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.

This story allows the learners to use their imagination when the baby Brontosaurus is found by the animals. Vocabulary is consolidated by repetitive phrases and the following phonic families are introduced; “wh” and silent letters such as “b” as in lamb, and “k” as in knee. Plurals are studied and homonyms sorted out.

Integration of themes

Is dependent on resources. If catastrophies occur they damage the environment.

Thunder finds himself amongst strangers. Their attitude to him is of vital importance.

Newcomers at school or in the class should be welcomed and treated with kindness and respect.

Sounds of the forest

Who is that stirring

the leaves on the ground?

Is it a field mouse,

with his eyes so round?

Who is that shaking

the leaves on the tree?

Is it a bluebird’s

wing that I see?

Who is that gliding

across the river?

Is it a crocodile,

that gives me a shiver?

Who is that sitting

and watching and waiting?

Is it an owl

with his eyes a-prowling?

Who is that crawling

amongst the grasses so tall?

Is it a lion

curling up like a ball?

The moon rises higher, and shines with its light,

on mouse, bird and lion

in the still, dark night.

G.J.M.

Table 1

LO 1.1.4

LO 2.2

LO 3.8.6

• Join the letters to make as many words as you can.

• Write the words and draw the pictures.

Figure 1

farm

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Figure 2

Table 2

LO 3.7.3

• Listen to the story.
• Read the story, pronounce the words correctly.

Who can it be?

Figure 3

• Who do you think is lying curled up among the leaves? Discuss.

Table 3

LO 1.6

LO 2.1

LO 2.6

LO 2.10

• Listen to the story.
• Find the new words. Read the story.

Little Thunder

Figure 4

• “A dinosaur! We have never seen a dinosaur before!” said all the animals.

Table 4

LO 3.2.5

LO 3.3.1

• Listen to the story.
• Read it.

Thunder makes friends

Figure 5

Table 5

LO 3.3.1

LO 3.5

• Listen to the story.
• Read it.

Thunder grows bigger

Figure 6

Table 6

LO 3.5

LO 3.6

LO 3.8

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:

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 2.2: We know this when the learner performs a rhyme, poem and song:

Assessment Standard 2.6: We know this when the learner attends to punctuation:

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 3.3: 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 3.7: 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:

3.8.6 reads familiar poems and rhymes.