4.7 Thunder - 03

English first additional language

Thunder

Educator section

Memorandum

In Grade 3 learners continue to expand their vocabulary by listening and reading a variety of texts such as poem, stories, riddles and doing word puzzles.

These modules consolidate and revise the vocabulary and phonics introduced in Grade 2. More opportunities are given for written work producing longer texts of more varied kinds. Learners should not be afraid to make mistakes as the building of confidence and fluency should take priority above perfect written work.

Time scheduled for the modules

All learners should work through all eight modules as the phonics and spelling requirements are spread over these modules. The educator should however allow learners to complete them at their own pace namely ± two modules per term.

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

Integration of themes

• A healthy environment

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

• Social Justice

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

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

Leaner section

Content

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

Row, row, row your boat

Gently down the stream.

Merrily, merrily, merrily

Life is but a dream.

• Divide into teams of six each.
• Sit in a straight line, one behind each other to make a “boat”.
• Row with your arms, swaying forwards and backwards to the music.
• Each “boat” has a turn to sing the song.

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

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

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

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

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

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

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

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

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

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

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