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.

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

Everyone has rights – even the handicapped.

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:

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

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

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:

3.2.5 retells the story;

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

3.7.3 recognises vowel sounds spelled with two letters (vowels diagraphs) (e.g. ea, ee, ay,ai);

3.7.8 recognises known rhymes (e.g. fly, sky, dry);

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

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 4.3: We know this when the learner spells common words correctly:

Assessment Standard 4.4: We know this when the learner writes lists and gives them headings (e.g. ants, bees, butterflies):

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 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 6.7: We know this when the learner uses some adverbs in the correct word order.