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ENGLISH HOME LANGUAGE FACILITATOR’S GUIDE

Grade 3

A member of the FUTURELEARN group


English Home Language Facilitator’s Guide

1803-E-EHL-FG01

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Grade 3

CAPS aligned

T Duganzich H Erasmus Dr N Scheepers


Facilitator’s Guide Grade 3 ~ English Home Language

CONTENTS Introduction for the facilitator..........................................................................................................9 Impaq’s approach to language in grade 3 .....................................................................................9 Listening and speaking...................................................................................................................9 Reading..........................................................................................................................................9 Phonics.........................................................................................................................................10 Handwriting...................................................................................................................................10 Writing...........................................................................................................................................10 Materials and resources............................................................................................................... 11 How to use the materials and resources...................................................................................... 11 Suggested timetable for grade 3...................................................................................................12 Learning unit 1 ............................................................................................................................14 Week 1: Learn sh-, -sh, ch-, -ch, th-, -th and wh-......................................................................... 14 Day 1............................................................................................................................................14 Day 2............................................................................................................................................16 Day 3............................................................................................................................................17 Day 4............................................................................................................................................19 Day 5............................................................................................................................................20 Week 2: Learn ee, e, ea, th-, -th and wh-.....................................................................................22 Day 6............................................................................................................................................22 Day 7............................................................................................................................................24 Day 8............................................................................................................................................25 Day 9............................................................................................................................................27 Day 10..........................................................................................................................................29 Learning unit 2.............................................................................................................................31 Week 3: Learn ee, e, ea, a: ay and a-e........................................................................................31 Day 1............................................................................................................................................31 Day 2............................................................................................................................................33 Day 3............................................................................................................................................35 Day 4............................................................................................................................................37 Day 5............................................................................................................................................38 Week 4: Learn long and short oo, ai, ay and a-e.......................................................................... 40 Day 6............................................................................................................................................40 Day 7............................................................................................................................................41 Day 8............................................................................................................................................43 Day 9............................................................................................................................................45 Day 10..........................................................................................................................................46 Learning unit 3.............................................................................................................................48 Week 5: Learn oa, ow and o-e......................................................................................................48 Day 1............................................................................................................................................48 Day 2............................................................................................................................................50 Day 3............................................................................................................................................51 Day 4............................................................................................................................................53 Day 5............................................................................................................................................54 Week 6: Learn i and i-e, y and igh, silent e...................................................................................56 Day 6............................................................................................................................................56 Day 7............................................................................................................................................57

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Facilitator’s Guide Grade 3 ~ English Home Language

Day 8............................................................................................................................................59 Day 9............................................................................................................................................60 Day 10..........................................................................................................................................62 Learning unit 4.............................................................................................................................63 Week 7: Learn silent e; alphabetical order...................................................................................63 Day 1............................................................................................................................................63 Day 2............................................................................................................................................65 Day 3............................................................................................................................................66 Day 4............................................................................................................................................68 Day 5............................................................................................................................................70 Week 8: Alphabetical order; syllables...........................................................................................72 Day 6............................................................................................................................................72 Day 7............................................................................................................................................74 Day 8............................................................................................................................................75 Day 9............................................................................................................................................77 Day 10..........................................................................................................................................78 Learning unit 5.............................................................................................................................80 Week 9: Assessment....................................................................................................................80 Day 1............................................................................................................................................80 Day 2............................................................................................................................................82 Day 3............................................................................................................................................82 Day 4............................................................................................................................................84 Day 5............................................................................................................................................85 Week 10: Assessment..................................................................................................................87 Day 6............................................................................................................................................87 Day 7............................................................................................................................................88 Day 8............................................................................................................................................89 Day 9............................................................................................................................................90 Day 10..........................................................................................................................................91 Learning unit 6.............................................................................................................................92 Week 11: Learn ow and ou, ew and ue........................................................................................92 Day 1............................................................................................................................................92 Day 2............................................................................................................................................94 Day 3............................................................................................................................................95 Day 4............................................................................................................................................97 Day 5............................................................................................................................................98 Week 12: Learn f, ff, ph and gh; syllables...................................................................................100 Day 6..........................................................................................................................................100 Day 7..........................................................................................................................................101 Day 8..........................................................................................................................................103 Day 9..........................................................................................................................................105 Day 10........................................................................................................................................106 Learning unit 7...........................................................................................................................108 Week 13: Quotation marks; plurals add ‘s’.................................................................................108 Day 1..........................................................................................................................................108 Day 2.......................................................................................................................................... 110 Day 3.......................................................................................................................................... 111 Day 4.......................................................................................................................................... 113 © Impaq

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Facilitator’s Guide Grade 3 ~ English Home Language

Day 5.......................................................................................................................................... 114 Week 14: Punctuation and spelling; homophones...................................................................... 116 Day 6.......................................................................................................................................... 116 Day 7.......................................................................................................................................... 117 Day 8.......................................................................................................................................... 118 Day 9..........................................................................................................................................120 Day 10........................................................................................................................................122 Learning unit 8...........................................................................................................................123 Week 15: Plurals add ‘es’, drop ‘y’ and add ‘ies’; alphabetical order.......................................... 123 Day 1..........................................................................................................................................123 Day 2..........................................................................................................................................125 Day 3..........................................................................................................................................126 Day 4..........................................................................................................................................128 Day 5..........................................................................................................................................129 Week 16: Learn ew and ue; homophones.................................................................................. 130 Day 6..........................................................................................................................................130 Day 7..........................................................................................................................................132 Day 8..........................................................................................................................................133 Day 9..........................................................................................................................................135 Day 10........................................................................................................................................136 Learning unit 9...........................................................................................................................138 Week 17: Learn aw and au, ow and ou......................................................................................138 Day 1..........................................................................................................................................138 Day 2..........................................................................................................................................140 Day 3..........................................................................................................................................141 Day 4..........................................................................................................................................143 Day 5..........................................................................................................................................144 Week 18: Learn ie, igh and y, f, ff, ph and gh; plurals................................................................. 145 Day 6..........................................................................................................................................145 Day 7..........................................................................................................................................147 Day 8..........................................................................................................................................148 Day 9..........................................................................................................................................150 Day 10........................................................................................................................................151 Learning unit 10.........................................................................................................................152 Week 19: Assessment................................................................................................................152 Day 1..........................................................................................................................................152 Day 2..........................................................................................................................................154 Day 3..........................................................................................................................................154 Day 4..........................................................................................................................................155 Day 5..........................................................................................................................................156 Week 20: Assessment................................................................................................................158 Day 6..........................................................................................................................................158 Day 7..........................................................................................................................................159 Day 8..........................................................................................................................................160 Day 9..........................................................................................................................................161 Day 10........................................................................................................................................162

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Facilitator’s Guide Grade 3 ~ English Home Language

Learning unit 11.........................................................................................................................163 Week 21: Purals: Irregular nouns...............................................................................................163 Day 1..........................................................................................................................................163 Day 2..........................................................................................................................................165 Day 3..........................................................................................................................................166 Day 4..........................................................................................................................................169 Day 5..........................................................................................................................................170 Week 22: Plurals.........................................................................................................................172 Day 6..........................................................................................................................................172 Day 7..........................................................................................................................................174 Day 8..........................................................................................................................................175 Day 9..........................................................................................................................................177 Day 10........................................................................................................................................178 Learning unit 12.........................................................................................................................180 Week 23: Hard and soft ‘c’; punctuation.....................................................................................180 Day 1..........................................................................................................................................180 Day 2..........................................................................................................................................181 Day 3..........................................................................................................................................182 Day 4..........................................................................................................................................184 Day 5..........................................................................................................................................186 Week 24: Hard and soft ‘g’; homonyms......................................................................................188 Day 6..........................................................................................................................................188 Day 7..........................................................................................................................................189 Day 8..........................................................................................................................................191 Day 9..........................................................................................................................................192 Day 10........................................................................................................................................194 Learning unit 13.........................................................................................................................195 Week 25: Homonyms; punctuation; plurals................................................................................195 Day 1..........................................................................................................................................195 Day 2..........................................................................................................................................198 Day 3..........................................................................................................................................199 Day 4..........................................................................................................................................201 Day 5..........................................................................................................................................202 Week 26: Synonyms; silent ‘k’, silent ‘b’.....................................................................................204 Day 6..........................................................................................................................................204 Day 7..........................................................................................................................................206 Day 8..........................................................................................................................................207 Day 9..........................................................................................................................................209 Day 10........................................................................................................................................210 Learning unit 14.........................................................................................................................212 Week 27: Silent ‘w’, ‘g’ and ‘t’; syllables......................................................................................212 Day 1..........................................................................................................................................212 Day 2..........................................................................................................................................214 Day 3..........................................................................................................................................215 Day 4..........................................................................................................................................217 Day 5..........................................................................................................................................218

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Facilitator’s Guide Grade 3 ~ English Home Language

Week 28: Homophones, homonyms, rhyming words................................................................. 219 Day 6..........................................................................................................................................219 Day 7..........................................................................................................................................221 Day 8..........................................................................................................................................222 Day 9..........................................................................................................................................223 Day 10........................................................................................................................................225 Learning unit 15.........................................................................................................................226 Week 29: Assessment................................................................................................................226 Day 1..........................................................................................................................................226 Day 2..........................................................................................................................................228 Day 3..........................................................................................................................................228 Day 4..........................................................................................................................................230 Day 5..........................................................................................................................................231 Week 30: Assessment................................................................................................................233 Day 6..........................................................................................................................................233 Day 7..........................................................................................................................................234 Day 8..........................................................................................................................................235 Day 9..........................................................................................................................................235 Day 10........................................................................................................................................236 Learning unit 16.........................................................................................................................238 Week 31: Open and closed syllables; homophones................................................................... 238 Day 1..........................................................................................................................................238 Day 2..........................................................................................................................................240 Day 3..........................................................................................................................................241 Day 4..........................................................................................................................................243 Day 5..........................................................................................................................................244 Week 32: Plurals, learn: ere, ear and eer...................................................................................246 Day 6..........................................................................................................................................246 Day 7..........................................................................................................................................247 Day 8..........................................................................................................................................249 Day 9..........................................................................................................................................251 Day 10........................................................................................................................................252 Learning unit 17.........................................................................................................................253 Week 33: Syllables, learn: are, air, ear and ere.......................................................................... 253 Day 1..........................................................................................................................................253 Day 2..........................................................................................................................................255 Day 3..........................................................................................................................................256 Day 4..........................................................................................................................................258 Day 5..........................................................................................................................................259 Week 34: Learn: are, air, ear and ere; synonyms....................................................................... 262 Day 6..........................................................................................................................................262 Day 7..........................................................................................................................................263 Day 8..........................................................................................................................................264 Day 9..........................................................................................................................................266 Day 10........................................................................................................................................267 Learning unit 18.........................................................................................................................269 Week 35: Synonyms; prefixes....................................................................................................269 Day 1..........................................................................................................................................269

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Facilitator’s Guide Grade 3 ~ English Home Language

Day 2..........................................................................................................................................271 Day 3..........................................................................................................................................272 Day 4..........................................................................................................................................274 Day 5..........................................................................................................................................275 Week 36: Antonyms; open- and closed syllables....................................................................... 276 Day 6..........................................................................................................................................276 Day 7..........................................................................................................................................278 Day 8..........................................................................................................................................279 Day 9..........................................................................................................................................282 Day 10........................................................................................................................................283 Learning unit 19.........................................................................................................................285 Week 37: Alphabetical order; suffixes, dictionary work............................................................... 285 Day 1..........................................................................................................................................285 Day 2..........................................................................................................................................286 Day 3..........................................................................................................................................288 Day 4..........................................................................................................................................290 Day 5..........................................................................................................................................291 Week 38: Open-and closed syllables; suffixes; dictionary work................................................. 293 Day 6..........................................................................................................................................293 Day 7..........................................................................................................................................295 Day 8..........................................................................................................................................296 Day 9..........................................................................................................................................298 Day 10........................................................................................................................................299 Learning unit 20.........................................................................................................................300 Week 39: Assessment................................................................................................................300 Day 1..........................................................................................................................................300 Day 2..........................................................................................................................................302 Day 3..........................................................................................................................................303 Day 4..........................................................................................................................................303 Day 5..........................................................................................................................................304 Week 40: Assessment................................................................................................................306 Day 6..........................................................................................................................................306 Day 7..........................................................................................................................................307 Day 8..........................................................................................................................................308 Day 9..........................................................................................................................................308 Day 10........................................................................................................................................309

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Facilitator’s Guide Grade 3 ~ English Home Language

Introduction for the facilitator Impaq’s approach to language in grade 3 We use language to think and communicate. When learners use language effectively they are able to think critically, obtain knowledge, express their creative abilities and identity, as well as their feelings and ideas. They also interact better with others and manage their experiences. Home language is an important foundation and shapes learners’ ability to communicate and learn. In grade 3, it is important to teach language effectively and create learning opportunities and interactions that focus on the development of learners’ abilities to listen, speak, think, argue, read and write. This learning programme contains 20 units that stretch over 40 weeks and each unit covers 10 days (or 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 the foundation of learning and that is why, in grade 3, time is dedicated to focused activities to develop these skills. During the listening- and speaking sessions, learners are encouraged to improve their vocabulary and language structure. The facilitator must create ample opportunity for learners to talk spontaneously about a topic. Should learners be unable to have a meaningful conversation, the facilitator may ask questions directed at helping the flow of the conversation. The listening- and speaking activities include conversations on specific topics, image discussions, introducing new stories to learners and speeches. The programme offers dedicated listening- and speaking sessions but these are, in some instances, integrated with reading- or writing sessions. In each learning unit, sessions are allocated specifically to listening- and speaking activities. It is, however, important that the facilitator integrates listening- and speaking skills with other learning areas. This gives learners the opportunity to think critically, listen attentively and talk when they are interacting or doing other tasks.

Reading Developing learners’ reading skills is an important component of this programme. The year plan is based on the reader series: The adventures of Ben, Lebo and Hanna (Phases 9 – 12). Each phase has five stories. As the learners progress through the year, the stories and sentences gradually become longer. The programme is developed to promote word recognition and sentence construction. The learners read with increasing fluency and understanding and rely on high-frequency words (that appear regularly in most reading passages) to improve their reading skills. The facilitator uses sight words should learners still find some words difficult or if the words are unfamiliar. For learners who are more advanced readers, there is no need to use sight words.

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Facilitator’s Guide Grade 3 ~ English Home Language

The programme provides for shared-, group guided- and independent reading when the learners read with the facilitator, as well as individual reading. Learners are continuously introduced to new reading passages as well as comprehension tests and poems. However, there are sessions where learners will be expected to read unseen texts. The reading series is mostly used for group guided reading where learners read the same text in a group or with the facilitator. There is enough time in the session to allow learners to progress at their own pace and they may read more pages than indicated. Once a learner has finished the story, there is provision in the group guided reading/independent reading for them to reread the story or any other suitable book on their level. Learners must not become bored with reading the series more than once. Additional reading passages including comprehension tests, jokes, recipes and cartoon strips are used in shared reading. In some instances, learners read the passage as a group and at other times by themselves. The additional reading is on their developmental level and should spur them on to read the text by themselves. If learners can read very well, there is no need for the facilitator to read the passages to them, they can read it themselves. During independent reading sessions, learners read to themselves or they may read in pairs.

Phonics Each learning unit includes a range of phonics activities which alternate between the introduction of new sounds, embedding sounds and new spelling rules that include plurals, silent letters, synonyms and antonyms, suffixes, syllables, prefixes and alphabetical order. The phonics sessions are spread across the 20 learning units. Learners revise all the are, air, ear, ere and eer sounds from grade 2 and are then introduced to more complex sound combinations at the end of words. They learn new spelling rules throughout and there is enough time for revision and to entrench what they have learnt. It also requires learners to each week write the familiar words in their exercise books.

Handwriting Throughout the year learners systematically master handwriting skills. They revise patterns that promote handwriting as well as all the letters in cursive writing they learnt in grade 2. Learners may still print their letters until the end of term 2, after which they have to use cursive in all their books. In the first two terms, learners use lead pencils to write in their books. Learners who can write well may start experimenting with ballpoint pens from term 3, provided they work neatly. Learners who experience difficulty writing with a pen, and who have to erase pencil writing often, may leave writing with a pen until term 4.

Writing Writing activities focus on the learners’ abilities to write meaningful sentences, whereas handwriting focuses on the skill of forming letters correctly. Writing activities start with short, simple stories or sentences. As the programme develops, learners are challenged to plan and write their own stories, newspaper reports, book reviews, diary entries, dialogues and so on. Learners are introduced to nouns, verbs, pronouns, adjectives, prepositions and adverbs. They also do simple exercises to help them write exclamations, questions and statements both in spoken language and in written format.

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Facilitator’s Guide Grade 3 ~ English Home Language

Materials and resources Grade 3 learners should write with lead pencils and with a pen from term 4. All the written activities are set out in the workbooks. However, learners will need two blank A4 exercise books for creative writing, drawing and other activities. Use exercise books with slightly thicker lines. Learners must write on the lines and no longer over three lines as in grades 1 and 2. (Buy A4 feint and margin books.)

How to use the materials and resources The grade 3 package includes: • • • • • • • • •

A facilitator’s guide Workbook 1: Reading and Phonics, Units 1 – 10 Workbook 1: Reading and Phonics, Units 11 – 20 Workbook 2: Writing and Handwriting Readers from the reading series: The adventures of Ben, Lebo and Hanna Learner aid Facilitator aid Assessment (portfolio book) Assessment guidelines and memorandum

You have to buy: • Retractable crayons and colouring pencils for writing and colouring activities • A lead pencil, pen (from term 3 or 4), sharpener and eraser for writing exercises • Scissors, ruler, glue (Pritt and wood glue) for activities • Two blank exercise books for creative writing and class activities Facilitator’s guide This guide contains 20 learning units. Every learning unit is spread over two weeks and covers 10 days. Each day is divided into three to five language sessions that include listening and speaking, reading (group guided, paired- and independent reading), phonics, writing and handwriting. Refer to the proposed daily programme for the time allocation of the sessions. Each session is concluded with two information boxes – Conceptualisation and Resources. The conceptualisation box summarises the concepts that are embedded, while the resources box provides a list of items provided (i) 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 1: Reading and Phonics Workbook 1: Reading and Phonics, Units 1 – 10 and Workbook 1: Reading and Phonics, Units 11 – 20 contain 163 activities that develop reading skills, new phonics, language concepts and spelling rules. Workbook 2: Writing and Handwriting This workbook contains 143 activities that develop creative writing and handwritings skills. 11

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Facilitator’s Guide Grade 3 ~ English Home Language

Reading series: The adventures of Ben, Lebo and Hanna The reading series is developed specifically for the Grade 3 English Home Language programme. Facilitator aid The facilitator aid contains spelling words, phonics and sight words to support the readers. Learner aid The learner aid contains spelling words, spelling tests, phonics and pattern cards.

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

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

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Facilitator’s Guide Grade 3 ~ English Home Language

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 and Personal and Personal and Personal and and Social Social WellSocial WellSocial WellSocial Well10:10 – Well-being being and being and being and being and 10:40 and 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

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.

HL 30 min.

FAL 30 min.

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

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

FAL 20 min. LS Physical Education 1h10 min.

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Facilitator’s Guide Grade 3 ~ English Home Language

Learning unit Day 1

1 Week 1



: Learn sh-, -sh, ch-, -ch, th-, -th and wh-

Session 1: Listening and speaking: ‘It’s cool to be kind’ Introduce learners to the story: ‘It’s cool to be kind’ • • • • • • • •

Refer to the illustration on the opening page of the story. What do Carin and Ben see on the open parking bay? Why is there a wheelchair painted on the parking bay? Why is Mom not allowed to park there? How do you think Carin feels? (Refer to the expression on her face). Why do you think Carin is cross? Read the title of the story aloud to learners. Talk to learners about being healthy and having a healthy body for which we should be grateful. Learners must understand that it is a privilege to be able to walk, run and jump, to see, hear and talk. Have a conversation around disabilities, for example, people who use wheelchairs because they are unable to walk, people who cannot walk without help, people who are blind, people who are deaf, etc. Guide the conversation according to learner participation.



Session 2: Phonics: sh-, -sh, ch- and -ch • • •

Revise the sounds sh-, -sh, ch- and -ch. Play a game with the learners. Divide them into groups. Give each group one minute to write as many words as possible with the sh- sound. Give a point for each word that the group could think of that the other groups do not have. Repeat the exercise with the other sounds.

If there is only one learner, the facilitator may play with him/her. Spelling words 1

watch, sheep, cheat, wash, shop, munch, rich, chips, rush, stash

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Facilitator’s Guide Grade 3 ~ English Home Language

Session 3: Handwriting All handwriting sessions in grade 3 are in cursive. Learners acquired the skills in grade 2 to write all lower case letters (small letters) and some capital letters in cursive. During the first term we will revise all the capital letters and small letters. Demonstrate how to write a capital V and a small v. Complete activity 1 in workbook 2. Complete the letters to the end of the line. Write the words in cursive.

v

V 

Session 4: Group guided reading: ‘It’s cool to be kind’ •

Refer to this morning’s listening- and speaking session. The learners are already familiar with the title and theme of the story. Introduce learners to difficult words in the text. Determine what their reading level is. Most grade 3 learners will be able to read independently, while others read better with the guidance of the facilitator. If necessary, use the sight words for learning unit 1 (refer to facilitator learning aid) to introduce unknown words, or allow learners to decipher the words themselves. Learners work in pairs and read pages 8 to 9 of the story with a friend.

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Facilitator’s Guide Grade 3 ~ English Home Language

Day 2 

Session 1: Listening and speaking: Play a game •

• • • • • •



Play a game: What is your secret? Learners write their secret on a piece of paper. They all write something about themselves. It must be something that no one knows, or that no one can see at first glance. For example: My dog’s name is Bruno; I play the guitar, My grandfather uses a walking stick, etc. Learners are not allowed to write anything that one can see, for example, I wear glasses; I have long black hair. If there are fewer than 15 learners, the game can be played as a class. Divide bigger classes into groups of eight or more. The class/group put all their ‘secrets’ into a container or hat. Each learner draws a ‘secret’. For example, a secret could be: I love taking my dog for a walk. Learners talk to one another and ask questions to find out whose secret it is, for example: Do you have a dog? If that learner does not have a dog, they continue to the next learner. If they do have a dog, ask whether they like taking their dog for walks. Continue with the game until everyone knows whose secret they drew.

Session 3: Handwriting Demonstrate how to write a capital W and a small w. Complete activity 2 in workbook 2. Complete the letters to the end of the line. Write the letters in cursive.

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Facilitator’s Guide Grade 3 ~ English Home Language

Sessions 3 and 4: Group guided reading: ‘It’s cool to be kind’ • • • •

Learners work in groups. Divide the class into groups based on the learners’ reading ability. Work with one group while the others read in their group. Manage the session to ensure that all the groups receive equal attention. Introduce learners to difficult words in the text. Use the sight words from learning unit 1, if necessary. The learners in the group take turns to read sections of the text on pages 10 to 11 of the story. Discuss the development of the story and answer any questions they may have about the text.



Day 3 Session 1: Listening and speaking: Share an experience

• • •

Learners share news or personal experiences. They must identify an experience or event they want to share with the class. Allow two or three learners to share their news. Next time let other learners share their news until everyone has had the opportunity to share their news/experience. Learners tell a story. Take note of sentence construction and vocabulary. The other learners listen without interrupting. They may react by asking questions and talking about the speaker’s story. Listen to their discussion and guide the session by asking additional questions or by sharing ideas/opinions. Manage the session to ensure that a few learners are able to share their news/experience.

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Facilitator’s Guide Grade 3 ~ English Home Language

Session 2: Phonics: sh-, -sh, ch- and -ch Learners complete activity 1 in workbook 1. Read the text with the learners. They identify the words with the correct beginning and ending sounds and write them on the correct lines. Learners must also choose one word from each column and make new sentences with the words.



Sessions 3 and 4: Shared reading: Comprehension test • • • • • • •

Do the comprehension test in workbook 1, activity 2 with the learners. Follow these steps: Learners read the first paragraph quietly to themselves. They then predict what happens after the first paragraph. Read the entire text to the learners, who follow in their own books. Read the questions. Reread the text and the learners circle the information that relates to the questions. Answer the first two or three questions together with the learners. Learners answer the rest of the questions. Assist those who need help. Learners answer the comprehension questions in workbook 1, activity 2.

Answers 1. 2. 3. 4. 5. 6. 7. 8. 9.

Why could Lawrence Walters not become a pilot? His eyesight wasn’t good enough. How many balloons did he use? 42 balloons How high did he fly? 4 900 m How did he make sure he did not fly too high? He took his air rifle with him to shoot at the balloons. Why was he afraid to shoot the balloons at first? He was afraid he would become unbalanced and fall. What did he wear just in case? A parachute How did he land? He shot a few balloons and slowly descended until he landed. Before he landed he became entangled in power lines. Why is it illegal to fly like this? Because he interfered with the airport’s flight routes. Do you think it is a dangerous thing to do? Why? Learner’s own answer. Possible answer: Yes, it is a dangerous thing to do because he could have been injured or killed if his chair fell.



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Facilitator’s Guide Grade 3 ~ English Home Language

Session 5: The structure of a story

• •

• •

Learners are already familiar with the structure of a story. Every story has a beginning, a middle and an end. Talk about the writing process. Learners must understand that every text has a specific structure and that it is necessary to follow a process when you write something. Firstly, plan what you want to write, for example, what is the text about? What do you want to say? In what sequence/order must it be written? After you have done your planning, you may start to write. Remember, a story has a beginning, a middle and an end. Similarly, an article, essay or other text also has a beginning, a middle and an end. You introduce the reader to the content and use the middle to describe what happens to the characters or what problems they encounter. The end ties up all the loose ends or the writer comes to a conclusion. Always read your text when you are done writing. Look carefully at the spelling, grammar and punctuation as well the sentence construction and order. Make the necessary changes. Now the final version is ready and you may give it to someone to read, or write it in your book.

This morning you shared news or a personal experience. Write six to eight sentences about the event or about something that happened to you. Plan your sentences and write them in your exercise book. Read your sentences and correct all the errors. Rewrite it if you think you need to change it.



Day 4 Sessions 1 and 2: Shared reading: Poem: ‘Wind on the hill’ • • • • • •

Read the poem in workbook 1, activity 3 to learners. They must listen carefully. Discuss the content of the poem. Discuss any difficult words in the poem. Identify the rhyming words in the poem. The learners circle the rhyming words with different colours. Think of more words that rhyme with the rhyming words in the poem. Use the poem for role playing. One learner reads the poem while two other learners act it out.



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Facilitator’s Guide Grade 3 ~ English Home Language

Sessions 3 and 4: Group guided- or independent reading This is the last reading session for the week and it may be used for guided- or independent reading. Learners may read the book again as a group. Learners with advanced reading skills, who can read the story with ease, may read a book of their choice or one that is available in class. Option 1: Group guided reading: Learners work in groups. Divide the class into groups based on the learners’ reading ability. Work with one group while the others read in their group. Manage the session to ensure that all the groups receive equal attention. Introduce learners to difficult words in the text. Use the sight words from learning unit 1, if necessary. The learners in the group take turns to read sections of the text on pages 8 to 11 of the story. Discuss the development of the story and answer any questions they may have about the text.

• • • •

Option 2: Independent reading: Learners may read any book at a suitable level.



Session 5: Writing: Spelling test 1 Learners write the spelling test on the given page in the learner aid. They are tested on the words given to them on day 1 of this week. Say each word aloud and use it in a sentence so learners can hear the meaning of the word in context.



Day 5 Session 1: Listening and speaking: What do you say about ...? • • • • © Impaq

Introduce the activity: What do you say about ...? Write a word on the board which learners talk about in their groups. They must be familiar with the word to encourage discussion. Use a word/term of your choice (from the Life Skills themes or the week’s theme), or use one of these: shopping centre, the senses, school rules. Learners work in groups of three to five. They discuss the word and share their knowledge with one another. One learner in each group makes notes about the word. Learners are allowed five minutes to write down as many facts as possible. Each group then 20


Facilitator’s Guide Grade 3 ~ English Home Language

gets a turn to read their notes to the class. For example, write ‘giraffe’ on the board. Learners discuss giraffes in their groups. (It’s a mammal. They have big brown spots. The giraffe has a very long neck. We see many of them in the national parks. Giraffes stand with their front legs wide apart to drink water, etc.)

Session 2: Phonics: th-, -th and whRevise the sounds th-, -th and wh-. Play a game. Divide learners into groups. Allow each group one minute to write as many words as possible with the th- sound. Give a point for each word that the group could think of that the other groups do not have. Repeat the exercise with the other sounds. If there is only one learner, the facilitator may play with him/her.



Session 3: Handwriting Demonstrate how to write a capital I and small i. Complete activity 3 in workbook 2. Complete the letters to the end of the line. Write the words in cursive.

i

I 

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Facilitator’s Guide Grade 3 ~ English Home Language

Session 4: Writing: Past tense Learners are familiar with the present, past and future tense. Revise the different tenses using examples. Complete activity 4 in workbook 2. Read the sentences and rewrite them in the past tense. Answers Daddy walked quickly. Pete carried the heavy bag. The car had stopped. He sat on the chair. The food was hot. Carin picked a rose in the garden. Ben climbed the tallest tree. Henry cleaned the fishbowl.



Day 6

Week 2



: Learn ee, e, ea, th-, -th and wh-

Session 1: Listening and speaking: Opposites

• • • • • • •

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Learners are already familiar with opposites. Use examples to explain opposites, for example, long - short, hot - cold, hard - soft, etc. Read these sentences aloud. The learners repeat the sentence, but change it to the opposite. The suitcase is very heavy. (The suitcase is very light.) Granny walks fast. (Granny walks slowly/slow.) Ben’s coffee is cold. (Ben’s coffee is hot.) Daddy’s fishing rod is long. (Daddy’s fishing rod is short.) Your hands are clean. (Your hands are dirty.) Add examples of your own.

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Facilitator’s Guide Grade 3 ~ English Home Language

Session 2: Phonics: ee and ea Revise the sounds ee and ea. Play a game. Divide learners into groups. Allow each group one minute to write as many words as possible with the ee sound. Give a point for each word that the group could think of that the other groups do not have. Repeat the exercise with the ea sound. If there is only one learner, the facilitator may play with him/her. Spelling words 2

what, which, cloth, thirty, bath, teeth, think, where, that, when

Session 3: Handwriting Demonstrate how to write a capital A and small a. Complete activity 5 in workbook 2. Complete the letters to the end of the line. Write the words in cursive.

a A 

Session 4: Group guided reading: ‘It’s cool to be kind’

Introduce learners to difficult words in the text. Determine what their reading level is. Most grade 3 learners are able to read independently, while others read better with the facilitator’s guidance. Use the sight words from learning unit 1 (refer to the facilitator learning aid) if necessary to introduce difficult words, or allow learners to decipher the words themselves. Learners work in pairs and read pages 12 to 13 of the story with a friend.

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Facilitator’s Guide Grade 3 ~ English Home Language



Day 7 

Session 1: Listening and speaking: Play a game • • • •

Play a game: Can you guess what it is? Learners take turns to describe an object in class without saying what it is. The other learners listen attentively and raise their hands if they want to guess what it is. For example, someone says: It is a large sheet of paper with many blocks. The name of the month, the days of the week and the date of each day is written on it. What is it? The rest of the class listen and take turns to guess what it is (a calendar). Other items in class that learners may describe include: a computer, school bag, dictionary, reading book, weather chart, eraser, bookshelf, etc.

Session 2: Handwriting Demonstrate how to write a capital S and small s. Complete activity 6 in workbook 2. Complete the letters to the end of the line. Write the words in cursive.

s © Impaq

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Facilitator’s Guide Grade 3 ~ English Home Language



Sessions 3 and 4: Group guided reading: ‘It’s cool to be kind’ • • • •

Learners work in groups. Divide the class into groups based on their reading level. Work with one group, while the others read in their groups. Manage the session so each group receives equal attention. Introduce learners to unknown words in the text. Use the sight words from learning unit 1, if necessary. The learners in the group take turns to read sections of the text on pages 14 and 15 of the story. Discuss the development of the story and answer any questions on the text.



Day 8 Session 1: Listening and speaking: Share an experience

• • •

Learners share news or personal experiences. They must identify an experience or event they want to share with the class. Allow two or three learners to share their news. Next time let other learners share their news until everyone has had the opportunity to share their news/experience. Learners tell a story. Take note of sentence construction and vocabulary. The other learners listen without interrupting. They may react by asking questions and talking about the speaker’s story. Listen to their discussion and lead the session by asking additional questions or by sharing ideas/opinions. Manage the session to ensure that a few learners are able to share their news/experience.

Session 2: Phonics: th-, -th and wh Complete activity 4 in workbook 1. Name each picture and write the correct word on each line. 25

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Facilitator’s Guide Grade 3 ~ English Home Language

Learners must think of their own words for the last row and draw pictures to explain them. Answers Three, thumb, whale, month, think, thief, wheel, mouth, earth, bath, tooth, thirty



Sessions 3 and 4: Shared reading: Comprehension test • • • • • • •

Do the comprehension test in workbook 1, activity 5 with learners. Follow these steps: Learners read the first three paragraphs quietly to themselves. They then predict what happens after the first paragraphs. Read the entire text to the learners, who follow in their own books. Read the questions. Reread the text and the learners circle the information that relates to the questions. Answer the first two questions together with the learners. Learners answer the rest of the questions. Assist those who need help. Answer the comprehension questions in workbook 1, activity 5.

Answers 1. Where do Moira and her family live? In a hole in the chicken house on Farmer Wilson’s farm. 2. What does Hugo do to the mice? He chases them across the yard every day. 3. What colours are Hugo? Red and black 4. What does Farmer Wilson do with Hugo? He moves him to a pen of his own. 5. Who is the new rooster in charge? Roger 6. What would you have done with Hugo if you were Farmer Wilson? Learner’s own answer. Possible answer: I would also have moved Hugo to his own house. / I would have sold Hugo. 7. What do you think Moira and Hugo are saying to each other? Learner’s own answer. Possible answer: Moira: ‘Serves you right, Hugo, for being so nasty!’ Hugo: ‘Let me out of here, this is all your fault, Moira Mouse.’



Session 5: Creative writing Complete activity 7 in workbook 2. Look at the photo and give it a title. Write a paragraph in which you describe what is happening in the photo.

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Facilitator’s Guide Grade 3 ~ English Home Language



Day 9 Sessions 1 and 2: Shared reading: Play on words Explain that we sometimes use wordplay. This means that some words may be interpreted in more than one way. Cartoonists or writers sometimes use the literal meaning of words to give them a different meaning, for example, ‘When a clock is hungry it goes back four seconds’ or ‘What happens when a frog’s car breaks down? It gets toad away’. Give the following words to the learners. They must be able to name the two meanings of each.

 A pavement people walk on. A mint on the paving.

lines.

Fly fishing is a sport. Two flies fishing.

Complete activity 6 in workbook 1. Learners write the two meanings of each picture on the

Answers Panic button: A button panicking and shouting. A panic button to press for help in an emergency. Coke float: A tin of Coca-Cola floating. A Coke float is a drink made from Coca-Cola and ice cream.



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Facilitator’s Guide Grade 3 ~ English Home Language

Sessions 3 and 4: Group guided- or independent reading This session may be used for guided- or independent reading. Depending on the learners’ reading level and skill, you may use this session to revise the unknown words in the story and learners may read the book again as a group. Learners with advanced reading skills, who can read the story with ease, may read a book of their choice or one that is available in class.

• • •

Option 1: Independent reading: Learners may read any book at a suitable level. Option 2: Learners work in groups. Divide the class into groups based on their reading skills. Work with one group while the others read in their group. Manage the session to ensure that all the groups receive equal attention. The learners in the group take turns to read the story. Discuss the development of the story and answer any questions on the text.



Session 5: Writing: Spelling test 2 Learners write the spelling test on the given page in the learner aid. They are tested on the words given to them on day 6 of the week. Say each word aloud and use it in a sentence so learners can hear the meaning of the word in context.



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Facilitator’s Guide Grade 3 ~ English Home Language

Day 10 Session 1: Listening and speaking: Book discussion • • • • • • • •

Have a book discussion. Talk to learners about the story ‘It’s cool to be kind’ Refer to the events in the story, the title, the characters and the lessons learnt. What happened in the story? (Learners must recall the events in the correct sequence) What lesson did Carin learn? Why couldn’t Andrew take the water bottle off the shelf by himself? What does it mean to be ungrateful? Discuss the title. Does it suit the story? Why is it a good/bad title? Listen to learners’ opinions and comments and ask questions to lead the conversation.

Session 2: Phonics: ee, e and ea Complete activity 7 in workbook 1. Read the sentences and choose the correct word to write on the line. Answers 1. The big tree makes shade. 2. Please come with me. 3. My brother likes to read. 4. My feet are so dirty. 5. The train is moving at high speed. 6. Can you see the sea from the window? 7. We should visit my aunt. 8. He is the leader of our team. 9. Let’s go on a shopping spree. 10. I help my mom to peel the potatoes so we can eat supper early.



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Facilitator’s Guide Grade 3 ~ English Home Language

Session 3: Handwriting Demonstrate how to write a capital T and a small t. Complete activity 8 in workbook 2. Complete the letters to the end of the line. Write the words in cursive.

t

T 

Session 4: Writing: Quotation marks • • • • • •

Learners are aware of inverted commas/quotation marks used in the text, but have not yet formally learnt about it. Introduce inverted commas to learners. Refer to the text in the story ‘It’s cool to be kind’. Look at the inverted commas on pages 8 and 9. Where are inverted commas used? Inverted commas indicate someone’s direct words, for example: “I want a cup of tea,” says Mom. The inverted commas indicate Mom’s direct words. Use more examples from the story or your own. Write sentences on the board. Learners take turns to fill in the inverted commas.

Complete activity 9 in workbook 2. Complete the sentences by filling in the inverted commas in the correct places. Write your own sentences and use inverted commas. Answers “It is very pretty,” says Tiana. “May I have an ice cream?” asks Karabo. “Look at the big aeroplane,” says Anne. “Careful! The plate is hot,” says Jakes. “How long do we have to wait?” asks Bongi. “What is your name?” Hanna asks the new girl in class. “I love kicking the ball,” says Henry.

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Gr 3 english home language facilitator’s guide  
Gr 3 english home language facilitator’s guide