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 topic “Story time” continues with that of “Percy the porcupine” who tries to find a friend and cannot understand why the farm animals will not be his friends.

This module is integrated with the learning area, Mathematics and explores the possibility of shapes in the story.

Polite forms of greeting are repeatedly used.

Activities to learn the vocabulary of animals and their babies, and noises of animals have been designed.

Integration of themes

Farm animals are important to Man and should be cared for.

Figure 2

Percy the Porcupine

Figure 3

a hen

Figure 4

a duck

Figure 5

a brown cow

Figure 6

long, sharp quills

Figure 7

a sheep

1. Percy is a ……………………………………………………………………….

2. The cow is ………………………………………………… (black or brown).

3. The quills are ………………………………………………………….. (short / long / sharp / blunt)

4. I think the animals in the poem are ……………………………………… (afraid of / kind to) Percy

Figure 8

Figure 9

Percy had an oval-shaped body with long, sharp, spiky quills. He was not beautiful, but for a porcupine he was lovely!

He had round, black, beady eyes.

He had a few porcupine friends in the forest but he did not often see them. They were always too busy looking for twigs and bark. They had no time to play with him. He was a lonely little porcupine.

One day Percy said, "I will find a friend to play with me."

He left the berry bush.

He followed the path through the forest until he came to Farmer Browns' farmyard.

There he met Mother Hen and her three little chicks.

"Aha!" he said. "Here are some friends to play with me.

I can play with Mother Hen.

I can play with the three little chicks.

We can play hide-and-seek.

We can play ball.

We can play all kinds of games."

So he crept nearer and said,

"Good morning, Mother Hen. My name is Percy. Will you be my friend?

Will you play with me?"

But Mother Hen clucked loudly and said, "No, Percy, I will not be your friend. I will not play with you. Your quills are too sharp. Go away! Go away!"

Figure 10

Percy was sad. He walked on and met Old Brown Cow and her little calf.

"Aha!" he said. "Here are some friends to play with me.

I can play with Old Brown Cow.

I can play with the little calf.

We can play hide-and-seek.

We can play ball.

We can play all kinds of games."

So he crept nearer and said,

"Good morning, Old Brown Cow. My name is Percy. Will you be my friend?

Will you play with me?"

But Old Brown Cow lowed loudly and said, "No, Percy, I will not be your friend. I will not play with you. Your quills are too sharp. Go away! Go away!"

Figure 11

Percy was sad. He walked on and met Mrs Sheep and her two little lambs.

"Aha!" he said. "Here are some friends to play with me.

I can play with Mrs Sheep.

I can play with the two little lambs.

We can play hide-and seek.

We can play ball.

We can play all kinds of games."

So he crept nearer and said,

"Good morning, Mrs Sheep. My name is Percy. Will you be my friend? Will you play with me?"

But Mrs Sheep bleated loudly and said, "No, Percy, I will not be your friend. I will not play with you. Your quills are too sharp. Go away! Go away!"

Figure 12

Percy the Porcupine was very, very sad.

Nobody wanted to be his friend.

Nobody wanted to play with him.

Nobody wanted to play hide-and-seek.

Nobody wanted to play ball.

So he walked back to his berry bush and cried himself to sleep.

And there the porcupines of the forest found him.

"Percy!" they said, "we will be your friends. We will play with you". And so they did!

Figure 13

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;

1.1.2 answers literal comprehension questions (e.g. true/false questions);

1.1.4 recalls and retells parts of the story;

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

Assessment Standard 2.8: We know this when the learner asks for clarification (e.g. ‘can you explain it again, please?’):

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 makes meaning of written text by reading with the teacher:

3.2.3 answers literal questions about the story;

3.2.4 describes how the story makes self feel;

3.2.5 retells the story;

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 3.8: We know this when the learner reads on own for information and enjoyment:

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

3.8.6 reads familiar poems and rhymes;

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…’).