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    By: Siyavula

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Thunder - 03

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

Thunder

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.

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

  • A healthy environment

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

  • Social Justice

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.

LEANER SECTION

Content

  • Read the words of this rowing song.
  • Sing it and act it.

Row, row, row your boat

Gently down the stream.

Merrily, merrily, merrily

Life is but a dream.

  • Divide into teams of six each.
  • Sit in a straight line, one behind each other to make a “boat”.
  • Row with your arms, swaying forwards and backwards to the music.
  • Each “boat” has a turn to sing the song.
Figure 1
Figure 1 (graphics1.png)
Table 1
LO 2.2   LO 2.5   LO 2.6  

Figure 2
Figure 2 (graphics2.png)
Row, row, row your boat

  • Which is which?
  • Choose the correct words to complete the sentence.

1. The ................................................................................ will sting you. (be, bee)

2. The boy has......................................................................................... (flu, flew)

3. My eyes are .................................................................................... (blue, blew)

4. I swim in the......................................................................................... (see, sea)

5. He has something in his .......................................................................... (eye, I)

6. I ................................................................................ with a pencil. (right, write)

7. Please ................................................................... me at 6 o’clock. (meet, meat)

8. The ................................................................................... is evil. (which, witch)

9. I must ........................................................................ on the button. (sew, sow)

10. The .................................................................................. bit the dog. (flee, flea)

Table 2
LO 4.3  

Phonics

  • These words have a silent “b”.
  • Read them.

lamb

climb

thumb

comb

limb

dumb

bomb

numb

crumb

  • Where do they fit in?

1. I cut my.................................................................................................................

2. I ............................................................................................................. my hair.

3. He will .......................................................................................... the mountain.

4. Pick up the............................................................................................................

5. The little .................................................................................................. is tiny.

6. The .................................................................................... went off with a bang.

Table 3
LO 3.3.2  

  • When Thunder opened his eyes he saw these animals.
  • Draw the answers and write their names.

I am big

and strong.

I have a

short tail

and a long trunk.

I am an .............................................................................................................................

Draw me.

Figure 3
Figure 3 (graphics3.png)

I am so very

tall with a

thin neck.

My legs are

very long.

I eat leaves.

I am an .............................................................................................................................

Draw me.

Figure 4
Figure 4 (graphics4.png)

I am the

naughty one.

My tail is long.

I swing in

the trees.

I am an .............................................................................................................................

Draw me.

Figure 5
Figure 5 (graphics5.png)

I slither and

slide and hide

in the trees.

I am an .............................................................................................................................

Draw me.

Figure 6
Figure 6 (graphics6.png)
Table 4
LO 2.10   LO 4.3   LO 5.1  

Word building clocks

  • Join the letters to make words.
  • Write the words and draw the pictures.
Figure 7
Figure 7 (graphics7.png)

Table 5
LO 3.7.3  

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

Assessment Standard 2.5: We know this when the learner talks about a picture, photograph or object:

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 3.3: We know this when the learner recognises and makes meaning of letters and 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;

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 5.1: We know this when the learner understands concepts and vocabulary relating to.

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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