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Story Time 02 - My clothes

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

My clothes

  • Read, draw and colour only those clothes you wear.
  • I wear . . . . . . . . . . . . . . .
Figure 1
Figure 1 (graphics1.png)

Table 1
LO 3.1   LO 3.3.1  
  • Choose the word to describe your clothes.

My shirt is ......................................................................... white, blue, pink, red, black

My/The dress is ................................................................ white, blue, pink, red, black

My shoes are ........................................................................... black, brown, white, red

My shoes are ................................................................................................... big, small

My shoes are ........................................... my friend’s shoes. bigger than, smaller than

My socks are ................................................................................................... big, small

M y socks are ........................................... my friend’s socks. bigger than, smaller than

Table 2
LO 4.5   LO 5.1   LO 6.6  
  • These sounds are different in English.

Figure 2
Figure 2 (graphics2.png)
Phonics

  • Read the words.
  • Say the first sound in each word.
  • Draw the pictures (where possible).
Figure 3
Figure 3 (graphics3.png)
  • Say these sounds:

a, c, g, o, i, u, j, v, w, y

Table 3
LO 1.5.1   LO 3.7.2  

  • Draw the pictures.
  • Cut out the circles.
  • Paste and sort them.
Figure 4
Figure 4 (graphics4.png)
Table 4
LO 3.8.1  

Animals

Figure 5
Figure 5 (graphics5.png)

Furniture

Figure 6
Figure 6 (graphics6.png)

Fruit

Figure 7
Figure 7 (graphics7.png)
Figure 8
Figure 8 (graphics8.png)

Clothes

Table 5
LO 5.3.2  

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 1.5: 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 3.1: 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 3.3: 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:

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

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

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?’);

Assessment Standard 5.3: We know this when the learner collects and records information in different ways:

5.3.2 records information in different ways (e.g. a table, chart a diagram, a bar graph).

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

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