There are suggested time allocations and ideas for informal assessment, as well as a complete Formal Assessment Programme. The Teacher‟s Guide also provides clear but


comprehensive support with planning work for the year, teaching methodology, assessment, assessment tools, a sample test and lists of vocabulary.


Teaching Listening and Speaking in Grade 3


You should spend approximately one hour per week on Listening and Speaking activities. These activities must include daily activities with the whole class as well as focused listening and speaking activities that form part of the Shared reading activities.


Daily activities


You should spend 30 minutes per week on daily activities. You will find a list of suggested activities for each week of the year in the teaching guidelines for each week. You can choose one long or two/three short activities per week to do with the class from these suggestions.


Shared reading: Big Book 3 pp.18–22: Thembi and Thelma‟s moon flight


10


Please refer to the notes on shared reading on page 11 in this Teacher‟s Guide before you begin. The notes give a detailed explanation of how to do this activity. Vocabulary: earth, sun, moon, space, stars, planets, travel, rocket, sky, window, inside, friends, fly, stopped, looking, space ship Phonics: Three-letter consonant blends at the beginning and end of words: str, scr, spr, tch, nch; consonant digraph: ss, ff


Daily activities: • Participates in short conversations on familiar topics


• Talks about pictures in response to instructions


• Follows instructions • Listens to simple recounts • Recounts stories • Plays language games


Guided and Paired/Independent reading (15 minutes every day): Guided reading: Reads aloud from own book in a guided reading group with the teacher; Uses the reading strategies taught in the Home Language to make sense and monitor self when reading; Reads with increasing fluency and expression; Shows an understanding of punctuation when reading aloud; Continues to build a sight vocabulary from the guided, shared and paired/independent reading Paired/Independent reading: Reads simple picture story books and own writing; Reads familiar poems and rhymes


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23