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Dear ________________

(your name)

I found your letter – thank you. I am glad I can be your friend but I am sorry to hear that some of the children in the class do not like me and are afraid of me. Tell them I will never hurt or frighten them. Of course I don’t understand how such a tiny mouse as I can frighten anybody! But wait, you have asked so many questions.

Firstly, believe it or not! I live in your desk. The second one in the first row, next to the window. I have made myself so comfortable. I was afraid that if you said you didn’t like me, I would have to move again. I hate moving – it upsets me! I promise never to worry you or your friends. Can you imagine the chaos if I were to appear amongst all those shrieking little girls! That reminds me – is it possible for your class to work a little quieter? I have such a headache! I really feel sorry for your teacher, Mrs Smith, is it?

I’ll lie down now with a cold cloth on my head.

Midge

  • Discuss the story.
LO 1.1 LO 2.5 LO 3.3.1 LO 3.5.8
LO 4.7.1
  • Read this list.
  • Draw the pictures. Find out what they mean.
true clue juice bruise
glue fruit cruise suit
  • Say the word “broom”.

Now say “book”. What is different about the “oo” sound in each one?

The “oo” in “broom” is .................................................................... (long or short)

The “oo” in “book” is .................................................................... (long or short)

LO 3.4.1
  • Here are more short “oo” sounds.
  • Draw the pictures. Find out what they mean.
book shook stood
hook nook wool
look crook soot
brook good
cook wood
  • Test yourself. I wrote .......................................................................... words.
LO 3.4.3
  • Only your best friend must know your secret.
  • Write the conversation (dialogue) you are having.
  • Work in groups and decide how you can keep the class quiet, (so that Midge can rest).
  • Draw up a list of ideas.
  • Read them to the class and see whether you can get their co-operation.

Ideas:

1. ......................................................................................................................................

2. ......................................................................................................................................

3. ......................................................................................................................................

4. ......................................................................................................................................

5. ......................................................................................................................................

LO 2.5 LO 4.1.1 LO 4.2.2 LO 4.4.1

LO 4.7.1
  • Improve your reading by practising these words.
  • Let your friend test you to see whether you can read these words.
LO 3.3.3

Assessment

Learning Outcome 1: LISTENING : The learner is able to listen for information and enjoyment and respond appropriately and critically in a wider range of situations.

Assessment Standard 1.1: We know this when the learner listens attentively (extending concentration span) and responds to an extended sequence of instructions to the learner’s level;

Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.5: We know this when the learner makes meaning of written text;

Learning Outcome 3: READING AND VIEWING : The learner is able to read and view for information and enjoyment and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment Standard 3.3: We know this when the learner reads texts alone, and uses a variety of strategies to make meaning:

3.3.1 reads a printed text fluently and with understanding;

  • uses word recognition and comprehension skills to read unfamiliar texts;

Assessment Standard 3.4: We know this when the learner consolidates phonic knowledge:

3.4.1 recognises that the same sound can be spelled in different ways (e.g. play, pain, plate);

3.4.3 recognises some more vowel sounds spelled with two letters (vowel diagraphs) (e.g. oi, ou, oa, aw);

Assessment Standard 3.5: We know this when the learner reads for information and enjoyment:

3.5.8 begins to analyse oral, written and visual texts for social-cultural values, attitudes and assumptions (e.g. in an advertisement on soap powder, talk about who it is meant to appeal to, and roles played by females and males).

Learning Outcome 4: WRITING : The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.1: We know this when the learner uses pre-writing strategies to initiate writing:

  • uses pre-writing strategies to gather information and choose a topic;

Assessment Standard 4.2: We know this when the learner uses pre-writing strategies to initiate writing:

4.2.2 writes a selection of short texts for different purposes;

Assessment Standard 4.4: We know this when the learner ‘publishes’ (makes public) own writing:

4.4.1 shares work with others by reading it aloud and/or displaying it in the classroom;

Assessment Standard 4.7: We know this when the learner writes legibly:

4.7.1 writes with ease and increasing speed as a result of frequent practice.

Questions & Answers

what is mutation
Janga Reply
what is a cell
Sifune Reply
how is urine form
Sifune
what is antagonism?
mahase Reply
classification of plants, gymnosperm features.
Linsy Reply
what is the features of gymnosperm
Linsy
how many types of solid did we have
Samuel Reply
what is an ionic bond
Samuel
What is Atoms
Daprince Reply
what is fallopian tube
Merolyn
what is bladder
Merolyn
what's bulbourethral gland
Eduek Reply
urine is formed in the nephron of the renal medulla in the kidney. It starts from filtration, then selective reabsorption and finally secretion
onuoha Reply
State the evolution relation and relevance between endoplasmic reticulum and cytoskeleton as it relates to cell.
Jeremiah
what is heart
Konadu Reply
how is urine formed in human
Konadu
how is urine formed in human
Rahma
what is the diference between a cavity and a canal
Pelagie Reply
what is the causative agent of malaria
Diamond
malaria is caused by an insect called mosquito.
Naomi
Malaria is cause by female anopheles mosquito
Isaac
Malaria is caused by plasmodium Female anopheles mosquitoe is d carrier
Olalekan
a canal is more needed in a root but a cavity is a bad effect
Commander
what are pathogens
Don Reply
In biology, a pathogen (Greek: πάθος pathos "suffering", "passion" and -γενής -genēs "producer of") in the oldest and broadest sense, is anything that can produce disease. A pathogen may also be referred to as an infectious agent, or simply a germ. The term pathogen came into use in the 1880s.[1][2
Zainab
A virus
Commander
Definition of respiration
Muhsin Reply
respiration is the process in which we breath in oxygen and breath out carbon dioxide
Achor
how are lungs work
Commander
where does digestion begins
Achiri Reply
in the mouth
EZEKIEL
what are the functions of follicle stimulating harmones?
Rashima Reply
stimulates the follicle to release the mature ovum into the oviduct
Davonte
what are the functions of Endocrine and pituitary gland
Chinaza
endocrine secrete hormone and regulate body process
Achor
while pituitary gland is an example of endocrine system and it's found in the Brain
Achor
what's biology?
Egbodo Reply
Biology is the study of living organisms, divided into many specialized field that cover their morphology, physiology,anatomy, behaviour,origin and distribution.
Lisah
biology is the study of life.
Alfreda
Biology is the study of how living organisms live and survive in a specific environment
Sifune
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Source:  OpenStax, English home language grade 3. OpenStax CNX. Sep 22, 2009 Download for free at http://cnx.org/content/col11114/1.1
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