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    This module is included inLens: Siyavula: Languages (Gr. R-3)
    By: SiyavulaAs a part of collection: "English First Additional Language Grade 3"

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Stripes and Stars - 05

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 the story and pronounce your words clearly and correctly.

Stripes and Stars – Part 5

They all lived happily together until one day –

Mummy and Daddy Zebra had a baby zebra.

A beautiful baby zebra boy WITHOUT STRIPES!!

The lions came to see the zebra baby without stripes.

“Oo-oo-oo-oo”, they said.

The elephants sniffed the zebra baby without

stripes with their trunks.

“Aa-aa-aa-aa”, they said.

The tall, spotted giraffes looked down on

the zebra baby without stripes.

“Aw-aw-aw-aw”, they said.

Even the hippopotamuses, the crocodiles the

dragonflies and all the creatures of the forest

came to see the zebra baby without stripes.

They all “oo-oo-ooed” and aa-aa-aaed” and “aw-aw-awed!”

Table 1
LO 2.1   LO 2.6   LO 3.4  
  • Use the clues to find the words in the word block. Colour the words.
Table 2
s h i p a c k
h p e a s m i
o e n b o p c
p f c a m p k
s h i n o o t
s i n k t o r
e u t s h l e
a c o o l r e
  • The missing words have one of these:
Figure 1
Figure 1 (graphics1.png)

Clues:

1. where you find many fish.

2. to do with a ball.

3. a place to buy things.

4. ............... and beans.

5. an insect with wings.

6. it sails on the seas.

7. where I put my money.

8. float or ...............

9. you can climb it.

10. at home I swim in it.

11. a .............. of cards.

12. not too hot.

Table 3
LO 5.2.2  
  • Listen to the story.
  • Retell the story to your teacher.
  • Read the story.

Stripes and Stars – Part 5

But, the monkeys L A U G H E D.

They laughed and laughed and laughed!

The other animals looked at them and shook their heads.

“No! no! no!” they said.

The birds in the sky fluttered their wings and called out loudly.

“No, no, no!”

Mummy and Daddy Zebra were so sad.

They loved their little baby zebra that had no stripes.

But the monkeys laughed and laughed.

The animals shook their heads.

The birds in the sky fluttered their wings.

“What shall we do?”

“What shall we do?” they all shouted together.

  • What do you think of the monkeys laughing at Baby Zebra?
  • Discuss in the class what you think can be done to give Baby Zebra some stripes.
Table 4
LO 1.1.2   LO 1.1.6   LO 1.1.7   LO 5.2.2  
  • Collect some scrap materials so that you can make an animal.
  • Decide which animal you are going to make.
  • Decide what you need for your animal.
  • Use ......................
Figure 2
Figure 2 (graphics2.png)
  • Show your animal to the class.
  • Tell the class step by step how you made your animal.
  • Display your animals in the class.

Phonics

  • Sound the words.
  • Listen to the “all” sound.
  • Write the words.

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

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

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

…………………………………………………………………………………………..

  • Complete the sentences.

1. We will shop at the ..............................................................................................

2. I play with the ......................................................................................................

3. Baby is .................................................................................................................

4. Do not let Baby ....................................................................................................

5. The boy sat on the ...............................................................................................

6. That man is ..........................................................................................................

  • Listen to the story.
  • Read it to your teacher carefully, pronouncing the words correctly.

Stripes and Stars – Part 6

The lions’ plan: “Let Baby Zebra lie in the sun. We’ll cover him with sticks. He can tan some stripes!” they said.

  • Draw the picture.
Figure 3
Figure 3 (graphics3.png)
  • Do you think the lions’ plan will work? Yes or No? Give your reasons.

Table 5
LO 1.1.1   LO 2.6   LO 3.2  
  • Listen to the sound of “y” in these words.
  • Read them.
  • Write them.

Figure 4
Figure 4 (graphics4.png)

…………………………………………………………………………………………..

…………………………………………………………………………………………..

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

…………………………………………………………………………………………..

  • Words with :ay” sound differently.
  • Read them.
  • Sound them.
  • Write them.
Figure 5
Figure 5 (graphics5.png)

…………………………………………………………………………………………..

…………………………………………………………………………………………..

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

…………………………………………………………………………………………..

  • Write sentences with:

fly: ...................................................................................................................................

pay: ..................................................................................................................................

dry: ..................................................................................................................................

Table 6
LO 4.3  

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:

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

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

1.1.6 expresses feelings about the story;

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

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 2.6: We know this when the learner attends to pronunciation as part of reading, for example:

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:

Assessment Standard 3.4: We know this when the learner reads with increasing speed and fluency:

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

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 5.2: We know this when the learner uses language for thinking and problem-solving:

5.2.2 discusses and solves problems in group (e.g. ‘how can we keep our environment clean?’).

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