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Story Time 01 - The three little Elves - Chapter 1

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

Story Time

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 read the story “The three little elves”, make the illustrations and express their feelings about the story.

Opportunities are given to learn new English sounds and complete phonic exercises.

Insight and understanding of learners are tested by choosing the right words to complete the sentences.

Vocabulary regarding clothes are expanded and revised.

Integration of themes

  • Social Justices

Learners must know and strive to be thankful, helpful and generous as regards their fellow beings.

LEANER SECTION

Content

  • Listen first, then read the story of . . . . . . . . . . . . . . . . . . .

The three little elves – Chapter 1

Once upon a time there was an old man. This man was a shoemaker. A shoemaker is someone who makes shoes.

The shoemaker lived with his wife in a little house.

They were very poor but they were very kind.

“Kind” means ..............................................................................................................

(to help people and animals or to hurt people and animals)

  • Draw the shoemaker, his wife and his little house.
Figure 1
Figure 1 (graphics1.png)

Table 1
LO 1.1.7   LO 3.3.1  

Phonics

  • These sounds are different in English.
Figure 2
Figure 2 (graphics2.png)
  • Read the words.
  • Say the first sound in each word.
  • Draw the pictures.
Figure 3
Figure 3 (graphics3.png)
Table 2
LO 3.3   LO 3.7.2  

Figure 4
Figure 4 (graphics4.png)
Chapter 2

  • Who do you think is talking?
  • Draw them.

So the shoemaker cut out his last pair of shoes and left them on the workbench.

Then he and his wife went to bed.

The next morning the shoemaker got up to stitch his last pair of shoes.

“Wife! Wife!” He called.

“Come and see the shoes are stitched!”

“You will get a lot of money for those beautiful shoes,” said his happy little wife.

And so he did! He bought enough leather for two pairs of shoes.

Table 3
LO 1.1.4   LO 2.1   LO 3.1.1  

Phonics

  • These sounds are different in English.
Figure 5
Figure 5 (graphics5.png)

  • Read the words.
  • Say the first sound in each word.
  • Draw the pictures.
Figure 6
Figure 6 (graphics6.png)
Table 4
LO 3.7.2  

Chapter 3

The shoemaker cut out the two pairs of shoes and left them on the workbench. Then he and his wife went to bed.

The next morning the shoemaker got up to stitch his two pairs of shoes.

“Wife! Wife!” he called.

“Come and see the shoes are stitched!”

“You will get a lot of money for those beautiful shoes,” said his happy little wife.

“But who could have stitched them?” asked the shoemaker.

Well, he did get a lot of money for the beautiful shoes. He bought enough leather for four pairs of shoes.

  • Talk about who you think made the shoes for the shoemaker.
  • Talk about why you think his shoes were made for him.
  • Draw the two pairs of beautiful shoes.
Figure 7
Figure 7 (graphics7.png)

Table 5
LO 1.1.1   LO 2.10   LO 3.2.2   LO 3.3.1  

Phonics

  • These sounds are different in English.
Figure 8
Figure 8 (graphics8.png)
  • Read the words.
  • Say the first sound in each word.
  • Draw the pictures.
Figure 9
Figure 9 (graphics9.png)

Table 6
LO 1.5.1   LO 3.3   LO 3.7.2  

Chapter 4

This went on for a long time.

The shoemaker and his wife were never hungry.

One night the shoemaker’s wife said, “Let’s sit up and find out who makes our shoes”.

And so they did.

When the clock struck twelve, three little elves ran into the room. They jumped onto the workbench.

They rapped and tapped and made all the shoes. Then they ran away.

  • Look at the picture.

Figure 10
Figure 10 (graphics10.png)

  • Talk about elves.

-What are they?

-What do they look like?

-How big are they?

-Where do you think they live?

-Why did they help the shoemaker?

Table 7
LO 2.5   LO 3.2.3   LO 3.3.1   LO 6.1  

Chapter 5

The kind shoemaker and his kind wife made some new clothes for the little elves.

That night they left the new clothes with the leather.

When the clock struck twelve, the three little elves came in to stitch the shoes.

They saw the beautiful clothes and put them on.

They rapped and tapped until all the shoes were made. Then they ran away and were never seen again.

The shoemaker and his wife were rich.

They made many pairs of shoes and sold them. They lived happily ever after.

  • Draw the new clothes for the elves.
Figure 11
Figure 11 (graphics11.png)
  • Choose one and colour it.
Figure 12
Figure 12 (graphics12.png)
Table 8
LO 1.1.6   LO 3.8.1   LO 6.6  

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:

1.1.1 predicts what the story will be about from the title;

1.1.4 recalls and retells parts of the story;

1.1.6 expresses feelings about the story;

1.1.7 discusses in own home language any social and ethical issues (e.g. whether something is fair);

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

Assessment Standard 2.1: We know this when the learner answers questions using words and phrases;

Assessment Standard 2.6: We know this when the learner attends to pronunciation as part of reading, for example;

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;

3.2.2 predicts what a book is about from the title;

3.2.3 answers literal questions about the story;

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;

Assessment Standard 3.7: We know this when the learner develops phonic awareness:

3.7.2 recognises some differences between sound/spelling relationships in home and additional language (e.g. ‘thatha’ and ‘thin’);

Assessment Standard 3.8: We know this when the learner develops phonic awareness:

Learning Outcome 6:GRAMMAR AND VOCABULARY: The learner knows and is able to use the sounds, vocabulary and grammar of the language to create and interpret texts.

Assessment Standard 6.1: We know this when the learner understands and uses a variety of question forms (e.g. ‘where…?’, ‘when…?’, ‘why…?’);

Assessment Standard 6.6: We know this when the learner understands some adjectives (e.g. bored, tired).

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