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.

New words are introduced and learnt before learners read the story of Thomas. Thomas leaves his home and friends to follow the advice of strangers. This leads to his death. The life cycle of frogs is studied in this module.

Learners are exposed to a mindmap of creatures in the forest.

Integration of themes.

Learners should heed the warnings of friends and parents and be careful of strangers.

Keep ponds, rivers clean because of the creatures that inhabit them.

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:

1.1.4 recalls and retells parts of the story;

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

Assessment Standard 1.4: We know this when the learner shows understanding of a sequence of instructions by following them correctly:

Assessment Standard 1.6: We know this when the learner shows respect for classmates by giving them a chance to speak and listen to what they have to say:

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

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

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 3.2: We know this when the learner begins to make meaning of written text by reading with the teacher:

3.2.6 discusses in own home language social and ethical issues;

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 3.5: We know this when the learner reads aloud using correct pronunciation and appropriate stress:

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 4.2: We know this when the learner enters words in a personal dictionary:

Assessment Standard 4.7: We know this when the learner uses punctuation ― commas, question marks and exclamation:

Assessment Standard 4.9: We know this when the learner writes short formulaic texts:

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 5.5: We know this when the learner keeps a personal dictionary and uses a children’s dictionary:

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 6.3: We know this when the learner understands how possibility or probability is expressed (e.g. ‘he may/will come tomorrow’):

Assessment Standard 6.4: We know this when the learner understands how necessity is expressed.