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ENGLISH FIRST ADDITIONAL LANGUAGE FACILITATOR’S GUIDE

Grade 3

A member of the FUTURELEARN group


English First Additional Language Facilitator’s Guide

1803-A-FAL-FG01

Í2#È-A-FAL-FG016Î

Grade 3

CAPS aligned

Dr N Scheepers


Facilitator’s Guide Grade 3 ~ English First Additional Language

Contents Introduction for the facilitator..............................................................................................................9 Impaq’s approach to language teaching in Grade 3...........................................................................9 Listening and speaking.......................................................................................................................9 Reading..............................................................................................................................................9 Phonics.............................................................................................................................................10 Writing..............................................................................................................................................10 Language structure..........................................................................................................................10 Materials and resources...................................................................................................................10 Materials and resources and how to use them.................................................................................10 Suggested timetable for Grade 3.....................................................................................................12 Learning unit 1 ................................................................................................................................13 Week 1: Phonics th- and sh-............................................................................................................13 Day 1............................................................................................................................................13 Day 2............................................................................................................................................15 Day 3............................................................................................................................................16 Day 4............................................................................................................................................18 Day 5............................................................................................................................................19 Week 2: Phonics ch-.........................................................................................................................20 Day 6............................................................................................................................................20 Day 7............................................................................................................................................21 Day 8............................................................................................................................................23 Day 9............................................................................................................................................25 Day 10..........................................................................................................................................26 Learning unit 2.................................................................................................................................27 Week 3: Phonics wh-........................................................................................................................27 Day 1............................................................................................................................................27 Day 2............................................................................................................................................29 Day 3............................................................................................................................................30 Day 4............................................................................................................................................32 Day 5............................................................................................................................................33 Week 4: Phonics -sh and -ch............................................................................................................34 Day 6............................................................................................................................................34 Day 7............................................................................................................................................36 Day 8............................................................................................................................................37 Day 9............................................................................................................................................39 Day 10..........................................................................................................................................40 Learning unit 3.................................................................................................................................41 Week 5: Phonics oo, ee and -th.......................................................................................................41 Day 1............................................................................................................................................41 Day 2............................................................................................................................................43 Day 3............................................................................................................................................44 Day 4............................................................................................................................................46 Day 5............................................................................................................................................48 Week 6: Phonics br-, dr- and oa.......................................................................................................49 Day 6............................................................................................................................................49 Day 7............................................................................................................................................50

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Facilitator’s Guide Grade 3 ~ English First Additional Language

Day 8............................................................................................................................................52 Day 9............................................................................................................................................53 Day 10..........................................................................................................................................55 Learning unit 4.................................................................................................................................56 Week 7: Phonics: Revise u, ur, oo and ee........................................................................................56 Day 1............................................................................................................................................56 Day 2............................................................................................................................................58 Day 3............................................................................................................................................59 Day 4............................................................................................................................................61 Day 5............................................................................................................................................62 Week 8: Phonics cr- and fr-..............................................................................................................63 Day 6............................................................................................................................................63 Day 7............................................................................................................................................65 Day 8............................................................................................................................................66 Day 9............................................................................................................................................67 Day 10..........................................................................................................................................68 Learning unit 5.................................................................................................................................70 Week 9: Phonics: Revise -ck, Assessment......................................................................................70 Day 1............................................................................................................................................70 Day 2............................................................................................................................................72 Day 3............................................................................................................................................72 Day 4............................................................................................................................................73 Day 5............................................................................................................................................74 Week 10: Assessment......................................................................................................................75 Day 6............................................................................................................................................75 Day 7............................................................................................................................................77 Day 8............................................................................................................................................77 Day 9............................................................................................................................................78 Day 10..........................................................................................................................................79 Learning unit 6.................................................................................................................................80 Week 11: Phonics -ng and -nk..........................................................................................................80 Day 1............................................................................................................................................80 Day 2............................................................................................................................................82 Day 3............................................................................................................................................83 Day 4............................................................................................................................................85 Day 5............................................................................................................................................86 Week 12: Phonics tr- and gr-............................................................................................................87 Day 6............................................................................................................................................87 Day 7............................................................................................................................................89 Day 8............................................................................................................................................90 Day 9............................................................................................................................................92 Day 10..........................................................................................................................................93 Learning unit 7.................................................................................................................................94 Week 13: Phonics -nd and -nt..........................................................................................................94 Day 1............................................................................................................................................94 Day 2............................................................................................................................................96 Day 3............................................................................................................................................97 Day 4............................................................................................................................................99 © Impaq

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Facilitator’s Guide Grade 3 ~ English First Additional Language

Day 5..........................................................................................................................................100 Week 14 : Phonics silent -e (-ay sound).........................................................................................101 Day 6..........................................................................................................................................101 Day 7..........................................................................................................................................103 Day 8..........................................................................................................................................104 Day 9..........................................................................................................................................105 Day 10........................................................................................................................................106 Learning unit 8...............................................................................................................................108 Week 15: Phonics: Revise oo, ee, -ng and -nk..............................................................................108 Day 1..........................................................................................................................................108 Day 2..........................................................................................................................................109 Day 3.......................................................................................................................................... 111 Day 4..........................................................................................................................................113 Day 5..........................................................................................................................................114 Week 16: Phonics: Revise rhyming words.....................................................................................115 Day 6..........................................................................................................................................115 Day 7..........................................................................................................................................117 Day 8..........................................................................................................................................118 Day 9..........................................................................................................................................119 Day 10........................................................................................................................................120 Learning unit 9...............................................................................................................................122 Week 17: Phonics sk, st and ea.....................................................................................................122 Day 1..........................................................................................................................................122 Day 2..........................................................................................................................................123 Day 3..........................................................................................................................................125 Day 4..........................................................................................................................................126 Day 5..........................................................................................................................................127 Week 18: Phonics: Revise gr-, tr-, -ck, -nd and -nt.........................................................................129 Day 6..........................................................................................................................................129 Day 7..........................................................................................................................................130 Day 8..........................................................................................................................................131 Day 9..........................................................................................................................................133 Day 10........................................................................................................................................134 Learning unit 10.............................................................................................................................136 Week 19: Phonics: Revise ee and aa, Assessment.......................................................................136 Day 1..........................................................................................................................................136 Day 2..........................................................................................................................................138 Day 3..........................................................................................................................................138 Day 4..........................................................................................................................................138 Day 5..........................................................................................................................................140 Week 20: Assessment....................................................................................................................141 Day 6..........................................................................................................................................141 Day 7..........................................................................................................................................142 Day 8..........................................................................................................................................143 Day 9..........................................................................................................................................143 Day 10........................................................................................................................................144

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Facilitator’s Guide Grade 3 ~ English First Additional Language

Learning unit 11.............................................................................................................................146 Week 21: Phonics ai, -ay, oi and -oy..............................................................................................146 Day 1..........................................................................................................................................146 Day 2..........................................................................................................................................148 Day 3..........................................................................................................................................149 Day 4..........................................................................................................................................150 Day 5..........................................................................................................................................152 Week 22: Phonics: Revise sk, st and ea........................................................................................153 Day 6..........................................................................................................................................153 Day 7..........................................................................................................................................155 Day 8..........................................................................................................................................156 Day 9..........................................................................................................................................157 Day 10........................................................................................................................................159 Learning unit 12.............................................................................................................................160 Week 23: Phonics silent -e (i-e split digraph).................................................................................160 Day 1..........................................................................................................................................160 Day 2..........................................................................................................................................162 Day 3..........................................................................................................................................163 Day 4..........................................................................................................................................165 Day 5..........................................................................................................................................166 Week 24: Phonics ou and ow.........................................................................................................167 Day 6..........................................................................................................................................167 Day 7..........................................................................................................................................169 Day 8..........................................................................................................................................170 Day 9..........................................................................................................................................171 Day 10........................................................................................................................................172 Learning unit 13.............................................................................................................................174 Week 25: Phonics oa and -oe........................................................................................................174 Day 1..........................................................................................................................................174 Day 2..........................................................................................................................................175 Day 3..........................................................................................................................................177 Day 4..........................................................................................................................................178 Day 5..........................................................................................................................................179 Week 26: Phonics str- and scr-......................................................................................................181 Day 6..........................................................................................................................................181 Day 7..........................................................................................................................................182 Day 8..........................................................................................................................................184 Day 9..........................................................................................................................................185 Day 10........................................................................................................................................187 Learning unit 14.............................................................................................................................188 Week 27: Phonics -ll and -ss..........................................................................................................188 Day 1..........................................................................................................................................188 Day 2..........................................................................................................................................190 Day 3..........................................................................................................................................191 Day 4..........................................................................................................................................193 Day 5..........................................................................................................................................194 Week 28: Phonics -tch and -nch.....................................................................................................195 Day 6..........................................................................................................................................195 © Impaq

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Day 7..........................................................................................................................................197 Day 8..........................................................................................................................................198 Day 9..........................................................................................................................................199 Day 10........................................................................................................................................200 Learning unit 15.............................................................................................................................202 Week 29: Phonics -ff and -zz, Assessment....................................................................................202 Day 1..........................................................................................................................................202 Day 2..........................................................................................................................................204 Day 3..........................................................................................................................................204 Day 4..........................................................................................................................................204 Day 5..........................................................................................................................................205 Week 30: Assessment....................................................................................................................207 Day 6..........................................................................................................................................207 Day 7..........................................................................................................................................208 Day 8..........................................................................................................................................208 Day 9..........................................................................................................................................209 Day 10........................................................................................................................................210 Learning unit 16.............................................................................................................................211 Week 31: Phonics a, ar and or.......................................................................................................211 Day 1..........................................................................................................................................211 Day 2..........................................................................................................................................213 Day 3..........................................................................................................................................214 Day 4..........................................................................................................................................216 Day 5..........................................................................................................................................217 Week 32: Phonics: Revise scr-, str-, oa and -oe............................................................................219 Day 6..........................................................................................................................................219 Day 7..........................................................................................................................................220 Day 8..........................................................................................................................................222 Day 9..........................................................................................................................................223 Day 10........................................................................................................................................225 Learning unit 17.............................................................................................................................226 Week 33: Phonics ur and ir............................................................................................................226 Day 1..........................................................................................................................................226 Day 2..........................................................................................................................................227 Day 3..........................................................................................................................................229 Day 4..........................................................................................................................................230 Day 5..........................................................................................................................................232 Week 34: Revise -ll, -ff and -ss.......................................................................................................233 Day 6..........................................................................................................................................233 Day 7..........................................................................................................................................234 Day 8..........................................................................................................................................235 Day 9..........................................................................................................................................237 Day 10........................................................................................................................................238 Learning unit 18.............................................................................................................................239 Week 35: Phonics er......................................................................................................................239 Day 1..........................................................................................................................................239 Day 2..........................................................................................................................................241 Day 3..........................................................................................................................................242

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Day 4..........................................................................................................................................244 Day 5..........................................................................................................................................245 Week 36: Phonics -ight...................................................................................................................247 Day 6..........................................................................................................................................247 Day 7..........................................................................................................................................248 Day 8..........................................................................................................................................249 Day 9..........................................................................................................................................251 Day 10........................................................................................................................................252 Learning unit 19.............................................................................................................................254 Week 37: Phonics -ew....................................................................................................................254 Day 1..........................................................................................................................................254 Day 2..........................................................................................................................................256 Day 3..........................................................................................................................................257 Day 4..........................................................................................................................................258 Day 5..........................................................................................................................................259 Week 38: Phonics -ue....................................................................................................................261 Day 6..........................................................................................................................................261 Day 7..........................................................................................................................................262 Day 8..........................................................................................................................................263 Day 9..........................................................................................................................................265 Day 10........................................................................................................................................266 Learning unit 20.............................................................................................................................267 Week 39: Assessment....................................................................................................................267 Day 1..........................................................................................................................................267 Day 2..........................................................................................................................................269 Day 3..........................................................................................................................................269 Day 4..........................................................................................................................................270 Day 5..........................................................................................................................................271 Week 40: Assessment....................................................................................................................272 Day 6..........................................................................................................................................272 Day 7..........................................................................................................................................274 Day 8..........................................................................................................................................274 Day 9..........................................................................................................................................274 Day 10........................................................................................................................................276

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Facilitator’s Guide Grade 3 ~ English First Additional Language

Introduction for the facilitator Impaq’s approach to language teaching in Grade 3 Language is an instrument for thinking and communication. The effective use of language enables learners to think and gain knowledge, be creative, develop their own identity, as well as express their feelings and ideas when interacting with others. Learners’ home language forms an important foundation and becomes the instrument for communication and learning. In Grade 3, effective language teaching and learning require the development and creation of learning opportunities and interactions that focus on the development of learners’ ability to listen, speak, think, argue, read and write. The learning programme comprises 20 learning units that stretch over 40 weeks of the academic year. Each learning unit consists of 10 days spread over two weeks. Each day offers one or two detailed language sessions on these aspects: • Listening and speaking • Reading and phonics • Writing and language structure

Listening and speaking Listening and speaking form an integral part of all other learning areas. These are important skills that form the foundation of learning and that is why, in Grade 3, time is specifically dedicated to focused activities to develop listening and speaking skills. The listening and speaking activities are designed to improve learners’ vocabulary and language structure. The facilitator should use all opportunities to have a conversation with learners. If learners do not engage in spontaneous conversation, the facilitator may start a conversation by asking questions. The listening and speaking activities include conversations about specific topics, picture discussions, introductions to new stories, as well as discussions after each story. The Grade 3 First Additional Language programme offers focused listening and speaking sessions, which are often integrated with reading or writing sessions. Listening and speaking form and integral part of all learning activities in the Grade 3 class. Specific sessions in each learning unit are dedicated to listening and speaking activities. It is, however, important that the facilitator integrates listening and speaking activities with other areas of learning. In other areas of learning, learners are taught critical thinking, listening and speaking when interacting and engaging in activities within each area of learning.

Reading Reading proficiency is an important component of the Grade 3 First Additional Language programme. The year plan is based on the reading series Reading is fun. The reading series consists of four phases with five stories each. As the learner’s reading proficiency develops throughout the year, the stories and sentences become longer and more challenging. The programme is compiled to promote word recognition and sentence construction. Learners regularly read high frequency words to improve their reading proficiency. As the learner’s reading proficiency improves, time dedicated to high frequency words is reduced. The facilitator uses sight words and introduce learners to new words to prepare them for each reading lesson. The facilitator uses flash cards in the facilitator aid to introduce sight words. These flash cards promote word recognition and help to develop learners’ reading proficiency.

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The learning programme provides for shared reading, when the learners read with the facilitator, as well as individual reading. Learners are continuously introduced to new words in the reading series as they prepare for the reading sessions. There are, however, sessions where learners will be expected to read unseen texts.

Phonics Every learning unit includes a range of phonics activities. These activities alternate between the introduction of new sounds, embedding sounds and word building. The phonics sessions are spread over the 20 learning units. The learners revise all the single sounds (vowels and consonants), as well as digraphs learnt in Grade 2. The learners are then introduced to more complex sound combinations at the beginning and end of words. They are constantly learning new sounds, but ample time is provided for revision, embedding and word building. This requires learners to complete a writing activity each week where they write familiar words of the week in their class workbooks.

Writing Writing activities develop first additional language learners’ ability to write sensible sentences. Initially, writing activities are simple and require learners to fill in words to complete sentences, and even build sentences. As the programme progresses, learners are challenged to write sentences themselves, plan and write stories, and to read with comprehension and fill in answers.

Language structure The Grade 3 First Additional Language programme introduces learners to parts of speech, specifically nouns and verbs, and also provides simple exercises to teach them about present, past and future tense in spoken and written language.

Materials and resources Grade 3 learners write with a pencil and later in the year with a pen. All written activities are set out in the one workbook. The learners require two blank exercise books for creative writing exercises and to write familiar spelling words (weekly exercise). Use exercise books with thicker lines and margins (feint and margin).

Materials and resources and how to use them The Grade 3 package comprises the following products: 1. 2. 3. 4.

Facilitator’s guide Workbook Reading is fun, phase 6 to 9 Learner aid: 4.1 Phonics for phonic sessions 4.2 High frequency words 5. Facilitator aid: 5.1 Surprise words 5.2 Sight words per learning unit 5.3 Words for phonics 5.4 High frequency words 5.5 30 Seconds™ cards 6. Assessments (portfolio book and assessment guide and memorandum) © Impaq

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Facilitator’s Guide Grade 3 ~ English First Additional Language

You have to buy the following additional resources: • Pencils and pens for writing activities. • Two blank exercise books with feint lines and margins. Facilitator’s guide The facilitator’s guide consists of 20 learning units. Every learning unit is spread over two weeks and consists of 10 days. Every day is divided into three or four language sessions that cover listening and speaking, reading, phonics and writing. Refer to the proposed daily programme for the time allocation of the sessions. Every session is concluded with two information boxes: Conceptualisation and Resources. The conceptualisation box provides a short summary of the concepts that are embedded, while the resources box provides a list of items provided and/or required for the session. Two symbols are used in each session.

The owl indicates what the facilitator must do.

The pencil indicates what the learner must do. Workbook The workbook consists of 117 activities, which support the development of reading and writing skills. Reading series: Reading is fun The reading series consists of phase 6 to 9 with five stories per phase. Flash cards with sight words from the reading series are included in the facilitator aid. Learner aid 1. Phonics for phonic sessions The learner aid contains phonic cards for the phonic activities in the facilitator’s guide. The sounds are used for word building activities. 2. High frequency words The high frequency words from the reading series are organised per learning unit. Use the words in conjunction with the reading sessions in the facilitator’s guide. Facilitator aid 1. Surprise words Twenty unfamiliar words that are used during one listening and speaking activity per learning unit dealing with ‘difficult’, unfamiliar words. 2. Sight words The sight words from the reading series are organised per story. Use the words in conjunction with the reading sessions in the facilitator’s guide. 3. Words for phonics The words for phonics are in the same order as they appear in the facilitator’s guide, and not alphabetically. 4. High frequency words The high frequency words from the reading series are organised per learning unit. Use the words in conjunction with the reading sessions in the facilitator’s guide. 5. 30 Seconds™ cards Playing cards based on the popular 30 Seconds™ boardgame. Use the cards for listening and speaking activities as indicated in the facilitator’s guide. 11

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Facilitator’s Guide Grade 3 ~ English First Additional Language

Suggested timetable for Grade 3 Per week: 23 hours 1. 2. 3. 4.

Home Language (HL): 8 hours First Additional Language (FAL): 2 hours Mathematics: 7 hours Life Skills (LS): 6 hours

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY HL HL HL HL HL 07:50 – Listening and Listening and Listening and Listening and Shared reading 08:05 speaking speaking speaking speaking 15 min. 15 min. 15 min. 15 min. 15 min. MATHEMATICS MATHEMATICS MATHEMATICS MATHEMATICS MATHEMATICS 08:05 – Class activity Class activity Class activity Class activity Class activity 09:30 (oral) (oral) (oral) (oral) (oral) 25 min. 25 min. 25 min. 25 min. 25 min. Mathematics Mathematics Mathematics Mathematics Mathematics 30 min. 30 min. 30 min. 30 min. 30 min. Mathematics Mathematics Mathematics Mathematics Mathematics 30 min. 30 min. 30 min. 30 min. 30 min. HL HL HL HL HL 09:30 – Phonics Handwriting Phonics Shared reading Phonics 09:50 20 min. 20 min. 20 min. 20 min. 20 min. 09:50 – BREAK 10:10 LS LS LS LS LS Personal Personal Personal Personal Personal and Social and Social and Social and Social and Social 10:10 – Wellbeing and Wellbeing and Wellbeing and Wellbeing and Wellbeing and 10:40 Beginning Beginning Beginning Beginning Beginning Knowledge Knowledge Knowledge Knowledge Knowledge 30 min. 30 min. 30 min. 30 min. 30 min. HL HL HL HL HL 10:40 – Handwriting Group reading Shared reading Group reading Handwriting 11:00 20 min. 20 min. 20 min. 20 min. 20 min. 11:00 – 11:30 11:30 – 11:50 11:50 – 12:10

12:10 – 13:20

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HL Group reading 30 min.

HL Group reading 30 min.

HL Shared reading 30 min.

HL Group reading 30 min.

HL Writing 30 min.

FAL 20 min. LS Creative Arts 40 min.

FAL 20 min. LS Creative Arts 40 min.

FAL 30 min.

FAL 30 min.

BREAK FAL 20 min. LS Physical Education 1h10 min.

FAL 20 min. LS Creative Arts 40 min. FAL 30 min.

FAL 20 min. LS Physical Education 1h10 min.

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Facilitator’s Guide Grade 3 ~ English First Additional Language

Learning unit Day 1

1 Week 1



Session 1: Listening and speaking: Book discussion • • •

The facilitator introduces a new story to the learners. Discuss the title and cover of the story: ‘Tom sees double’. Read the title out loud. Facilitate a discussion about twins. Are there twins in the class? Refer to identical and fraternal twins.

Describe the picture on the front page of the story: ‘Tom sees double’. Lead a discussion about the picture through questions and answers. Use the questions below, but formulate additional questions based on the learners’ answers. • • • • • • •

What are Tom and Tandi doing? They are peeking over the wall. Why are they peeking over the wall? To see what the new neighbours look like. What do they see on the other side? Two girls playing with two dogs. What do the twins look like? They look exactly the same. Look at the picture. What season is it? Do you think it is summer or winter? Why do you say that? Summer. The children are wearing summer clothes. What are the twins doing in the garden? Playing with their dogs. Do you have pets? Learners engage in an informal discussion about pets, caring for pets and why it is great to have a pet.



Session 2: Reading: Tom sees double • • • • •

The learners are already familiar with high frequency words. In Grade 3, they still read high frequency words to improve reading skills. Flash the high frequency words for learning unit 1 to the learners (the, and, a, to, said, in, upon, I, of, it, was, you, they, on, she). They are already familiar with the words and should be able to recognise and read them aloud. Flash the sight words for the story: ‘Tom sees double’. Sound and read the sight words with the learners. Shuffle and flash the words. Learners read each word at least three times. The facilitator reads page 8 of the story to the class. The learners follow in their books and then try to read the story on their own.

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Session 3: Phonics: Learn th • • • •

Introduce the digraph th. Flash the following words to the learners: the, this, that, them, thin. Learners read the words. They identify the th at the beginning of all the words. Emphasise the pronounciation of the th sound (soft th and hard th). Flash the words again. The learners sound and read every word, e.g., th-a-t = that.

• • • •

Use the sounds from the resources and build words with the th sound. The facilitator reads the words to the class. Learners listen and build each word. Learners may assist each other if they find it hard to sound and build a word. Use the following words: them, thin, then, than, this, the, three, think. You may add additional words to the activity.



Session 4: Writing: My holiday • • •

Today is the first day of the new year. All the learners are back at school after a long holiday. Complete activity 1 in the workbook. Write at least 4 sentences about your holiday. Learners may assist one another if they struggle to find appropriate words or formulate longer sentences.



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Facilitator’s Guide Grade 3 ~ English First Additional Language

Day 2 

Session 1: Listening and speaking: Unprepared oral • • •

During the writing activity yesterday, learners wrote sentences about their holiday. Divide the class into groups. If there are less than 10 learners, work as one group. Learners get the opportunity to tell the class about their holiday. The listening and speaking activity is only scheduled for 15 minutes. Manage the session to provide adequate time for all the learners to talk to the class. This session serves as an unprepared oral where learners are required to talk about their experiences during the holidays. Move from one group to the next to assist learners where necessary. Ask questions to encourage the discussion, especially if learners find it difficult to communicate in their additional language.

Session 2: Reading: Tom sees double Flash the high frequency words for learning unit 1 to the learners (the, and, a, to, said, in, upon, I, of, it, was, you, they, on, she). They are already familiar with the words and should be able to recognise and read them aloud. Flash the words repeatedly while the learners read them aloud. They read each word two or three times. • Flash the sight words for the story: ‘Tom sees double’. • Sound and read the sight words with the learners. • Shuffle and flash the words. Learners read each word at least three times. • The learners work in groups and read page 8 of the story. Work with one group for this reading session. The other learners read to each other. Facilitate the sessions to ensure that you spend equal time with all the groups during the week.



Session 3: Writing: Making a list • • •

Complete activity 2 in the workbook. Pretend that you are going on holiday. You need to pack your suitcase. Make a list of at least 10 items that you must pack in your suitcase to take along on holiday. You may use a dictionary to find words if you are struggling with spelling and vocabulary.

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Day 3 Session 1: Listening and speaking: News The learners share daily news or personal experiences. They identify an experience or event that they would like to share with the class. Give two or three learners the opportunity to share their news. Give other learners an opportunity to share their news in the next session: in this way, each learner gets an opportunity. • Listen to the learner’s story/news and respond with open-ended questions (questions which cannot be answered by a simple yes or no). The learner’s story/news becomes the theme of the conversation. • Pay attention to sentence construction and vocabulary to share an experience. • Learners are allowed to ask questions and engage in a conversation about the speaker’s story/ news.

Session 2: Reading: Tom sees double Flash the high frequency words for learning unit 1 to the learners (the, and, a, to, said, in, upon, I, of, it, was, you, they, on, she). They are already familiar with the words and should be able to recognise and read them aloud. Flash the words repeatedly while the learners read them aloud. They read each word two or three times. • Flash the sight words for the story: ‘Tom sees double’. • Sound and read the sight words with the learners. • Shuffle and flash the words. Learners read each word at least three times. • The facilitator reads page 9 to 10 of the story to the class. The learners follow in their books and then try to read the story on their own.



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Facilitator’s Guide Grade 3 ~ English First Additional Language

Session 3: Phonics: Learn sh • • •

Introduce the digraph sh. Flash the following words to the learners: ship, shop, she, shed, shut. Learners read the words. They identify the sh at the beginning of all the words. Flash the words again. The learners sound and read every word, e.g., sh-i-p = ship. Complete activity 3 in the workbook. Use the words to complete the sentences.

Answers • There is a big ship in the harbour. • Please shut the door when you leave. • Grandpa has sheep on the farm. • Put the rake in the shed. • We buy books from the shop. • Put on your shoes. • They found a shell in the sand. • She is a friendly girl.



Session 4: Language use: Questions

• • •

• • • • • •

Learners are familiar with question marks. They know that we use a question mark at the end of a question (written). The formulation of questions in the additional language may be difficult for some learners. Discuss the difference between a question and a normal sentence (statement). Use examples to demonstrate questions. E.g., Are you cold? Did you complete the previous activity? What would you like to do? Work in groups. Play a question-and-answer game. Take turns to ask the group questions. Group members answer the questions and the learner may ask another question in return. E.g., Do you have a pet? What kind of animal is your pet? What is your pet’s name? What does your pet look like? The facilitator works with the groups and assists where necessary.

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Day 4 Session 1: Reading: Tom sees double Flash the high frequency words for learning unit 1 to the learners (the, and, a, to, said, in, upon, I, of, it, was, you, they, on, she). They are already familiar with the words and should be able to recognise and read them aloud. Flash the words repeatedly while the learners read them aloud. They read each word two or three times. • Flash the sight words for the story: ‘Tom sees double’. • Sound and read the sight words with the learners. • Shuffle and flash the words. Learners read each word at least three times. • The learners work in groups and read page 9 to 10 of the story. Work with one group for this reading session. The other learners read to each other. Facilitate the sessions to ensure that you spend equal time with all the groups during the week.



Session 2: Language use: Questions • •

Revise the question mark and formulate questions. Yesterday, learners worked in groups to ask and answer questions. Emphasise the words that we usually use to formulate questions, e.g., Who ...? Why ...? When ...? How ...? Where ...? What ...?

Session 3: Writing: Questions Write 3 questions in your exercise book. The facilitator may assist the learners in this activity.

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Facilitator’s Guide Grade 3 ~ English First Additional Language

Day 5 Session 1: Listening and speaking: Surprise words

• • • • • • • • • •

A learner draws one of the ‘surprise words’ from the bag or container. The facilitator writes the word on the board. Learners try to read the word. Read the word if learners are unable to pronounce it. Does anyone in the class know the meaning of the word? Learners find the meaning of the word in the dictionary. Learners explain the meaning of the word to each other. Use the ‘surprise word’ to facilitate a group discussion, e.g., a learner draws the word: ‘thermometer’. What is a thermometer? An instrument that measures temperature/to measure how warm or cold it is. Where/why do people use thermometers? To measure the temperature. Why would anyone want to know the temperature? To know what to wear/to know whether someone has a fever (and is ill), etc. Facilitate the discussion according to the learners’ input and experience. The ‘surprise words’ provide for group work and discussions as a class.



Session 2: Reading: Tom sees double Flash the high frequency words for learning unit 1 to the learners (the, and, a, to, said, in, upon, I, of, it, was, you, they, on, she). They are already familiar with the words and should be able to recognise and read them aloud. Flash the words repeatedly while the learners read them aloud. They read each word two or three times. • Flash the sight words for the story: ‘Tom sees double’. • Sound and read the sight words with the learners. • Shuffle and flash the words. Learners read each word at least three times. • The learners work in groups and read page 7 to 10 of the story. Work with one group for this reading session. The other learners read to each other. Facilitate the sessions to ensure that you spend equal time with all the groups during the week.



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Facilitator’s Guide Grade 3 ~ English First Additional Language

Session 3: Writing: A letter Complete activity 4 in the workbook. Write a message to a new friend in the class to make him/ her feel welcome.



Day 6

Week 2



Session 1: Listening and speaking: New friends • • •

This week we are reading: ‘Tom sees double’. The twins are new friends. They are Tom and Tandi’s new neighbours. Facilitate a discussion about new friends. Sometimes we meet new people, e.g., New neighbours move into the house next door, you play with new people in a sports team, or someone new comes to your school and class. How do you introduce yourself when you meet someone? Learners work in groups. Learners take turns to introduce themselves to the rest of the group. Tell something about yourself.

Session 2: Reading: Tom sees double Flash the high frequency words for learning unit 1 to the learners (the, and, a, to, said, in, upon, I, of, it, was, you, they, on, she). They are already familiar with the words and should be able to recognise and read them aloud. Flash the words repeatedly while the learners read them aloud. They read each word two or three times. • Flash the sight words for the story: ‘Tom sees double’. • Sound and read the sight words with the learners. • Shuffle and flash the words. Learners read each word at least three times. • The facilitator reads page 11 to 12 of the story to the class. The learners follow in their books and then try to read the story on their own.

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Facilitator’s Guide Grade 3 ~ English First Additional Language

Session 3: Phonics: Word sets • • • • • • • •

Read the following words to the class. Learners listen and identify the words that rhyme: cat, sit, hug, mug fat, bed, bug, sit, cub rub, egg, rat, bun The learners identify the u words that rhyme. u sound can also be pronounced as ur sound, e.g., fur, spur, hurt, turn. Flash the following words to the learners: bug, gum, cut, fur, spur, hurt. The learners read and sound each word: c-u-t = cut. They make sentences with each word to show the meaning thereof.

• • • •

Use the sounds from the resources and build words with the u sound. The facilitator read the words. Learners listen and build each word. Learners may help each other if they find it difficult to sound and build a word. Use the following words: bug, jug, nut, fur, spur, jug, gum. You may add additional words to the activity.



Session 4: Writing: About yourself This morning, you introduced yourself to ‘new friends’. Refer to the listening and speaking activity this morning. • Write 4 to 6 sentences in your exercise book where you tell someone about yourself.



Day 7 

Session 1: Listening and speaking: News • • •

Tell a story or share the news with learners. Use a story of your choice, or use the newspaper. Use the story/news event as the point of departure for a discussion. Ask questions that relate to the story/news event and provide ample opportunity for learners to take part in the discussion. Ask specific questions to test the learners’ comprehension.

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Facilitator’s Guide Grade 3 ~ English First Additional Language

Session 2: Reading: Tom sees double Flash the high frequency words for learning unit 1 to the learners (the, and, a, to, said, in, upon, I, of, it, was, you, they, on, she). They are already familiar with the words and should be able to recognise and read them aloud. Flash the words repeatedly while the learners read them aloud. They read each word two or three times. • Flash the sight words for the story: ‘Tom sees double’. • Sound and read the sight words with the learners. • Shuffle and flash the words. Learners read each word at least three times. • The learners work in groups and read page 11 to 12 of the story. Work with one group for this reading session. The other learners read to each other. Facilitate the sessions to ensure that you spend equal time with all the groups during the week.



Session 3: Writing: My family • •

• •

• •

Discuss the writing process. Learners should understand that any text has a specific structure and that we need to follow a process to write something. The first step is to plan your text. What do you want to write? Choose a topic and the order of events/facts. After planning, you can write the text. Remember: a story has a beginning, a body and an end. An article, essay or other text has a specific structure: refer to the introduction, body and conclusion. You introduce the reader to the content, use the middle section for the body of the text and at the end you conclude or come to a conclusion. After you have written the text, you need to read and edit it. Look at the grammar, spelling and language structure. Edit your text and make the changes that are required. The final text is ready. You may ask someone to read it before you write the final version in your exercise book. Write 4 to 6 sentences about your family. Plan your sentences and write them in your exercise book. Remember to write a title. During the next session, you can read and edit your text.



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Facilitator’s Guide Grade 3 ~ English First Additional Language

Day 8 Session 1: Listening and speaking: Game • • • • •

Facilitate a listening activity. Explain to the learners that they will practise listening what people say by repeating the speaker’s words. Work in groups of 4 to 6 learners. The first learner names his/her favourite colour. The next learner repeats what the first learner said and adds his/her favourite colour. The next learner repeats the first two learners’ colours and adds his/her favourite colour. When someone cannot repeat the previous learner’s words, the game starts again. Learners take turns to start the game. E.g., Jack, Lebo, Liz and Joey are in a group. Jack says blue. Lebo: blue, red. Liz: blue, red, pink, etc.

Session 2: Reading: Tom sees double Flash the high frequency words for learning unit 1 to the learners (the, and, a, to, said, in, upon, I, of, it, was, you, they, on, she). They are already familiar with the words and should be able to recognise and read them aloud. Flash the words repeatedly while the learners read them aloud. They read each word two or three times. • Flash the sight words for the story: ‘Tom sees double’. • Sound and read the sight words with the learners. • Shuffle and flash the words. Learners read each word at least three times. • The facilitator reads page 13 to 15 of the story to the class. The learners follow in their books and then try to read the story on their own.



Session 3: Phonics: Learn ch • • •

Introduce the digraph ch. Flash the following words to the learners: chip, chop, chat, chin, chap. Learners read and sound the words. They identify the ch at the beginning of all the words. Learners make sentences with each of the words. Flash the words again. The learners sound and read every word, e.g., ch-i-p = chip.

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Facilitator’s Guide Grade 3 ~ English First Additional Language

• • • •

Use the sounds from the resources and build words with the ch sound. The facilitator reads the words. Learners listen and build each word. Learners may help each other if they find it difficult to sound and build a word. Use the following words: chum, chin, chap, chop, chip, chat, etc. You may add additional words to the activity.



Session 4: Language use: Opposites • • • • • •

Learners are familiar with opposites. Revise the concept. Use examples to demostrate opposites, e.g., high – low, big – small, thick – thin. Read a sentence to the learners. They repeat the sentence, but in the opposite form. Use the following sentences: It is a warm day. (It is a cold day.) This bag is very heavy. (This bag is very light.) You need to walk fast. (You need to walk slowly.) These are new shoes. (These are old shoes.) Add additional examples. Complete activity 5 in the workbook. Write the opposites next to the words.

Answers • warm – cold • dark – light • thick – thin • high – low • slow – fast • poor – rich • hard – soft • small – big



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Facilitator’s Guide Grade 3 ~ English First Additional Language

Day 9 Session 1: Reading: Tom sees double Flash the high frequency words for learning unit 1 to the learners (the, and, a, to, said, in, upon, I, of, it, was, you, they, on, she). They are already familiar with the words and should be able to recognise and read them aloud. Flash the words repeatedly while the learners read them aloud. They read each word two or three times. • Flash the sight words for the story: ‘Tom sees double’. • Sound and read the sight words with the learners. • Shuffle and flash the words. Learners read each word at least three times. • The learners work in groups and read page 8 of the story. Work with one group for this reading session. The other learners read to each other. Facilitate the sessions to ensure that you spend equal time with all the groups during the week.



Session 2: Language use: Present tense When we speak and write, we use present, past and future tense. We use past tense to explain something that has happened, e.g., I kicked the ball. Learners must be familiar with the present tense, before we formally introduce the past and future tenses. Use examples to demonstrate the present tense, e.g., The dog barks; Mommy bakes a lovely cake.

Complete activity 6 in the workbook. Use the words in the blocks and make a sentence with each word. Write your sentences in the present tense.



Session 3: Writing: A paragraph • • •

Earlier this week, learners were introduced to the writing process. Each learner planned and wrote a paragraph about his/her family. Read your sentences about ‘My family’. Revise the sentences and make changes where necessary. Check the spelling and structure of sentences. Neatly rewrite the paragraph.

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Facilitator’s Guide Grade 3 ~ English First Additional Language



Day 10 Session 1: Listening and speaking: Game • • • • • •

Game: Describe the following ... Write a word on the board, e.g., elephant. Learners work in groups and define ‘elephant’. They need to describe the word in at least two sentences. E.g., Elephant: A large grey animal. It has a trunk and large ears. Groups take turns to share their definition with the class. Repeat the activity with the following words: elephant, neighbour, motorcycle, library. Use additional examples to extend the activity.

Session 2: Reading: Tom sees double • • • • •

Flash the sight words for the story: ‘Tom sees double’. The learners should be able to recognise and read the words fluently. Shuffle and flash the words. Learners read each word at least three times. The learners work in their reading groups and read the entire story. Learners take turns to read to the rest of the group. Work with one group for this reading session. The other learners read to each other. Facilitate the sessions to ensure that you spend equal time with all the groups during the week.



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Facilitator’s Guide Grade 3 ~ English First Additional Language

Session 3: Writing: Answer the questions Complete activity 7 in the workbook. Answer the questions about the story: ‘Tom sees double’. Answers • Who are Tom and Tandi’s new neighbours? Tom and Tandi’s new neighbours are twins, Ella and Emma. • What does Mom take with when they go to visit the new neighbours? Mom takes with a chocolate cake when they go to visit the new neighbours. • Why did Tom say: ‘I see two of everything.’? Tom didn’t know that the girls were twins/the two girls look the same and they each have a dog. • What do Tom and Tandi do at their friends’ house? Tom and Tandi drink cold drink and eat cake, listen to Ella’s stories, play in the garden with the dogs. Emma and Tandi draw pictures.



Learning unit Day 1

2 Week 3



Session 1: Listening and speaking: Book discussion • • • • • • • •

Introduce a new story to the learners. Discuss the title and cover of the story: ‘I don’t want to go to school!’. Read the title out loud. Refer to the picture on the cover. Who does not want to go to school? Linda. Have you ever felt like Linda and not wanted to go to school? Why did you not want to go to school? Why do you think Linda feels this way? What happened when you didn’t feel like going to school? Facilitate a discussion about the emotion that learners experience when not feeling up to something. Why do you feel that way? What do you do to feel better? Guide the discussion according to the learners’ input and experience. Ask additional questions to encourage the discussion.

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Facilitator’s Guide Grade 3 ~ English First Additional Language

Session 2: Reading: I don’t want to go to school! Flash the high frequency words for learning unit 2 to the learners (is, for, at, his, but, that, with, all, we, can, are, up, had, my, her). They are already familiar with the words and should be able to recognise and read them aloud. Flash the words repeatedly while the learners read them aloud. They read each word two or three times. • Flash the sight words for the story: ‘I don’t want to go to school!’. • Sound and read the sight words with the learners. • Shuffle and flash the words. Learners read each word at least three times. • The facilitator reads page 17 to 18 of the story to the class. The learners follow in their books and then try to read the story on their own. 



Session 3: Phonics: Revise ch and sh • • •

Revise the ch and sh sounds. Refer to learning unit 1. Learners take turns to name and sound words with the above-mentioned sounds. If a learner sounds a word, he/she must make a sentence to demonstrate the meaning thereof. Write the word on the board, e.g., ship = sh-i-p. The ship sails on the sea. Repeat the activity until there are at least five words for each sound. Complete activity 8 in the workbook. Complete the crossword puzzle.

Answers (from top to bottom) fish, chop, ship, chips, shop



Session 4: Writing: Directions • • • • •

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This week we are reading: ‘I don’t want to go to school!’. What would you do if a new friend came to your class? How would you welcome the new friend? You have a new friend in class. He/she does not know the school very well. Complete activity 9 in the workbook. Write short directions for the new friend. Explain to him/her how to walk from the school gate to the classroom. Home education learners may explain how to walk from the kitchen to the bathroom.

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Day 2 

Session 1: Listening and speaking: Sound tennis • • • •

Play a game of sound tennis. Learners work in groups of 4 to 6. Name a sound (e.g., sh) to start the game. Learners take turns and make words with sh. A learner has five seconds to name a new word. If no learner names a new word, it is the end of the round. Use a new sound to make words. See how many words the groups can name with each sound.

Session 2: Reading: I don’t want to go to school! Flash the high frequency words for learning unit 2 to the learners (is, for, at, his, but, that, with, all, we, can, are, up, had, my, her). They are already familiar with the words and should be able to recognise and read them aloud. Flash the words repeatedly while the learners read them aloud. They read each word two or three times. • Flash the sight words for the story: ‘I don’t want to go to school!’. • Sound and read the sight words with the learners. • Shuffle and flash the words. Learners read each word at least three times. • The learners work in groups and read page 17 to 18 of the story. Work with one group for this reading session. The other learners read to each other. Facilitate the sessions to ensure that you spend equal time with all the groups during the week.



Session 3: Writing: How to make tea Complete activity 10 in the workbook. Write the sentences in the correct sequence. 29

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Gr 3 english first additional language facilitator’s guide  
Gr 3 english first additional language facilitator’s guide