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Stripes and Stars - Part 3

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

Stripes and Stars

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 distinguish between sh and ch sounds and spell common words correctly. The sounds “oo”, “th”, “ea”, “all”, “y” and “ay” are also introduced. They are given an opportunity to write sentences/ a story without the help of a frame and to look up the meaning of words in a dictionary.

Learners discuss the issue of the monkeys making fun of Baby Zebra who was born without stripes.

Integration of themes

  • Social Justice

Everyone is unique and their differences should be respected and not made fun of.

  • Human rights

Everyone has rights – even the handicapped.

LEANER SECTION

Content

  • Listen to the story.
  • Read it several times.

Stripes and Stars – Part 3

The hippopotamus floated down the river.

He opened his huge mouth and yawned a BIG yawn.

All the little hippopotamuses floated after him.

They looked like big rocks in the water.

The long crocodiles blinked their eyes

and shuffled off the bank into the

cool waters of the river.

They looked like logs floating in the water.

The dragonflies and the butterflies

fluttered overhead.

The frogs croaked loudly as they sat

on the stones beside the water.

The monkeys chased one another from one

branch to the next.

They liked to swing and catch one another’s tails.

They screamed and screeched as they

played with one another.

Table 1
LO 1.1.4   LO 1.6   LO 3.2.3   LO 5.1  

Word building

  • Pronounce the “th” sound correctly.
  • Read and sound the words beginning with
Figure 1
Figure 1 (graphics1.png)
  • Write the words.

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

Table 2
LO 3.7.4   LO 4.1  

  • Follow the arrows.
  • Read the sentence.
  • Write the sentence.
Figure 2
Figure 2 (graphics2.png)

  • Draw the picture.
Figure 3
Figure 3 (graphics3.png)

Table 3
LO 3.2   LO 4.1  

Word building

  • Pronounce the “th” sound correctly.
  • Read and sound the words ending with

-th

Figure 4
Figure 4 (graphics4.png)

  • Write the words.

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

Table 4
LO 3.7.4   LO 4.1  

Sentences

  • Fill in the missing “th” words.

1. T……………………………………………………………….. is my mother.

2. Show me the house with the …………………………………………….. roof.

3. This pencil is not …………………………. it is ………………………………

4. There were ……………………………………………………………… bears.

5. Mom made chicken …………………………………………………………….

6. After third comes ………………………………………………………………

7. I open my ………………………………………………………………………

8. I have many …………………………………………………….. in my mouth.

9. I like coffee with a lot of ……………………………………………………….

Table 5
LO 4.1  
  • Follow the arrows.
  • Read the sentence.
  • Write the sentence.
Figure 5
Figure 5 (graphics5.png)

  • Draw the picture.
Figure 6
Figure 6 (graphics6.png)

Table 6
LO 4.1   LO 6.5  
  • Draw in your own arrows to the words that make the sentence.
  • Read and write the sentence.
Figure 7
Figure 7 (graphics7.png)

  • Draw the picture.
Figure 8
Figure 8 (graphics8.png)
Table 7
LO 4.1   LO 6.5  
  • Complete the answers to the questions.

1. Who rested in the shade?

Figure 9
Figure 9 (graphics9.png)

2. What did the elephants eat?

Figure 10
Figure 10 (graphics10.png)

3. Where did they bathe?

Figure 11
Figure 11 (graphics11.png)

4. Why could the giraffes see the river, the lions and the elephants?

Figure 12
Figure 12 (graphics12.png)

  • Write some sentences, using capital letters and full stops, about each of the following.
  • Use the words to help you.
Figure 13
Figure 13 (graphics13.wmf)

A Hippopotamus

…………………………………………………………………………………………..

…………………………………………………………………………………………..…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

A Crocodile

…………………………………………………………………………………………..

…………………………………………………………………………………………..…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

Table 8
LO 4.6   LO 4.7  

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 descriptions by noting relevant information:

1.1.4 recalls and retells parts of the story;

Assessment Standard 1.6: We know this when the learner shows respect for classmates by giving them a chance to speak, listening to them and encouraging their attempts to speak their additional language:

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:

3.2.3 answers literal questions about the story;

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

3.7.4 recognises single consonants spelled with two consonants (e.g. wh, th,sh, ph);

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 4.1: We know this when the learner writes individual words such as labels:

Assessment Standard 4.6: We know this when the learner writes own sentences without a frame:

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

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?’):

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 6.5: We know this when the learner understands how language is used to sequence things.

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