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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"

    Collection Review Status: In Review

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Zigi - 05

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

Zigi

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.

Zigi, the baby zebra grows up and becomes King Leo’s best friend. Together they teach the monkeys and the crocodiles a lesson. Phonics are extended with the learning of the sounds “tch”, “ai”, “ay”, “e” at the end of a word changes the sounds of the vowels. More sounds: “ar”, “or, “oa”, “oe”, “ie”, “er”, “ur”, “oy” and “oi”.

Learners answer questions about a graph. They read a factual passage on “Animal Camouflage” and discuss what they have learnt.

Integration of themes

  • Social Justice

Patterns of behaviour are important and social skills should be developed and practised.

  • Human rights

By observing the behaviour of all the animals in the stories, learners become aware of the rights of the people around them.

  • A healthy environment

As the creatures of the forest need to live in harmony with one another, so must people learn correct behavioural patterns.

LEANER SECTION

Content

  • Draw a picture of your own best friend.
  • Tell us her/his name.
  • Tell us about your friend.

My Best Friend

Figure 1
Figure 1 (graphics1.png)
  • Write about your best friend.

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

Table 1
LO 2.10   LO 4.3   LO 4.7  
  • Read the graph the class made about their best friends.
  • Answer the questions.

We like to . . . .

Table 2
play with our toys x x x   x x x x   x
play outside x x   x x x x x    
visit weekends x x x x x x   x x x
write notes to each other     x     x x x   x
Names Tom John Mia Johan Peter Michelle Sally Mary Gerry Jeanine
  • Write:

1. ........................................................................................ friends play with their toys.

How many?

2. .................................................................................................... friends play outside.

3. ................................................................................................ friends visit weekends.

4. .................................................................................................................. write notes.

5. ........................................................................................................ boys play outside.

6. ........................................................................................................ girls play outside.

Table 3
LO 2.10   LO 5.7.3  

Phonics

Is it “oy” as in boy, or “oi” as in oil?

“oy”

boy

joy

toy

boys

toys

“oi”

oil

boil

soil

spoil

point

  • Complete the sentences.

1. The b........................................................................................ climbed the tree.

2. Baby plays with his t............................................................................................

3. Mom will b............................................................................................ the eggs.

4. He was full of j................................................................ when he got the prize.

5. Do not s........................................................................................... your supper.

6. My pencil’s p...................................................................................... is broken.

7. Dad’s car needs....................................................................................................

Table 4
LO 3.3.2   LO 3.7.3   LO 4.1  

A visit to the library

  • Visit your school library.
  • Go to the NON FICTION SECTION.
  • Find books on Animal Camouflage.
  • Divide into groups and discuss how colours and shapes help creatures of the forest to hide.
  • Draw pictures of the animal camouflage that you have discussed.
  • Tell the class what you found out about colours and shapes helping such creatures as . . . .

lions, zebra, chameleons, praying mantis, buck, pheasants, spiders, butterflies and any others.

  • Talk about:

1. Why do they need to be hidden?

2. Who are their enemies?

3. How do they hide away?

4. Do you think MAN is a friend or an enemy of the wild creatures?

  • Give your reasons.
Table 5
LO 2.1   LO 3.2.3   LO 3.8.2   LO 5.2.1   LO 6.1  

Draw your pictures and write a caption or a sentence to describe your picture.

  • Show the class.

Animal Camouflage

Figure 2
Figure 2 (graphics2.png)

Table 6
LO 2.5   LO 2.10   LO 3.8.3   LO 4.3  

My Dictionary Page

  • Read the words.
  • Keep this page in your file.
Table 7
morning rested shouted funniest rot
playful shade opened naughty disappoint
friend snake bit clean true
such slithered hissed lesson cleaned
fastest tease saved flies teeth
strongest grabbed hurt stopped teach
king curled lair secrets brought
Table 8
LO 3.3.1   LO 3.9   LO 5.5  

Assessment

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 2.10: 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:

3.2.3 answers literal questions about the story;

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;

3.3.2 uses word recognition and comprehension skills such as phonics, context clues and prediction to make sense of text;

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

3.7.3 recognises vowel sounds spelled with two letters;

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

3.8.2 reads fiction and non-fiction books;

3.8.3 tells a classmate about a book self has read;

Assessment Standard 3.9: We know this when the learner demonstrates a reading vocabulary of between 700 and 1 500 common words:

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:

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

Assessment Standard 4.7: We know this when the learner uses punctuation:

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:

5.2.1 compares things critically;

Assessment Standard 5.7: We know this when the learner transfers information from one mode to another:

5.7.3 uses information from a chart, bar graph, diagram, mind map or picture to write or complete a short text.

Learning Outcome 6:GRAMMAR ND VOCABULARY: The learner knows and is able to use the sounds, vocabulary and grammar of the additional language.

Assessment Standard 6.1: We know this when the learner understands and uses a variety of question forms:

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