Phase Work Schedules Foundation - Western Cape...GUIDE Shared reading and writing LO 1: Source a...

Foun

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Grade

3 Literacy

FOREWORD Policy implementation is not an uncomplicated event. It is a process of interpretation and engagement that spans a period of time. We learn from this process and we try to modify interventions so that they become appropriate and relevant to diverse contexts. Our learning over the last decade and more has taught us that we all need to talk, listen and find solutions to the challenges we face. The work schedules are the result of such a policy and learning process. Literacy and Numeracy, together with other areas of work in the Foundation and Intermediate Phases, are important focuses of the Western Cape Education Department. We want to strengthen primary schools and create possibilities for a solid foundation so that we improve the chances of learners in their scholastic careers. We believe that this foundation can improve literacy and numeracy results, pass-rates in general and the throughput rate. South Africa is a developing country and we have heard, in this age of globalisation, that countries involved in the catch-up must produce the necessary skills. So countries such as ours are capable of being competitive and stable. What is more important is to have a community of scholars who are able to read, write and enjoy schooling. The social value of school can be improved if the scholastic effort is enhanced. The work schedules will be regarded as a component of the package that is concerned with the Foundations for Learning Campaign. It is regarded as a tool to bolster and give meaning to the campaign. In view of the perception that campaigns are merely rhetoric, the work schedules will act as support mechanism to give meaning to the building of foundations for literacy and numeracy. It is an attempt to provide guidelines to teachers on how to teach each school day. The work schedules will be sent out with a view to eliciting feedback. They will also be field-tested in selected schools. The documents will be circulated as guidelines in January 2009 and comments requested by July 2009. The work schedules will also be field-tested in July 2009. All comments will inform the further development of work schedules. The Western Cape Education Department is a learning organisation and attempts to understand its environment at all times. This learning process is a continuous one, since we have such a dynamic and rapidly changing context. Bearing this in mind, the invitation for comments and field-testing is an attempt to embrace the notion of a learning organisation through developing insights based on views of teachers, as well as those in other diverse contexts within our province. We know that a one-size-fits-all approach is not a recipe for success. We also know that we all need to listen, talk and find solutions to our challenges. Field-testing and an invitation to comment will give us the space to talk, listen and find solutions as we move forward to a quality education system for all our learners.

Dr. S. Naicker, Chief Director: Curriculum Development

WORK SCHEDULE LITERACY

GRADE 3

PLEASE NOTE:

The work schedule for Literacy has been developed to assist and guide teachers in the Foundation phase in the fundamentals of the curriculum that must be taught on a daily basis. Careful planning went into the development of the work schedule to make the application of the NCS and thus the Learning Outcomes and Assessment Standards more practicable for the teacher to teach. This work schedule can therefore be used with confidence as all the Learning Outcomes and Assessment Standards have been used in the development thereof, knowing that it covers all that the learner needs to know at end of a grade and the phase. The work schedule for Literacy is further based on the Balanced Language Approach to literacy that places the teaching of language i.e. (speaking, listening, reading and writing) within the context of a story. Three approaches are combined into one cohesive programme: the phonic approach, the look-and-say approach, and the whole language approach. These all complement one another to ensure literacy acquisition by every learner. The work schedule is divided into daily activities that cover the four terms evenly. The time allocation for Literacy per day is 1 hour 50 minutes i.e.

Oral work (listening, speaking) 10 minutes Phonics: (word and sentence level work) 15 minutes Reading/Writing: 35 minutes Handwriting 20 minutes Reading half hour (at the end of the day) 30 minutes

Daily greeting, calendar, weather and news must be covered as incidental learning every day.

For guidance on how to use this time you will need to refer to the Teacher’s Guide that encapsulates structured learning and teaching activities for the acquisition of basic literacy concepts and skills. During the first two weeks of term 1 baseline assessment must be administered parallel to the teaching of new concepts as indicated in this work schedule.

- 1 -


GRADE 3

TERM 1

WEEK 1 DAY 1

ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Source a magazine advertising ‘Holiday destinations’ from a travel agency.

Reads the advertisements to different destinations.

Chapter 4

Listening

and Speaking

LO 1, 2:

Talks about the dream destinations. Describes own holiday experience (e.g. what you did

during your holiday), taking turns to speak Listens without interrupting, showing respect for the

speaker

Chapter 2

Word and sentence level work

LO 3:

Revision of grade 2 sounds with special emphasis on the revision of the fairy e (e.g. a-e with 4 and 5 letter words)

Provide activity to assess knowledge of fairy e words (e.g. clap when a-e word is heard)

Chapter 3

Group,

guided and independent reading and

writing

LO 3: (Follow the stages of reading below according to own context, ability and pace)

Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension

Chapter 4

Writing

LO 4, 5, 6:

Revise basic punctuation (capital letters and full stops) Draws a holiday picture Writes about holiday picture, attempting to use the correct

punctuation

Chapters

5 & 6

Handwriting

See work schedule for Handwriting

Chapter 8

- 2 -

WEEK 1 DAY 2


Shared

reading and writing

LO 1, 3:

Create and read aloud classroom rules Discuss meaning of new words and record in personal

dictionary

Chapter 4

Listening

and Speaking

LO 1, 2:

Discuss the classroom rules showing respect for another person’s opinion.

Chapter 2


LO 3:

Consolidate fairy e (e.g. i – e with 4 and 5 letter words) Play word games with fairy e words (e.g. rhyming snap)

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Process information – write list of classroom rules in workbook.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 1 DAY 3


Shared

reading and writing

LO 1:

Read a fictional story about a family

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen without interrupting, showing respect for the speaker

Answer questions related to the story (main idea, main characters)

Describe own family

Chapter 2

- 3 -


LO 3:

Revise fairy e (e.g. o-e with 4 and 5 letter words) Do word building activities with fairy e words

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5 ,6:

Revise the format of a letter Write a letter to the teacher, telling him/her about your

family.

Chapter 5

Handwriting


Chapter 8

WEEK 1 DAY 4


Shared

reading and writing

LO 1:

Source a fable Predict what story is about from the cover or title. Read the fable

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen attentively to develop critical listening skills Identify key details and characters in the fable Answers questions on the text

Chapter 2


LO 3, 6:

Revises fairy e (e.g. u-e and e-e with 4 and 5 letter words)

Suggest some new words and explain meaning Record new words in personal dictionary Create own sentences with the new words Provide a written activity

Chapter 3

- 4 -

Group, guided and

independent reading and

writing



Chapter 4

Writing

LO 4, 5, 6:

Revise the use of paragraphs Rewrite fable in own words, focusing on punctuation and

paragraphs

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 1 DAY 5


Shared

reading and writing

LO 1:

Read a short poem

Chapter 4

Listening

and Speaking

LO 1, 2:


Listen to, read and memorise poem Revise concepts of volume and intonation Recite poem, using appropriate volume and intonation

Chapter 2


LO 6:

Identify rhyming words in the poem Suggest more words that rhyme with the words in the

poem Create own simple sentences with rhyming words Provide an activity

Chapter 3

Group,


writing

LO 3, 5: (Follow the stages of reading below according to own context, ability and pace)

Create a background Identify and learn new words (independently) Do guided reading

Chapter 4

- 5 -

Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension Do a simple comprehension activity on the reading text

Writing

LO 4, 5, 6:

Write a simple poem

Chapter 5

Handwriting


Chapter 8

WEEK 2 DAY 1


Shared

reading and writing

LO 1:

Source a story on a tape or CD.

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens to the speaker Recalls story in correct sequence Suggest a different ending to the story Listens without interrupting, showing respect and taking

turns to speak

Chapter 2


LO 3, 6:

Revise consonant blends r – family (e.g. br-, cr-, dr-, fr- …)

Record words with beginning consonant blends (e.g. bring, crown, drive, fruit …)

Revise singular and plural Use r – family words to consolidate singular and plural

(e.g. brush – brushes / crime – crimes / dress – dresses / friend – friends)

Provide written activity

Chapters

3 & 6

Group,


writing



Chapter 4

- 6 -

Writing

LO 4, 5, 6:

Rewrite story (that was heard on tape / CD) in own words, giving the story a new ending

Chapter 5

Handwriting


Chapter 8

WEEK 2 DAY 2


Shared

reading and writing

LO 1:

Source adverts (e.g. advertising cars, furniture, toys etc) Share descriptions in groups

Chapter 4

Listening

and Speaking

LO 1, 2:

Identify and explain the meaning of five new words extracted from the adverts

Discuss the characteristics and format of an advert

Chapter 2


LO 3, 6:

Revises vowel with r: ar and or and write new words Create own sentences with own words Suggest synonyms for each of the new words Record the synonyms next to the correct words (e.g.

large – huge, big, enormous / corn – maize, mealie) Add the new words to their personal dictionary

Chapters

3 & 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write own advert (e.g. for a car)

Chapter 5

Handwriting


Chapter 8

- 7 -

WEEK 2 DAY 3


Shared

reading and writing

LO 1:

Read a fantasy story

Chapter 4

Listening

and Speaking

LO 1, 2:

Take turns to speak Discuss the difference between fact and fantasy Identify “fantasy” words in the story and explain meaning Listen without interrupting, showing respect for the

speaker

Chapter 2


LO 3, 6:

Revise vowel with r and er, ir and ur Do word building and rhyming activities Identify er, ir and ur words in the fantasy story Provide a written activity (e.g. work cards, activity sheet,

sentence building) consolidating ar, or, er, ir and ur

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity related to the fantasy story

Chapter 5

Handwriting


Chapter 8

WEEK 2 DAY 4


Shared

reading and writing

LO 1:

Source a newspaper / magazine article Revise capital letters (e.g. names of people / places / days

/ months) Identify capital letters in article and explain why they have

been used

Chapters

4 & 6

- 8 -

Listening

and Speaking

LO 1, 2:

Listen to the article Answer questions on the article and gives reasons for

answers Take turns to speak

Chapter 2


LO 3:

Revise consonant blends l – family (e.g. bl, cl, fl, gl …) Recognise words with beginning consonant blends (e.g.

bless, cloud, fleet, gloom …) in written text

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Revise punctuation Provide a written punctuation activity Use personal dictionary to spell unfamiliar words

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 2 DAY 5


Shared

reading and writing

LO 1:

Read a few simple rhymes / poems aloud

Chapter 4

Listening

and Speaking

LO 2:

Identify the rhyming words in the poems Suggest other rhyming words Create own simple rhymes

Chapters

2 & 3


LO 3, 6:

Revise vowel with r: ar, er, ir, or and ur (e.g. charm, perch, third, storm, burnt)

Revise future tense

Chapters

3 & 6

- 9 -

Create sentences with ar, er, ir, or and ur words, using

future tense in sentences (e.g. The boy will sharpen his pencil.)

Provide a written activity

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write simple poem Edits own writing (e.g. check spelling errors, suggest new

words, correct punctuation errors etc.)

Chapter 5

Handwriting


Chapter 8

WEEK 3 DAY 1

ASSESSMENT STANDARDS / CORE TEACHING FORMAL ASSESSMENT TASK 1

TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Source a newspaper article that recounts an event / experience in someone’s life

Read article aloud

Chapter 4

Listening

and Speaking

LO 1, 2:


Talk about personal experience (e.g. something good / bad that has happened to you), taking turns to speak

Revise nouns and identify some nouns in the newspaper article

Chapters

2 & 6


LO 3:

Revise a preceding sk, ss, st and ft (e.g. ask, pass, fast, raft)

Recognise sk, ss, st and ft words in reading text Revise antonyms Suggest antonyms for some sk, ss, st and ft words (e.g.

ask – answer / pass – fail / fast – slow)

Chapters

3 & 6

- 10 -

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6:

Write about personal experience that happened in own life (at least 10 sentences)

Attempt to use the correct punctuation (capital letters and full stops)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 3 DAY 2


Shared

reading and writing

LO 1:

Source a story that contains a dialogue Read the story aloud Identify the “spoken words” in the story e.g. “HeyTim” said

the man.

Chapter 4

Listening

and Speaking

LO 1, 2:


Express feelings and opinions on what was read Read parts of the dialogue Use different expressions and gestures when repeating

dialogue

Chapter 2


LO 3:

Revise vowel diagraphs ay, ey, oy Provide a written activity

Chapter 3

Group,


writing


Create a background Identify and learn new words (independently)

Chapter 4

- 11 -

Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension

Writing

LO 4, 5, 6:

Write own short dialogue between two characters.

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 3 DAY 3

ASSESSMENT STANDARDS / CORE TEACHING TEACHER’SGUIDE

Shared

reading and writing

LO 1:

Read a myth or a legend

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens attentively to the story. Answers questions on what was read (e.g. what, when,

why, etc.)

Chapter 2


LO 3, 6:

Revise initial s blends (e.g. scarf, skill, sleep, small, snatch, spoke, stunt, swing)

Revise concept of singular and plural Covert nouns to the plural (e.g. scarf – scarves / skate –

skates)

Chapters

3 & 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6: Participate in pre-writing strategies (e.g. brainstorming,

sharing ideas, discuss a topic) Discuss a writing frame Plan a writing frame to write own story on a given topic.

Chapter 5

- 12 -

Handwriting


Chapter 8

WEEK 3 DAY 4


Shared

reading and writing

LO 1:

Source a text containing instructions (e.g. a recipe, how to make something)

Read the instructions aloud Identify important details in the instructions

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to a complex sequence of instructions e.g. ‘How to make… etc’

Explain cause and effect issues related to following the instructions (e.g. what will happen if you don’t follow the instructions in sequence / leave out certain details in the instructions)


LO 6:

Revise verbs Identify all the verbs in the sequence of instructions Discuss the use of the verb when writing instructions (e.g.

tense, position in a sentence)

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Rewrite the list of instructions in logical sequence (e.g. planting a tree, washing the dog)

Write a simple instruction to a friend (e.g. Please buy an apple for me at break time, then wash it, then...)

Chapter 5

Handwriting


Chapter 8

- 13 -

WEEK 3 DAY 5


Shared

reading and writing

LO 1:

Read simple poem (e.g. 6 to 8 lines) Answer questions on the poem

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to poem and identify the rhyming words Create own rhymes (e.g. Grasshopper green, where have

you been? Spreading my wings, looking for things.)

Chapter 2


LO 3:

Consolidate o-e (e.g. smoke, chose, drove), oa (e.g. float, coach, toast)

Compare o-e and oa words through reading and sorting Create sentences using o-e and oa words

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Plan a writing frame to write a poem with a friend. In pairs, write a simple poem of about 8 lines. Publish the poem in the class anthology

Chapter 5

Handwriting


Chapter 8

WEEK 4 DAY 1


Shared

reading and writing

LO 1:

Read a fiction story

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the fictional story Express personal response to the story

Chapters

2 & 6

- 14 -

Give reasons for your response Revise adjectives Identify descriptive words in the story Suggest synonyms for the adjectives that have been

identified


LO 3:

Consolidate o-e and oa words Revise vowel diagraph ow (e.g. slow, throw, show, below) Compare o-e, oa and ow words Provide an activity (e.g. sorting words into word families)

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Discuss the characteristics of a story e.g. it has a beginning, a middle and an ending

Write a short creative story on a given topic Apply the correct punctuation (capital letters and full

stops) Use personal dictionary and phonic knowledge to spell

unfamiliar words

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 4 DAY 2


Shared reading and

writing

LO 1: Source pictographs (pictures/drawings/symbols) on a

given topic Use visual cues to read / describe the pictograph.

Chapter 4

Listening and

Speaking

LO 1, 2: Listen without interrupting, showing respect for the

speaker and taking turns to speak Express opinion on what is being discussed (e.g. the

photograph) Suggest and elaborate on ideas

Chapter 2

- 15 -


LO 3:

Consolidate o-e, oa and ow Use these words to create sentences Record words (e.g. combination of o-e, oa and ow words) Recognise some homophones with the o sound (e.g. road

/ rode / nose / knows / whole / hole

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Use an appropriate visual image to initiate writing (e.g. a newspaper / magazine article/ photograph / picture as reference)

Apply basic punctuation when writing (capital letters and full stops)

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 4 DAY 3


Shared

reading and writing

LO 1:

Source some riddles and jokes Read the riddles and jokes

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen, enjoy and respond appropriately to jokes. Listen without interrupting, showing respect for the

speaker Identify imaginative language in the riddles and jokes Tell own jokes. Say what was liked / disliked about the joke

Chapter 2


LO 3:

Consolidate a-e, ay and ey Revise vowel digraph ai (e.g. pain, nail, train, again)

Chapter 3

- 16 -

Listen to some a-e, ay ey and ai words and suggest which

phonic combination is being applied Record some new words in personal dictionary

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write own riddles and or jokes that have been read

Chapters

4 & 5

Handwriting


Chapter 8

WEEK 4 DAY 4


Shared

reading and writing

LO 1:

Source a television programme schedule Read some of the programme schedules

Chapter 4

Listening

and Speaking

LO 2:

Identify and describe favourite programme Give reasons for your choice of favourite programme

Chapter 2


LO 3, 4:

Consolidate and compare a-e, ay, ey and ai words through reading and sorting

Introduce vowel diagraph ei (e.g. rein, eight, weigh, neighbour)

Explain meaning of new words Record new ei words in personal dictionary Provide a written activity

Chapter 3

Group,


writing



Chapter 4

- 17 -


Writing

LO 4, 5, 6:

Draw up own schedule of favourite programmes to view for the week.

Chapter 5

Handwriting


Chapter 8

WEEK 4 DAY 5


Shared

reading and writing

LO 1:

Source a Comic Book and read the captions from the comic strip

Chapter 4

Listening

and Speaking

LO 1, 2:

Discuss the writing frame for a comic strip in groups. Discuss type of language used in captions / comic strips

Chapter 2


LO 3:

Consolidate a-e, ay, ey ai and ei Use these words to create sentences Record some new words (e.g. combination of ai and ei

words) Provide a short passage containing a-e, ay, ey ai and ei

words Identify a-e, ay, ey ai and ei words in the written text

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Design and write own comic strip focussing on the correct sequence of events.

Chapter 5

- 18 -

Handwriting


Chapter 8

WEEK 5 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read aloud a newspaper article and discuss some general news events

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen without interrupting, showing respect for the speaker.

Answer open-ended questions on the text (e.g. Why do you think…)

Chapter 2


LO 3:

Recognise some homophones with the a sound (e.g. maid / made, tale / tail, rain / rein, waist / waste)

Create own sentences with homophones (e.g. My granny told me a tale about a dog without a tail.)

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write abut the newspaper article focusing on the correct use of punctuation.

Chapter 5

Handwriting


Chapter 8

WEEK 5 DAY 2


Shared reading and

writing

LO 1: Source or create a text containing words with the sound -

ld (e.g. child, wild, mild) and -nd (e.g. kind, find, blind) words

Read the text aloud

Chapters 3 & 4

- 19 -

Listening

and Speaking

LO 1, 2:

Listens without interrupting, showing respect for the speaker

Identifies the words ending with –ld and nd in the story.

Chapter 2


LO 3, 4, 5, 6:

Identify –ld and –nd words in the story Explain meaning of new words and record them in

personal dictionary Suggest more –ld and –nd words

Chapter 3

Group,


writing

LO 3, 5: (Follow the stages of reading below according to own context, ability and pace)

Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension Provide a comprehension activity on the reading text

Chapter 4

Writing

LO 4, 5, 6:

Writes words ending in -ld and -nd in own sentences.

Chapter 5

Handwriting


Chapter 8

WEEK 5 DAY 3


Shared

reading and writing

LO 1:

Read a fable

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the story Identify details in the story and answer questions, giving

reasons for answers (e.g. answers using full sentences) Discuss difference between fact and fantasy

Chapter 2


LO 3, 6:

Consolidate ee and ea words (e.g. sleep, green, steam, clean)

Use ee and ea words to create sentences

Chapters

3 & 6

- 20 -

Record some of the sentences Explain how sentences can be divided into subject, verb

and object (e.g. The little boy / sleeps / in his bed. Mommy / cleans / our house.)

Identify subject, verb and object in some of the sentences in the fable that was read

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6:


Chapter 5

Handwriting


Chapter 8

WEEK 5 DAY 4


Shared

reading and writing

LO 1:

Listens to an advert on radio.

Chapter 4

Listening

and Speaking

LO 2:

Respond to questions on what has been advertised for who and why?

Chapter 2


LO 3, 6:

Consolidate and compare ee and ea words through reading and sorting

Introduce y that says e at the end of a word (e.g. happy, funny, slowly)

Suggest and list new words Revise adjectives (e.g. happy, funny, dirty, heavy) Introduce adverbs (e.g. slowly, quickly, brightly, clearly) Sort the new words into adjectives and adverbs Provide a written activity (e.g. sorting adjectives and

adverbs)

Chapters

3 & 6

- 21 -

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6:

Write a letter to a friend explaining the advert you have heard on the radio.

Focus on the correct use of punctuation. Use a dictionary to spell words.

Chapter 5

Handwriting


Chapter 8

WEEK 5 DAY 5


Shared

reading and writing

LO 1:

Source a topical picture. Study the picture.

Chapter 4

Listening

and Speaking

LO 1, 2:

Discuss what the picture is about taking turns to describe something in the picture

Comment and elaborate on ideas showing respect for another’s opinion.

Chapter 2


LO 3, 6:

Play word games to consolidate ee, ea and y (e.g. spelling quiz)

Record some new words (e.g. combination of ee, ea and y)

Revise adjectives and adverbs Provide a written activity (e.g. fill in appropriate adjective /

adverb in a sentence)

Chapters

3 & 6

Group,


writing


Create a background

Chapter 4

- 22 -

Identify and learn new words (independently) Do guided reading Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension

Writing

LO 4, 5, 6:

Use adjectives and adverbs to describe what is happening in the picture

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 6 DAY 1


Shared

reading and writing

LO 1:

Source a newspaper article Read articles aloud

Chapter 4

Listening

and Speaking

LO 2, 6:

Talk about personal experience (weekend news) Concentrate on using the past tense correctly when telling

news

Chapters

2 & 6


LO 6:

Recognise some homophones with the e sound (e.g. meat / meet/ read/ reed/ weak / week / steal / steel)

Revise nouns and verbs Present homophones in sentence context Identify whether homophone is a noun or a verb (e.g.

Daddy will meet mommy at the butcher to buy some meat)

Chapters

3 & 6

Group,


writing



Chapter 4

- 23 -

Writing

LO 4, 5, 6:

Write about personal experience (at least 10 sentences) attempting to use the correct form of the past tense

Chapter 5

Handwriting


Chapter 8

WEEK 6 DAY 2


Shared

reading and writing

LO 1:

Read a narrative poem (i.e. a poem that tells a story)

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to poem and identify key details Answer questions about the oral text Memorise and recite the poem (can be done in groups as

a role-play)

Chapter 2


LO 3, 6:

Consolidate or (e.g. storm, short, horse, morning) Introduce vowel diagraph au (e.g. Paul, naughty, autumn,

August) Record new au words in personal dictionary Revise conjunctions (e.g. and, but, because) Use conjunction to express cause and effect (e.g. I don’t

like her because she is rude)

Chapters

3 & 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide a comprehension activity on the poem

Chapters

4 & 5

Handwriting


Chapter 8

- 24 -

WEEK 6 DAY 3


Shared

reading and writing

LO 1:

Read a fantasy story aloud Identify adjectives and adverbs in the story

Chapters

4 & 6

Listening

and Speaking

LO 1, 2:

Listen without interrupting, showing respect for the speaker Recall sequence of events in story (e.g. order of events /

characters as they appeared in the story)

Chapter 2


LO 3:

Consolidate and compares or and au words through reading and sorting

Introduce vowel diagraph aw (e.g. saw, lawn, straw, crawl) Classify or, au and aw words into word families Record some new words in personal dictionary

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write own fantasy story Concentrate on writing the story with a beginning, middle

and ending

Chapter 5

Handwriting


Chapter 8

WEEK 6 DAY 4


Shared

reading and writing

LO 3:

Provide a number of loose and different sentence strips. Join the sentences/strips with a joining word or

conjunction e.g. Daddy is at work. Mommy has gone shopping = (Daddy has gone to work and mommy has gone shopping.)

Chapter 4

- 25 -

Listening and

Speaking

LO 2:

Read the sentences.

Chapter 2


LO 3:

Play word games with or, au and aw (e.g. simple riddles: Wake up, wake up, sleepy head. The sun is up, get out of bed – morning)

Record some words (e.g. a combination of au and aw words)

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5:

Provide a written activity (e.g. join simple sentences with conjunctions)

Chapter 6

Handwriting


Chapter 8

WEEK 6 DAY 5


Shared

reading and writing

LO 1:

Read a non-fictional story Identify key details

Chapter 4

Listening

and Speaking

LO 2:

Participate in class discussions (e.g. recall information in the text)

Ask questions for clarification Contribute to making a summary of the context (e.g.

writing frame or mind-map)

Chapter 2


LO 3, 6:

Consolidate vowel diagraph oy (e.g. boy, toy, enjoy, annoy, employ)

Chapters

3 & 6

- 26 -

Introduce oi (e.g. boil, coin, noise, spoilt) Revise nouns and pronouns Create sentences with oy and oi words, using nouns and

pronouns (e.g. The boy was making a noise and he was annoying his mother.)

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity (e.g. make a summary of the non-fictional text)

Chapter 5

Handwriting


Chapter 8

WEEK 7 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a newspaper article

Chapter 4

Listening

and Speaking

LO 1, 2:


Talk about personal experiences (weekend news) Concentrate on using past tense correctly when telling

news Attempt to introduce adjectives and adverbs into oral

presentation

Chapters

2 & 6


LO 3:

Consolidate oy and oi through word building and rhyming Record new words (e.g. oi words) Break up long words in correct word parts or syllables

(e.g. poi-so-nous en-joy-ment) Create sentences with oy and oi words

Chapter 3

- 27 -

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6:

Write a newspaper article on a topic of own choice Edit the article Publish article in class newspaper

Chapter 5

Handwriting


Chapter 8

WEEK 7 DAY 2

ASSESSMENT STANDARDS / CORE TEACHING

TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a humorous story

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen with respect, taking turns to speak Express personal response to the story Discuss what makes the text humorous Shows sensitivity to the rights and feelings of others

Chapter 2


LO 3: Consolidate vowel diagraph ow (e.g. show, know, below) Introduce vowel diagraph ow (e.g. down, brown, clown,

flower) Compare words and recognise differences

Chapter 3

Group, guided and


writing



Chapter 4

- 28 -

Writing

LO 4, 5, 6:

Write unprepared dictation test, using both high frequency words (e.g. and, they, come, mommy etc.) and words with learnt phonic sounds

Chapter 3

Handwriting


Chapter 8

WEEK 7 DAY 3


Shared

reading and writing

LO 1:

Prepare a text containing the greetings of different cultures e.g. ‘Good day’, Molo, ‘Sanbonani’, Goeiedag’, ‘Namaste’ ‘Hallo’, ‘Salaam’ etc.

Read the words aloud

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens with interest asking questions for clarity. Identify the language of the particular greeting attempting

to pronounce it correctly, and showing respect for the language and cultural differences.

Chapter 2


LO 3:

Consolidate vowel diagraph ow (e.g. town, crown) Introduce vowel diagraph ou (e.g. out, house, about,

found) Do word-building to consolidate ow and ou words

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Writes the greetings of the different cultures in own workbook.

Chapters

5 & 6

Handwriting


Chapter 8

- 29 -

WEEK 7 DAY 4


Shared

reading and writing

LO 1:

Read a fable

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to fable Answer higher order questions on the text (e.g. What

could have happened?) Contribute to making a summary of the fable (e.g. list of

short sentences)

Chapter 2


LO 3, 4, 5, 6:

Consolidate ow and ou words through word building and rhyming

Record some new words (e.g. combination of ow and ou words

Provide a written activity (e.g. work card, activity sheet, sentence strips)

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write own fable with a beginning, a middle and an ending. Use dictionary to spell unfamiliar words

Chapter 5

Handwriting


Chapter 8

WEEK 7 DAY 5


Shared

reading and writing

LO 1:

Read a few rhymes / poems

Chapter 4

- 30 -

Listening and

Speaking

LO 1:

Listen to poems / rhymes and identify rhyming words Make up own simple rhyme (e.g. The clown jumped up

and down when the mouse ran into the house.)

Chapter 2


LO 3, 4, 5, 6:

Revise vowel diagraphs (e.g. recognise vowel diagraphs in high frequency words)

Create sentences using words with learnt diagraphs Provide a written activity to consolidate learnt vowel

diagraphs (e.g. crossword puzzle, word search, unscramble letters in a word)

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write own simple rhyme (e.g. 4 to 6 lines) and displays it in the class

Chapter 5

Handwriting


Chapter 8

WEEK 8 DAY 1


Shared

reading and writing

LO 1:

Read a newspaper / magazine report that contains an interview

Answer questions on the text

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the newspaper / magazine interview Extract 10 new words from the newspaper report and

explain meaning Revise different types of sentences (e.g. statement,

question, exclamation)

Chapters

2 & 6

- 31 -

Work in pairs and conduct an interview about weekend

news Avoid using words like “um…”, “okay”, “you see” when

speaking


LO 3:

Write unprepared dictation test to evaluate knowledge of learnt vowel diagraphs

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Prepare in writing questions for an interview

Chapter 5

Handwriting


Chapter 8

WEEK 8 DAY 2


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Interview a friend using the questionnaire of Day 1

Chapter 4

Listening

and Speaking

LO 1, 3:

Listens to questionnaire Answers questions on the text

Chapter 2


LO 3:

Introduce the f sound in ph (e.g. photograph, telephone, pharmacy)

Use these words in sentences to indicate understanding Add ph words to personal dictionary

Chapter 3

- 32 -

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6:

Respond again in writing to the questions on the questionnaire.

Chapter 5

Handwriting


Chapter 8

WEEK 8 DAY 3


Shared

reading and writing

LO 1:

Read an adventure story Discuss the use of descriptive language in the story Explain the use of different facial expressions and

gestures when telling a story.

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the adventure story Answers higher order questions on the text (e.g. What

might have happened if…?)

Chapter 2


LO 3:

Revise ph Introduce the f sound in gh (e.g. rough, tough, enough) Add gh words to personal dictionary

Chapter 3

Group, guided and


writing



Chapter 4

- 33 -

Writing

LO 4, 5, 6:

Use pre-writing skills – brainstorm and share ideas on the topic

Write an adventure story with a beginning, a middle and an ending from given topic

Chapter 5

Handwriting


Chapter 8

WEEK 8 DAY 4


Shared

reading and writing

LO 1:

Read a narrative poem (i.e. a poem that tells a story)

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the poem and answer questions related to content (e.g. who, why, when, what, which, where)

Express personal response to the poem Source own poem and memorise it Discuss qualities of a good presentation (e.g. make eye

contact, use of volume and pitch of voice) Recite the poem

Chapter 2


LO 3, 4, 5, 6:

Use adverbs to introduce suffix –ly (e.g. quickly, gently, slowly, badly)

Use words with –ly suffix to create more complex sentences

Provide a written activity (e.g. 10 sentences) using words with -ly

Use phonic knowledge to spell words correctly

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity related to the poem

Chapter 5

- 34 -

Handwriting


Chapter 8

WEEK 8 DAY 5


Shared

reading and writing

LO 1:

Read two different rhymes

Chapter 4

Listening

and Speaking

LO 1, 5:

Listen to the two rhymes. Identify similarities and differences Describe the similarities and differences (use correct

language: like, the same as, different to)

Chapter 2


LO 3:

Introduce some other suffixes (e.g.. pavement, advertisement, basement / goodness, kindness, happiness)

Suggest some words and record on charts for the classroom

Use words on charts to create own sentences

Chapter 6

Group,


writing

LO3: (Follow the stages of reading below according to own context, ability and pace)


Chapter 4

Writing

LO 4, 5, 6:

Create own rhyme

Chapter 5

Handwriting


Chapter 8

WEEK 9 DAY 1


TEACHER’SGUIDE

Shared reading and

writing

LO 1: Read a news report from the newspaper

Chapter 4

- 35 -

Listening

and Speaking

LO 1, 2:

Talk about personal experiences, avoiding repetition when telling news

Use appropriate language when speaking to friends and adults


Chapter 2


LO 3, 4:

Recognise onset and rhyme in more complex words (e.g. cr – eam, dr-eam, ice-cr-eam, scr-eam)

Consolidate concept through word building Provide a written activity to consolidate –eam words (e.g.

write about personal experiences – I always scream when I watch a scary movie.)

Use phonic knowledge and personal dictionary to spell words correctly

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write personal experiences (at least 8 sentences) avoiding repetition (e.g. avoid using “and then…”)

Chapter 5

Handwriting


Chapter 8

WEEK 9 DAY 2


Shared

reading and writing

LO 1:

Read a non-fictional story

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to non-fictional story Comment on content of the text Take turns to speak Ask relevant questions on the text Answer questions and give reasons for answers

Chapter 2

- 36 -


LO 3:

Identify homophones in some high frequency words (e.g. so / sow / sew, brake/ break, daze / days)

Use context of sentences to identify meaning

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity relating to the non-fictional story

Chapter 5

Handwriting


Chapter 8

WEEK 9 DAY 3


Shared

reading and writing

LO 1:

Read a poem Discuss the types of sentences used in the poem Understand the varieties of language used (e.g. word order)

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the poem Identify rhyming words in the poem Suggest more rhyming words Create own poem, avoiding repetition

Chapter 2


LO 3, 4:

Revise homophones – identify words in written text Provide a written activity (e.g. complete the sentences by

choosing the correct homophone)

Chapter 3

Group,


writing



Chapter 4

- 37 -


Writing

LO 4, 5, 6:

Write a poem and draw a picture

Chapter 5

Handwriting


Chapter 8

WEEK 9 DAY 4


Shared

reading and writing

LO 1:

Source a weather report

Chapter 4

Listening

and Speaking

LO 1, 2:

Participate in class discussions – discuss the weather Suggest and elaborate on ideas (e.g. weather conditions

and the impact on clothes, activities, the environment etc.)

Chapter 2


LO 3:

Write unprepared dictation test to assess understanding of high frequency homophones

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Answers questions by interpreting the information on the weather chart

Chapters

4 & 5

Handwriting


Chapter 8

- 38 -

WEEK 9 DAY 5


Shared

reading and writing

LO 1:

Read a non-fictional book

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen attentively to non-fictional story Ask relevant questions and search for answers (in other

available texts) Give constructive feedback to others

Chapter 2


LO 3, 5:

Classify word families (e.g. works in a group – sorts and lists pack of words according to phonic family)

Using words in phonic family, rewrite words in alphabetical order

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide jumbled sentences on the content of the non-fiction story

Rewrite the sentences in the correct order.

Chapter 5

Handwriting


Chapter 8

WEEK 10 DAY 1


Shared

reading and writing

LO 1:

Read a sports report / article about a specific person

Chapter 4

Listening and

Speaking

LO 1, 2: Listen without interrupting, showing respect for the

speaker

Chapter 2

- 39 -

Tells the class about own (individual) self, avoiding

repetition (e.g. what I like, what I don’t like, favourite food / activity / television programme)


LO 3:

Use phonic knowledge to decode more complex words (e.g. jawbone, lawnmower, playground, overgrown)

Identify syllables in more complex words

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write about own self (at least 10 sentences) attempting to use the correct punctuation (capital letters and full stops) and avoiding repetition

Chapter 5

Handwriting


Chapter 8

WEEK 10 DAY 2


Shared

reading and writing

LO 1:

Read a story from a different culture Recall key details in the story

Chapter 4

Listening and

Speaking

LO 1, 2: Listen to the story and show appreciation for different

cultures Explain the use of the negative form Answer questions on the story in the negative (e.g. Did

the boy eat the cake? No, the boy did not eat the cake.)

Chapter 2


LO 3, 6: Use phonic knowledge when converting known words

from singular to plural (e.g. peach – peaches / mouse – mice / aunty – aunties)

Provide a written activity consolidating singular and plural form of the noun

Chapters 3 & 6

- 40 -

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide written activity (e.g. rewrite sentences correctly converting to negative forms)

Chapter 6

Handwriting


Chapter 8

WEEK 10 DAY 3


Shared

reading and writing

LO 1:

Read a text that contains a dialogue (e.g. a conversation between people)

Explain when to speak softly and when to speak loudly

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens to text and responds to questions Answers questions using volume and intonation Engages in conversation as a social skill

Chapter 2


LO 3:

Use phonic knowledge when converting known words from present to past tense (e.g. see – saw, find – found, catch – caught, write – wrote)

Chapters

3 & 6

Group,


writing



Chapter 4

- 41 -

Writing LO 4, 5, 6:

Provide a written activity (e.g. answer questions in the negative)

Chapter 6

Handwriting


Chapter 8

WEEK 10 DAY 4


Shared

reading and writing

LO 1:

Read a fable

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to fable Identify the beginning, the middle and the end of the story Discuss the message / moral in the fable Express whether fable was liked or not and give reasons Summarise the fable

Chapter 2


LO 6:

Revise conjunctions ( e.g. and, while, because, but after, before etc)

Use conjunctions to joins two simple sentences to form a coordinate sentence

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write own fable with a beginning, a middle and end. Avoid repetition when writing the story

Chapter 5

Handwriting


Chapter 8

- 42 -

WEEK 10 DAY 5


Shared

reading and writing

LO 1:

Identify suitable key events in own local community and write about it.

Chapter 4

Listening

and Speaking

LO 1, 2:

Read aloud the written text. Listens to the articles taking turns to speak and asking

questions for clarification. Express personal response to the articles

Chapter 2


LO 6:

Discuss types of sentences that are used in headlines, captions under pictures and in articles.

Identify subject, verb and object in sentences in the text

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4:

Classify all important school and community events Summarise and create a mind map of the important

events. Write selected events and news from own community and

publish in informal “community/school” newspaper.

Chapter 5

Handwriting


Chapter 8

- 43 -


GRADE 3

TERM 2

WEEK 11 DAY 1


Shared

reading and writing

LO 1:

Read a newspaper report

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen without interrupting, showing respect and taking turns to speak

Talk about personal experience (holiday news) Apply the past tense correctly

Chapters

2 & 6


LO 3:

Revise vowel diagraphs ow and ou Do word building Create sentences to illustrate understanding of words Provide an activity

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write at least 12 sentences about holiday, avoiding repetition and using capital letters and full stops correctly

Chapter 5

Handwriting


Chapter 8

WEEK 11 DAY 2


Shared

reading and writing

LO 1:

Play a story on a tape or CD

Chapter 4

- 44 -

Listening

and Speaking

LO 1, 2:

Listen to speaker that cannot be seen (e.g. story on a tape or CD)

Identifies details in the story (e.g. names, places, what happened)

Comments on the story (e.g. what was liked or disliked , how it made you feel)

Chapter 2


LO 3, 4:

Revise vowel diagraphs ow (as in brown) and ow (as in below)

Do word building and rhyming Write sentences with selected words and pronounce the

ow sound correctly when reading the sentences

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Rewrite story that was listened to on the tape / CD, concentrating on repeating the events in the correct sequence

Apply punctuation correctly

Chapter 5

Handwriting


Chapter 8

WEEK 11 DAY 3


Shared

reading and writing

LO 1:

Create a story with words containing vowel diagraphs (e.g. oi and oy)

Read story aloud Identify vowel diagraphs in the story

Chapter 3

Listening

and Speaking

LO 1, 2:

Give more complex instructions (e.g. 5 actions with delayed response)

Responds correctly to instructions

Chapter 2

- 45 -


LO 3, 4:

Revise vowel diagraphs (e.g. oi and oy) Do word building activities Write at least 10 sentences using words with vowel

diagraphs Use dictionary to spell unfamiliar words

Chapter 3

Group,


writing



Chapter 4

Handwriting


Chapter 8

WEEK 11 DAY 4


Shared

reading and writing

LO 1:

Read a fantasy story

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to fantasy story and identify main idea Listen without interrupting, showing respect for the

speaker Answer questions related to the story (e.g. answer in full

sentences) Discuss the characters in the story

Chapter 2


LO 3, 6:

Revise vowel diagraphs or, au and aw Find words in a reading text Explain subject verb agreement (e.g. The boy is … / The

boys are ….) Use or, au and aw words to create sentences,

concentrating on applying the subject verb agreement correctly

Chapters

3 & 6

- 46 -

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6:

Rewrite the fantasy story that was read in own words, concentrating on the correct use of punctuation marks and the subject verb agreement

Chapter 5

Handwriting


Chapter 8

WEEK 11 DAY 5


Shared

reading and writing

LO 1:

Read a narrative poem (e.g. 4 to 5 verses)

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to narrative poem Listen without interrupting, showing respect for the

speaker Express feelings about the poem (e.g. liked or disliked

and why) Discuss use of different expressions and gestures when

reciting poems

Chapter 2


LO 3:

Revise vowel diagraphs ai and ei Do word building Provide an activity (e.g. class quiz)

Chapter 3

Group,


writing



Chapter 4

- 47 -

Do group reading Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension

Writing

LO 4, 5, 6:

Provide written activity related to the poem

Chapter 5

Handwriting


Chapter 8

WEEK 12 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a newspaper article (e.g. sports report)

Chapter 4

Listening

and Speaking

LO 1, 2:


Talk about personal experience (weekend news) Show sensitivity for the rights and feelings of others Answers questions and gives reasons for answers

Chapter 2


LO 3, 6:

Revise ending y (e.g. happy, funny, pretty) Identify words y words in newspaper article Sort the y words into adjectives (e.g. happy) and adverbs

(e.g. slowly)

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write a short paragraph about the weekend news Attempt to use more descriptive language Spell common words correctly (e.g. names of the days)

Chapter 5

- 48 -

Handwriting


Chapter 8

WEEK 12 DAY 2


Shared

reading and writing

LO 1:

Source or create a short puppet show Present puppet show

Chapter 4

Listening

and Speaking

LO 1, 2:

Watch puppet show without interrupting, showing respect for the speaker

Discuss the use of different expressions and gestures when presenting a puppet show

Give constructive feedback on the puppet show (e.g. how it could be improved, what was liked or disliked)

Chapter 2


LO 3, 4:

Recognise i sound in words (e.g. tie, sky, high) Use these i words to create simple rhymes (e.g. The fluffy

clouds float way up high. They chase each other across the sky.)

Create own sentences with I words to show understanding

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Discuss format used when writing a puppet show Explain the use of the present tense Write own puppet show, concentrating on format and

correct use of tenses using the dialogue format.

Chapter 5

Handwriting


Chapter 8

- 49 -

WEEK 12

DAY 3 ASSESSMENT STANDARDS / CORE TEACHING TEACHER’S

GUIDE

Shared reading and

writing

LO 1:

Read a series of instructions (e.g. how to make a cup of tea)

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to series of instructions Recall series of instructions in correct sequence Mime a series of actions for others to interpret

Chapter 2


LO 3:

Recognise u sound in words (e.g.- few, you) Revise consonant diagraphs ph and gh making f sound Demonstrate understanding of syllabification (e.g. te-le-

phone)

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6: (e.g. rewrite a sequence of events in correct order)

Chapter 5

Handwriting


Chapter 8

WEEK 12 DAY 4


Shared reading and

writing

LO 1: Source a variety of invitations (e.g. birthday party,

wedding, parent evening etc.) Reads the invitations Identify common details in invitations

Chapter 4

Listening and

Speaking

LO 1, 2: Listen to invitations Discuss differences and similarities between invitations Create an invitation, using words in the correct context

Chapter 2

- 50 -


LO 6:

Identify the nouns in the various invitations Explain the difference between common (e.g. party,

birthday, wedding) and proper nouns (e.g. John, Tuesday, Cape Town)

Identify common and proper nouns in the invitations

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write an invitation to a ‘birthday party’, concentrating on format and detail

Apply capital letters to proper nouns correctly

Chapter 5

Handwriting


Chapter 8

WEEK 12 DAY 5


Shared

reading and writing

LO 1:

Read an adventure story

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the adventure story Answer questions on what was read (e.g. what, when,

why, etc.) Extract 10 new sight words from the story Explain meaning of new sight words Create more complex sentences with new sight words,

using more descriptive language

Chapter 2


LO 6:

Identify adjectives in the adventure story Introduce adjectives of quantity or number (e.g. many,

few, plenty) Identify adjectives of quantity or number in the story

Chapter 6

- 51 -

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write at least 10 more complex sentences using new sight words

Use dictionary to confirm spelling

Chapter 5

Handwriting


Chapter 8

WEEK 13 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a news report imitating a television / radio news reader

Chapter 4

Listening

and Speaking

LO 1, 2:


Talk about personal experience, using role-play (e.g. news presenter)

Vary volume and pitch of voice

Chapter 2


LO 6:

Identify adjectives in news report Revise adjectives of quantity or number Introduce demonstrative adjectives (e.g. this, that, these,

those) Identify demonstrative adjectives in news report

Chapter 6

Group,


writing


Create a background Identify and learn new words (independently) Do guided reading Do group reading

Chapter 4

- 52 -

Do individual reading Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension

Writing

LO 4, 5, 6:

Write about personal experiences in the form of a news report

Experiment with words from own language Spell high frequency words correctly

Chapter 5

Handwriting


Chapter 8

WEEK 13 DAY 2


Shared

reading and writing

LO 1:


Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to non-fictional story Extract 10 new words from the story Discuss meaning of the new words Create sentences with the new words

Chapter 2


LO 6:

Explain the concept of contracted forms of words (e.g. there is – there’s / could not – couldn’t)

Provide an activity to practise the contracted form of the word

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity related to the non-fiction story that was read

Chapter 5

- 53 -

Handwriting


Chapter 8

WEEK 13 DAY 3


Shared

reading and writing

LO 1:

Read a poem (e.g. 12 to 16 lines)

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the poem and answer questions on the poem Discuss varieties in language used in the poem (e.g.

phrases, word order to enable rhyme) Develop skills for a good presentation Discuss the different expressions and gesture when

reciting a poem Memorise and recite a poem

Chapter 2


LO 6:

Identify nouns in the poem Discuss the most common plural form (e.g. by adding s) Explain that words ending in s, sh and ch add es to form

the plural (e.g. dish - dishes / dress - dresses / peach – peaches)


Chapters

3 & 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Do a comprehension activity on the poem Write answers to higher order questions

Chapter 5

Handwriting


Chapter 8

- 54 -

WEEK 13


GUIDE

Shared reading and

writing

LO 1:

Source or create a story that contains a variety of sentence types (e.g. statements, questions, exclamations)

Read the story aloud

Chapter 6

Listening

and Speaking

LO 1, 2:

Listen to story Identify types of sentences Answer questions about the story and gives reasons for

answers Summarise the story in own words

Chapter 2


LO 6:

Revise different types of sentences (e.g. statements, questions, exclamations)

Revise the punctuation marks that are used with each type of sentence (e.g. . / ? / !)

Provide an activity to consolidate the correct use of full stop, question mark and exclamation mark

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity to consolidate different types of sentences (e.g. work cards, activity sheet, sentences strips)

Chapter 6

Handwriting


Chapter 8

WEEK 13 DAY 5


Shared reading and

writing

LO 1: Read a myth or a legend

Chapter 4

- 55 -

Listening and

Speaking

LO 1, 2:

Listen to the myth or the legend Listen without interrupting, showing respect for the

speaker Recall sequence of events (e.g. order in which events

occurred / characters appeared in the story) Ask questions for clarity and information

Chapter 2


LO 6:

Identify nouns in the myth or legend Revise singular and plural Focus on plural form of words ending in e (e.g. horse –

horses / plate – plates / sleeve – sleeves)

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide sentence strips taken from the myth or legend Rewrite the sentences in logical sequence

Chapter 5

Handwriting


Chapter 8

WEEK 14 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:


Chapter 4

Listening

and Speaking

LO 1, 2:


Talk about personal experiences, using more descriptive language (e.g. “Immediately before…” instead of “Before…”)

Focus on improving presentation skills

Chapter 2

- 56 -


LO 6:

Identify nouns in newspaper report Discuss plural forms (e.g. adding s and es) Explain that when there is a vowel before a y, just add s

to form the plural (e.g. boy – boys / day – days / monkey – monkeys)

Explain that when there is a consonant before the y, the y changes to i and then you add es (e.g. party – parties / baby – babies / berry – berries)

Provide an activity

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write personal experience (weekend news) using more descriptive language (e.g. “We spent the morning on the beach.” instead of “We went to the beach.”

Chapter 5

Handwriting


Chapter 8

WEEK 14 DAY 2


Shared

reading and writing

LO 1:

Source some riddles and jokes Read the riddles and jokes aloud

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to riddles and jokes and respond appropriately Show respect for the speaker, taking turns to speak Share own jokes and riddles with the class Attempt to create own riddle or joke, using imaginative

language

Chapter 2


LO 6:

Provide some sentences containing prepositions (e.g. in, on, under, over, between)

Chapter 6

- 57 -

Read the sentences together Explain prepositions and highlight them in the sentences Create own sentences with prepositions

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write a simple riddle or joke Illustrate the riddle or joke Publish in class joke book

Chapter 5

Handwriting


Chapter 8

WEEK 14 DAY 3


Shared

reading and writing

LO 1:

Provide a set of pictures Creates / suggests sentences about pictures Write sentences (e.g. on board / strips)

Chapter 4

Listening

and Speaking

LO 1, 2:

Participate in class discussions - create a story (e.g. from a set of pictures), using more imaginative language (e.g. fantastic, wonderful, exciting, etc.)

Divide sentence into a beginning, a middle and an ending

Chapter 2


LO 6:

Introduce homonyms (sometimes two words sound the same but their spelling and meaning is different e.g. heal and heel)

Use homonyms in sentences to bring out the meaning of words.

Chapter 3

- 58 -

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6:

Write a creative story, using imaginative language Write in paragraphs to indicate beginning, middle and end

Chapter 5

Handwriting


Chapter 8

WEEK 14 DAY 4


Shared

reading and writing

LO 1:

Source a story that deals with solving a problem (e.g. a mystery)

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the story Identify problem situation in the story Discuss alternative ways of solving a problem

Chapter 2


LO 6:

Consolidate homonyms from yesterday Suggest some more examples of homonyms Recognise that the same spelling can represent different

sounds (e.g. bread – read / brown – grown)

Chapter 3

Group,


writing



Chapter 4

- 59 -

Writing

LO 4, 5, 6:

Sketch a problem situation Participate in pre-writing strategies Writes own solution to problem

Chapter 5

Handwriting


Chapter 8

WEEK 14 DAY 5


Shared

reading and writing

LO 1:

Read a story from another culture

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to story and identify key details Answer questions about story and give reasons for

answers Express whether the story was liked and why Discuss the different characters in the story Show appreciation for story from a different culture by

identifying cultural values

Chapter 2


LO 3:

Do word building to consolidate learnt phonic combinations

Write an unprepared dictation test to assess knowledge of learnt phonic combinations

Chapter 3

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6: Complete a comprehension activity, answering questions

on the story that was read Answer some higher order questions (e.g. What if…? /

What do you think…?)

Chapter 5

Handwriting


Chapter 8

- 60 -

WEEK 15

DAY 1 ASSESSMENT STANDARDS / CORE TEACHING

FORMAL ASSESSMENT TASK 2 TEACHER’S

GUIDE

Shared reading and

writing

LO 1:


Chapter 4

Listening

and Speaking

LO 1, 2:


Talk about personal experiences (weekend news)

Chapter 2


LO 3, 6:

Classify learnt phonic words into word families Practise syllabification of words with two or more syllables Provide a written activity to consolidate syllabification

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write about own personal experiences (2 paragraphs of at least 6 sentences) avoiding repetition and applying tenses correctly

Use phonic knowledge and personal dictionary to spell words correctly

Chapter 5

Handwriting


Chapter 8

WEEK 15 DAY 2


Shared

reading and writing

LO 1:

Read a scary story

Chapter 4

- 61 -

Listening

and Speaking

LO 1, 2:

Listen to story and respond appropriately Express feelings about story Explain what makes you feel this way Describe other feelings that stories can evoke (e.g. a funny /

exciting / sad)

Chapter 2


LO 6:

Select some of the sentences from the story Revise subject, verb and object in sentences Identify subject, verb and object in the selected sentences Provide a written activity to consolidate subject, verb and

object

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write “feeling” sentences (e.g. I feel excited when…. / I feel scared when….)

Chapter 5

Handwriting


Chapter 8

WEEK 15 DAY 3


Shared

reading and writing

LO 1:

Read a weather report

Chapter 4

Listening

and Speaking

LO 1, 2:

Interpret information on the weather chart Use language for logic and reasoning (e.g. hold

brainstorming session) Discuss impact of weather on people (e.g. clothes,

activities, food) Classify this information in simple graphical form

Chapter 2

- 62 -


LO 3:

Explain spelling rule - when using the words (e.g. all, well, full) as a suffix, always drop one l before adding it to another word (e.g. all – also / well – welcome / full – fulfil)

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Organise information in simple graphical forms (e.g. make a chart on weather conditions with relevant clothes, activities and food)

Chapter 5

Handwriting


Chapter 8

WEEK 15 DAY 4


Shared

reading and writing

LO 1:

Provide a series of sentence strips that can form a story Read the sentence strips

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to sentences Extract 10 new words and explain meaning Record words in personal dictionary Participate in class discussion – create a story with a

beginning, a middle and an ending from the set of sentences

Discuss elements of plot and characteristics

Chapter 2


LO 6:

Revise adjectives (e.g. quantity and demonstrative) Introduce possessive adjectives (e.g. my, your, his, her,

their, our) Use these words to create own sentences

Chapter 6

- 63 -

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6:

Participate in pre-writing strategies Write creative story using imaginative language and

correct punctuation Create story that has elements of a plot and

characterisation

Chapter 5

Handwriting


Chapter 8

WEEK 15 DAY 5


Shared

reading and writing

LO 1:

Read a traditional children’s story (e.g. Gingerbread Boy, The boy who cried wolf)

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to story Answer higher order questions on the story Do role-play in small groups (e.g. situations taken from

traditional story) Discuss values that are evident in the story

Chapter 2


LO 3:

Introduce some phonic combinations that make more than one sound (e.g. ch as in church / k as in character / sh as in chef)

Create word families with these words

Chapter 3

Group,


writing



Chapter 4

- 64 -


Writing

LO 4, 5, 6:

Provide a written activity relating to the story that was read

Chapter 5

Handwriting


Chapter 8

WEEK 16 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a newspaper / magazine article that portrays an accident or tragedy

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to newspaper / magazine article Talk about own experience in an accident or tragic event

with the teachers support and supervision. Discuss cause and effect relations (e.g. what caused

something to happen) Express emotional response, showing respect for the

rights and feelings of others

Chapter 2


LO 3:

Discuss the different sounds that can be made with the letter s (e.g. sh as in sure, sugar / zh as in vision, measure)

Recognise some of these words in the newspaper article

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write a short report about one of the accidents

Chapter 5

- 65 -

Handwriting


Chapter 8

WEEK 16 DAY 2


Shared

reading and writing

LO 1:

Source some menus from different cultures. Read the menus

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen while menus are read Compare and contrast the information on the menus

Explain why / how foods are grouped / classified on the

menus Analyse the information and give constructive feedback to

class

Chapter 2


LO 6:

Revise adjectives (quantity, demonstrative, possessive) Introduce comparative and superlative forms of the

adjective (e.g. long longer longest / quick quicker quickest)

Create sentences with these words to illustrate meaning (e.g. The snail is small, the beetle is smaller, but the ladybird is the smallest)

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write own menu.

Chapter 5

Handwriting


Chapter 8

- 66 -

WEEK 16


GUIDE

Shared reading and

writing

LO 1:

Read a story from a different culture

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to story from a different culture Recall key details and characters Participate in class discussions – share ideas with class

and ask questions on the story for clarification (e.g. why, who, when, where, which, what)

Show respect for people from different cultures

Chapter 2


LO 6:

Revise concept of synonyms and antonyms Select some words from the story Suggest appropriate synonyms and / or antonyms for the

selected words

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Rewrite story from a different culture in own words Focus on writing the story in paragraphs with a beginning,

a middle and an ending

Chapter 5

Handwriting


Chapter 8

WEEK 16 DAY 4


Shared

reading and writing

LO 1:

Read a story that solves a problem (e.g. a mystery)

Chapter 4

- 67 -

Listening and

Speaking

LO 1, 2:

Listen to the story Express feelings about the story Discuss ways of solving the problem (e.g. use problem

situation in story to initiate discussion)

Chapter 2


LO 6:

Revise adjectives of comparison (e.g. great, greater, greatest)

Extend knowledge of comparison of adjective (e.g. when an adjective ends in the letter e, only add r and st when doing comparison (e.g. nice, nicer, nicest / wide, wider, widest)

Provide an activity

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Present class with a problem situation Discuss possible solutions to the problem Write a solution to the problem

Chapter 5

Handwriting


Chapter 8

WEEK 16


GUIDE

Shared reading and

writing

LO 1: Read a fictional story

Chapter 4

Listening and

Speaking

LO 1, 2: Listen to the fictional story Listen without interrupting, showing respect for the

speaker Recall sequence of events in story (e.g. order in which

things happened in the story) Discuss the elements of plot and characterisation in the

story

Chapter 2

- 68 -


LO 3:

Write unprepared dictation test to assess development of phonic skills

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity related to the fictional story (e.g. comprehension, missing words, crossword puzzle, jumbled sentences)

Chapter 5

Handwriting


Chapter 8

WEEK 17 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a newspaper report Highlight news events

Chapter 4

Listening

and Speaking

LO 1, 2:


Report on general news events (e.g. through role-play / news reporter)

Share opinion on general news events, beginning to use critical thinking skills

Chapter 2


LO 3:

Revise and practise long vowel sound a made by diagraph ‘ai’

Suggest known words with ai sound (e.g. brain, train, snail)

Introduce more complex words with ai (e.g. complain, remain, sustain)

Use these words to create more complex sentences

Chapter 3

- 69 -

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6:

Write a report about a general news event Publish in class newspaper

Chapter 5

Handwriting


Chapter 8

WEEK 17 DAY 2


Shared

reading and writing

LO 1:

Read a myth or a legend

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the myth or legend Identify key details and characters and the order in which

they appeared in the story Discuss elements of plot and characterisation in the story Discuss the difference between fact and fantasy Discuss possible values that the story portrays

Chapter 2


LO 3:

Revise and practise long vowel sound a made by diagraph ay

Suggest known words with ay sound (e.g. play, stay, spray)

Introduce more complex words with ay sound (e.g. holiday, always, display)

Do syllabification

Chapter 3

Group,


writing


Create a background

Chapter 4

- 70 -


Writing

LO 4, 5, 6:

Rewrite myth or legend in own words Write sentences in paragraphs indicating that story has a

beginning, a middle and an ending Use dictionary to spell unfamiliar words

Chapter 5

Handwriting


Chapter 8

WEEK 17 DAY 3


Shared

reading and writing

LO 1:

Source some simple jokes and riddles Read them together

Chapter 4

Listening

and Speaking

LO 2:

Respond to jokes and riddles (e.g. listen to jokes and riddles and express feelings about them)

Chapter 2


LO 3:

Revise and practise long vowel sound e made by diagraph ee

Suggest known words with ee sound (e.g. sleep, green, fleet)

Introduce more complex words with ee sound (e.g. agreement, weekend, succeed)

Chapter 3

Group,


writing



Chapter 4

- 71 -

Writing

LO 4, 5, 6:

Provide a written activity (e.g. syllabification)

Chapter 5

Handwriting


Chapter 8

WEEK 17 DAY 4


Shared

reading and writing

LO 1:

Read an adventure story Identify new words in text

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to adventure story Answer questions on the story Discuss elements of plot and characterisation

Chapter 2


LO 3:

Revise and practise long vowel sound e made by diagraph ea

Suggest known words with ea sound (e.g. dream, cheap, feast)

Introduce more complex words with ea sound (e.g. repeat, ice-cream, pleasing)

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Use new words extracted from adventure story Use dictionary to establish meaning Write sentences with the words

Chapter 5

Handwriting


Chapter 8

- 72 -

WEEK 17


GUIDE

Shared reading and

writing

LO 1:

Read a fictional story Identify some high frequency words in the story and

discuss meaning

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to story without interrupting, showing respect for the speaker

Answer closed questions (e.g. how many…. / what happened before… / when did…)

Chapter 2


LO 3:

Revise and practise long vowel sound o made by diagraph oa

Suggest known words with oa sound (e.g. float, toast, coach)

Introduce more complex words with oa sound (e.g. approach, cockroach, boastful)

Do syllabification

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write own sentences, using the high frequency words identified during shared reading

Chapter 5

Handwriting


Chapter 8

WEEK 18 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a newspaper article Highlight some general news events

Chapter 4

- 73 -

Listening

and Speaking

LO 1, 2:

Share and elaborate on general news events Discuss cause and effect relations (e.g. what would you

do in a similar situation / what could have been done differently)

Using information in the article, create questions

Chapter 2


LO 3:

Revise and practise long vowel sound o made by diagraph oe

Suggest known words with oe sound (e.g. toe, foe, woe) Introduce more complex words with oe sound (e.g.

tomatoes, heroes) Do syllabification

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Use general news events to write at least 10 questions, the answers to which are already known (e.g. Which country is our president visiting? England)

Chapter 5

Handwriting


Chapter 8

WEEK 18 DAY 2


Shared reading and

writing

LO 1: Source an interview in a newspaper or magazine Read the interview Identify the questions and answers

Chapter 4

Listening and

Speaking

LO 1, 2: Listen attentively to the interview, developing critical

thinking skills Distinguish between questions and answers Discuss the different types of questions that can be used

in an interview Suggest and elaborate on ideas

Chapter 2

- 74 -


LO 3:

Revise and practise long vowel sound o as found in old Suggest known words with old sound (e.g. hold, cold,

fold) Introduce more complex words with old sound (e.g.

stronghold, boldness, scaffolding) Do syllabification

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Prepare in writing questions for own interview. Write down possible answers

Chapter 5

Handwriting


Chapter 8

WEEK 18 DAY 3


Shared

reading and writing

LO 1:

Source a text that contains comparisons

Chapter 4

Listening

and Speaking

LO 2:

Identify similarities and differences in the text Describe the similarities and differences (use correct

language: like, the same as, different to)

Chapter 2


LO 3:

Revise and practise long vowel sound i as found in igh Suggest known words with igh sound (e.g. high, fight,

night) Introduce more complex words with igh sound (e.g.

midnight, frightened, enlighten) Do syllabification

Chapter 3

- 75 -

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6:


Chapter 5

Handwriting


Chapter 8

WEEK 18 DAY 4


Shared

reading and writing

LO 1:

Read a traditional children’s story (e.g. The tortoise and the hare, The elves and the shoemaker)

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the story Answer questions on the story Discuss the difference between fact and fantasy Suggest a different ending to the story

Chapter 2


LO 3:

Revise and practise long vowel sound i as found in y Suggest known words with y sound (e.g. cry, sky, fly) Introduce more complex words with y sound (e.g. reply,

dryness, comply) Do syllabification

Chapter 3

Group, guided and


writing



Chapter 4

- 76 -

Writing

LO 4, 5, 6:

Revise nouns and verbs Write at least 10 sentences using language from own

experiences (e.g. I am painting a picture. / I am eating a hamburger. / I am picking apples.)

Indicate the nouns and verbs in the sentences

Chapter 6

Handwriting


Chapter 8

WEEK 18 DAY 5


Shared

reading and writing

LO 1:

Read a myth or a legend Identify words that are used to start a sentence

Chapter 4

Listening

and Speaking

LO 1, 2:

Create own story with a beginning, a middle and an ending

Use more imaginative language (e.g. different ways to start a sentence)

Suggest and elaborate on ideas

Chapter 2


LO 3:

Revise and practise long vowel sound i as found in ild Suggest known words with ild sound (e.g. wild, child, mild) Introduce more complex words with ild sound (e.g. mildly,

wildness) Do syllabification

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide written activity related to the myth (e.g. use conjunctions to join two simple sentences)

Chapter 5

Handwriting


Chapter 8

- 77 -

WEEK 19



GUIDE

Shared reading and

writing

LO 1:

Provide short factual pieces (from newspaper / magazine) Read in small groups

Chapter 4

Listening

and Speaking

LO 1, 2:


Hold group discussion on short factual pieces Extract information from the factual pieces and record it Take turns to report back on group’s work

Chapter 2


LO 3:

Revise and practise long vowel sound i as found in ind Suggest known words with ind sound (e.g. find, blind,

mind) Introduce more complex words with ind sound (e.g.

blindness, mindful, kindness) Do syllabification

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Record information taken from factual pieces (e.g. tables, diagrams, charts, flowcharts, mind maps)

Chapter 5

Handwriting


Chapter 8

WEEK 19 DAY 2


Shared

reading and writing

LO 1:

Read an article from a children’s magazine

Chapter 4

- 78 -

Listening and

Speaking

LO 1, 2:

Listen to the article Answer questions on the article Revise different text types Identify characteristics of different text types (e.g.

questions, statements, exclamations) in the article

Chapter 2


LO 6:

Revise prepositions (e.g. in, on, under, over, between) Create sentences with prepositions

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Complete written activity taken from the article (e.g. comprehension / answer questions on the content, summarise the article)

Chapter 5

Handwriting


Chapter 8

WEEK 19 DAY 3


Shared reading and

writing

LO 1: Read a non-fictional book

Chapter 4

Listening and

Speaking

LO 1, 2: Listen to non-fictional story Discuss details in non-fictional text Ask questions for information and clarification Search for answers (e.g. in magazines, books, brochures)

Chapter 2


LO 6: Revise tenses (e.g. present, past, future) Introduce continuous present tense (e.g. The dog is going

to sleep in front of the fire.) Provide an activity

Chapter 6

- 79 -

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity (e.g. questionnaire where answers must be found in available texts)

Chapter 5

Handwriting


Chapter 8

WEEK 19 DAY 4


Shared

reading and writing

LO 1:

Read a mystery story

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the mystery story Discuss, suggest and elaborate on ideas in the story Support and clarify arguments by giving reasons and

evidence

Chapter 2


LO 3: Revise and practise long vowel sound u as found in ew Suggest known words with ew sound (e.g. new, grew,

blew) Introduce more complex words with ew sound (e.g.

newspaper, chewing-gum) Do syllabification

Chapter 3

Group, guided and


writing



Chapter 4

- 80 -

Writing

LO 4, 5, 6:

Write a mystery story in paragraphs, indicating the beginning, the middle and the ending

Chapter 5

Handwriting


Chapter 8

WEEK 19 DAY 5


Shared

reading and writing

LO 1:

Read a fictional story Identify 10 new words and discuss meaning

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the fictional story Engages in conversation as a social skill Role-play: hold a telephone conversation (e.g. tell friend

what the story was about) Discuss how your conversation will differ depending on

who you are talking to)

Chapter 2


LO 3:

Revise and practise long vowel sound u as found in ue Suggest known words with ue sound (e.g. blue, true, glue) Introduce more complex words with ue sound (e.g.

continue, statue, bluebottle) Do syllabification

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity Share phonic knowledge with group in order to spell

unfamiliar words correctly

Chapter 5

Handwriting


Chapter 8

- 81 -

WEEK 20 DAY 1


Shared

reading and writing

LO 1:

Source the ‘Children’s Charter’ Read the ‘Rights and Responsibilities’ captured within the

‘Children’s Charter’ Indentify and list new words and write in personal

dictionary.

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen with interest to the Rights and Responsibilities’ of children.

Asks questions fro clarification. Discuss the ‘Children’s Charter’ showing respect for

another persons opinion.

Chapter 2


LO 3:

Revise and practise long vowel sound u as found in u-e Suggest known words with u-e sound (e.g. use, cute,

tube) Introduce more complex words with u-e sound (e.g.

confuse, refuse, parachute) Do syllabification

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Writes own personal rights and responsibilities e.g. ‘I have the right to ask others to say please and thank you when talking to me and the responsibility to do the same.

Chapter 5

Handwriting


Chapter 8

WEEK 20 DAY 2


Shared reading and

writing

LO 1: Read a story from a different culture Identify 10 new words in the text and explain the meaning

Chapter 4

- 82 -

Listening

and Speaking

LO 1, 2:

Listen to the story, showing respect for the varieties in language (e.g. names, pronunciation, dialect)

Pick out important information from a text (e.g. characters, events)

Summarise the story by processing the information

Chapter 2


LO 6:

Introduce prefixes (e.g. be-, ex-, pro-) Suggest some words with prefixes (e.g. behind, explain,

profess) Explain meaning of these words Do syllabification

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Pick out selected information from a text and process it (e.g. write a summary, make a mind map)

Chapter 5

Handwriting


Chapter 8

WEEK 20 DAY 3


Shared reading and

writing

LO 1: Source and read aloud sports/movie report from the

newspaper.

Chapter 4

Listening and

Speaking

LO 1, 2: Discuss the report asking questions for clarity.

Chapter 2


LO 6: Revise prefixes Revise suffixes (e.g. –ly, -ness, -ment) Classify words with suffixes and prefixes Do syllabification

Chapter 6

- 83 -

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write own report on a selected school event.

Chapter 5

Handwriting


Chapter 8

WEEK 20 DAY 4


Shared

reading and writing

LO 1:

Source a story that outlines a problem Read the story

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the story, developing critical thinking skills Discuss cause and effect relations in the story Do role-play in small groups (e.g. act out situation taken

from the story as a way of suggesting an alternative solution to the problem)

Supports and clarifies arguments / opinions by giving reasons and evidence

Chapter 2


LO 3, 6:

Build unfamiliar words using learnt phonic sounds (e.g. bookworm, headache, meatloaf)

Ask questions for information and clarification Make own sentences with these words, indicating

understanding of the words

Chapter 3

Group,


writing



Chapter 4

- 84 -


Writing

LO 4, 5, 6:

Write at least 12 sentences using learnt phonic sounds to decode unfamiliar words (e.g. My brother visits the library every day because he is a bookworm.)

Chapter 5

Handwriting


Chapter 8

WEEK 20 DAY 5


Shared reading and

writing

LO 1: Read a story that contains dialogue

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the story Discuss when to speak softly and when to speak loudly Do role-play to model volume and intonation (e.g. a

puppet show, a television interview)

Chapter 2


LO 3: Provide a few simple rhymes and lyrics Recognise rhyming words in poems and lyrics Match the rhyming words and add to them

Chapter 3

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6: Write a book review about your favourite text that was

read during the term Comment on the text and give reasons (e.g. what you

liked / disliked, how it made you feel and why, what you learnt from the text)

Chapter 5

Handwriting


Chapter 8

- 85 -


GRADE 3

TERM 3

WEEK 21 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a newspaper article about current news events

Chapter 4

Listening

and Speaking

LO 1, 2:


Talk about personal experience (holiday news) Express feelings and opinions about your holiday

Chapter 2


LO 3:

Revise long a sounds (e.g. a-e, ai, ay, ei, ey) through sight word recognition skills

Use syllabification skills to read more complex words (e.g. demonstrate, entertain, holiday, reindeer)

Do word building activities

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Revise punctuation marks (capital letters, full stops, question marks)

Write at least 14 sentences about holiday, avoiding repetition, using imaginative language and applying punctuation marks correctly

Chapter 6

Handwriting


Chapter 8

- 86 -

WEEK 21


GUIDE

Shared reading and

writing

LO 1:

Source a book with text and pictures Predicts what the story is about by looking at the pictures Stop at stages while reading, asking learners to predict

what will happen next

Chapter 4

Listening

and Speaking

LO 1, 2:


Predict what will happen next and justify your answers Answer higher order questions related to the story (e.g.

answer in full sentences)

Chapter 2


LO 3:

Revise long e sounds (e.g. e-e, ee, ea) through sight word recognition skills

Use syllabification skills to read more complex words (e.g. complete, bookkeeper, conceal)


Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Use series of pictures to create a story Focus on the correct use of tenses Make an attempt at editing own writing (e.g. correcting

spelling and punctuation errors)

Chapter 5

Handwriting


Chapter 8

- 87 -

WEEK 21


GUIDE

Shared reading and

writing

LO 1:

Read a narrative poem Identify and explain any new words

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens to a longer poem (e.g. 4 to 5 verses) Listen without interrupting, showing respect for the

speaker Express feelings about poem (e.g. liked or disliked), giving

reasons why

Chapter 2


LO 3:

Revise long i sounds (e.g. i-e, igh, y, ild, ind) through sight word recognition skills

Use syllabification skills to read more complex words (e.g. despite, frightened, shyness, mildly, blindness)

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide written activity related to the poem

Chapter 5

Handwriting


Chapter 8

WEEK 21 DAY 4


Shared

reading and writing

LO 1:

Listens to messages/instructions announced on the intercom or at assembly.

Chapter 4

Listening

and Speaking

LO 1, 2:

Recalls the messages/instructions heard over the intercom or at Assembly

Chapter 2

- 88 -

Responds to questions about the messages or

instructions e.g. for whom the messages are intended, by when, why, where etc.


LO 3:

Revise long o sounds (e.g. o-e, oa, ow) through sight word recognition skills

Use syllabification skills to read more complex words (e.g. boneless, boathouse, undergrowth)


Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Discuss the language that is used in messages Write a series of messages for the intercom or to

announce at Assembly

Chapter 5

Handwriting


Chapter 8

WEEK 21 DAY 5


Shared

reading and writing

LO 1:

Read a series of instructions (e.g. recipe, how to make something)

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to a short sequence of instructions (e.g. 8 to 10 elements)

Recall the sequence of instructions in the correct order Ask questions for information and clarification

Chapter 2


LO 3, 4, 5, 6:

Revise long u sounds (e.g. u-e, ue, ew) through sight word recognition skills

Chapter 3

- 89 -

Use syllabification skills to read more complex words (e.g.

computer, issue, stewing) Do word building activities Provide a written activity consolidating revised phonics

(e.g. long a, long e, long i, long o, long u)

Group,


writing



Chapter 4

Handwriting


Chapter 8

WEEK 22 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Source a newspaper article Read the article

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to newspaper article Listen without interrupting, showing respect for the

speaker Take turns to speak Talk about personal experience using appropriate volume

and intonation (i.e. attempting to engage the listener) Discuss headlines

Chapter 2


LO 3:

Recognise silent letter k in words (e.g. know, knew, knot, knife knowledge)

Make sentences with these words Enter new words in personal dictionary

Chapter 3

Group,


writing



Chapter 4

- 90 -


Writing

LO 4, 5, 6:

Discuss what a paragraph is Write 2 paragraphs about weekend news, paying attention

to correct grammatical structures Give your news a headline

Chapter 5

Handwriting


Chapter 8

WEEK 22 DAY 2


Shared

reading and writing

LO 1:

Source or create a story that contains some slang words e.g. eish, howzit, ntah etc.

Identify the slang words

Chapter 4

Listening

and Speaking

LO 1, 2:


Discuss slang words commonly used by children in the class

Suggest the correct words that could be used in place of the slang words

Discuss who might not understand these slang words and why

Chapter 2


LO 3:

Recognise silent letter l in words (e.g. yolk, chalk, walk, talk, stalk)

Suggest some more complex words with the sound (e.g. walking-stick, talkative, chalkboard, beanstalk)

Create sentences with these words

Chapter 3

Group,


writing



Chapter 4

- 91 -


Writing

LO 4, 5, 6:

Revise prepositions (e.g. in, on, under, after, under, between, over)


Chapter 6

Handwriting


Chapter 8

WEEK 22 DAY 3


Shared

reading and writing

LO 1:

Source a few poems Read poems

Chapter 4

Listening

and Speaking

LO 1, 2:

Select favourite poem to memorise Discuss qualities of a good presentation Recite poem, using varying volume and pitch, facial

expressions and other gestures

Chapter 2


LO 3:

Recognise silent letter b in words (e.g. comb, climb, crumb, thumb)

Suggest some more complex words with the sound (e.g. honeycomb, breadcrumbs)


Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6: Write in logical sequence (e.g. rewrite more complex

jumbled sentences in the correct order)

Chapter 5

- 92 -

Handwriting


Chapter 8

WEEK 22 DAY 4


Shared

reading and writing

LO 1:

Source a story containing a conversation

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to story Identify the conversation in the story Discuss important details to remember when taking a

message Do role-play (e.g. telephone conversation) Recall message that was taken

Chapter 2


LO 3:

Recognise letter c that says s in words (e.g. scene, city, cent, cell)

Suggest some more complex words with the sound (e.g. discipline, concert, recent, receive)


Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Revise subject, verb and object in sentences Provide a written activity

Chapter 6

Handwriting


Chapter 8

- 93 -

WEEK 22


GUIDE

Shared reading and

writing

LO 1:

Read a non-fictional book Identify 10 new words in the text and discuss their

meaning

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen attentively to non-fictional story, developing critical listening skills

Ask questions for clarification Explain the difference between a simple and a complex

sentence Create more complex sentences with the new words

Chapter 2


LO 3:

Recognise silent letter w in words (e.g. write, wrong, wrap, wrist)

Suggest some more complex words with the sound (e.g. handwriting, wrongfully, wrapping, wristwatch)


Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity related to the non-fictional text (e.g. summary, comprehension, crossword puzzle, table, mind map)

Chapter 5

Handwriting


Chapter 8

- 94 -

WEEK 23



GUIDE

Shared reading and

writing

LO 1: Read a newspaper report (e.g. headline news) Identify words that denote gender in the article (e.g. Mr. /

Mrs. , he / she, his / her, man / woman)

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen without interrupting, showing respect for the speaker Talk about personal experience Discuss what activities boys and girls prefer to do / not to do

Chapter 2


LO 6:

Consolidate ly at the end of words (e.g. slowly, neatly, quietly, bravely)

Revise adverbs Create sentences with ly words, using more descriptive

language (e.g. The young girl sang so sweetly that everyone clapped loudly.)

Chapters

3 & 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write personal experience (at least 2 paragraphs) about activities boys and girls prefer to do / not to do

Use phonic knowledge to spell unfamiliar words

Chapter 5

Handwriting


Chapter 8

WEEK 23 DAY 2


Shared

reading and writing

LO 1:

Read a series of instructions (e.g. having a bath, washing your hair, brushing your teeth)

Identify 10 new sight words and explain meaning

Chapter 4

- 95 -

Listening and

Speaking

LO 1, 2:

Listen to sequence of instructions, developing critical listening skills

Repeat the instructions in sequence Discuss why the instructions have to follow a specific

sequence

Chapter 2


LO 6:

Revise singular and plural (e.g. adding s and es) Introduce the plural form for words ending in o – some

make their plural by adding s (e.g. piano-pianos / solo-solos) and others by adding es (e.g. hero-heroes / tomato-tomatoes)

Make a chart for the classroom with these words

Chapters

3 & 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write a series of at least 8 instructions in the correct sequence

Rewrite the same instructions in the past tense

Chapter 5

Handwriting


Chapter 8

WEEK 23 DAY 3


Shared

reading and writing

LO 1:

Read a narrative poem

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to a longer poem (e.g. 5 to 6 verses) to develop critical listening skills

Answer questions on poem Express personal response to the poem

Chapter 2

- 96 -


LO 6:

Revise singular and plural (e.g. adding s and es) Introduce the plural form for words ending in f – change

the f to v and add es (e.g. elf-elves / leaf-leaves / loaf-loaves)

Create sentences with both singular and plural forms of the word (e.g. Mommy bought one loaf of brown bread and two loaves of white bread.)

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Do elementary comprehension on poem that has been learnt

Write in full sentences when answering the questions

Chapter 5

Handwriting


Chapter 8

WEEK 23 DAY 4


Shared

reading and writing

LO 1:

Read a selection of short poems Identify rhyming words in the poems

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to poems Make up own simple rhyme of at least 6 lines (e.g. Ants

have six little legs. They lay a million eggs. Buzz goes the busy bee. His hive is in a tree. The worm likes to eat all day. He never has any time to play.)

Chapter 2


LO 6:

Introduce words where the plural remains the same as the singular form of the word (e.g. sheep, deer, bread)

Chapter 6

- 97 -

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6:

Write own poem (at least 3 verses of 4 lines each) Make use of descriptive language and rhyme Attempt to spell unfamiliar words using phonic knowledge

Chapter 5

Handwriting


Chapter 8

WEEK 23 DAY 5


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read an adventure story Identify elements of plot and characterisation that create

the sense of adventure Stop at stages while reading, and ask learners to predict

what will happen next

Chapter 4

Listening

and Speaking

LO 1, 2:


Listen to the story Answer open ended questions on the story (e.g. what do

you think / why do you think / what would happen if…) Express emotional response to the story Suggest an alternative ending to the story

Chapter 2


LO 6:

Introduce plural forms where the words change their spelling completely (e.g. mouse-mice / goose-geese)

Use phonic knowledge to spell words correctly

Chapter 6

- 98 -

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6:

Rewrite the adventure story in own words, giving it an alternative ending

Chapter 5

Handwriting


Chapter 8

WEEK 24 DAY 1


Shared

reading and writing

LO 1:

Read a newspaper article

Chapter 4

Listening

and Speaking

LO 1, 2:


Revise the correct use of intonation when speaking Talk about personal experiences, using appropriate

intonation

Chapter 2


LO 6:

Introduce silent letters in words Recognise silent letter h in words (e.g. honest, honour,

hour) Distinguish between words with h (e.g. house, help,

horse) and words with silent h (e.g. honest, honour, hour)

Chapter 3

Group,


writing



Chapter 4

- 99 -


Writing

LO 4, 5, 6:

Provide a written activity on the newspaper article (e.g. true / false questionnaire, missing word sentences, comprehension)

Chapter 5

Handwriting


Chapter 8

WEEK 24 DAY 2


Shared

reading and writing

LO 1:

Read a story from a different culture Identify 10 new words and explain meaning

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to an extended sequence of instructions Respond appropriately to the instructions Express personal response to the story (e.g. liked or

disliked and why) Show respect for people of different cultures

Chapter 2


LO 6: Revise silent letter h in words Recognise silent letter g in words (e.g. sign, gnome,

design) Use these words in sentences to indicate meaning

Chapter 3

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6: Revise future tense Extract some sentences from the story from a different

culture Rewrite the sentences in the future tense

Chapter 6

- 100 -

Handwriting


Chapter 8

WEEK 24 DAY 3


Shared

reading and writing

LO 1:

Source a variety of advertisements Read the advertisements in groups

Chapter 4

Listening

and Speaking

LO 1, 2:

Discuss descriptive language Identify descriptive language in the advertisements Suggest synonyms for some of the words used in the

advertisements Express personal response to the advertisements

Chapter 2


LO 6:

Revise silent letters h and g in words Recognise silent letter p in words (e.g. psalm, pneumonia) Use these words in sentences to indicate meaning Enter new words in personal dictionary

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write a critical report on an advertisement evaluating design features (e.g. good / bad, colourful / dull, interesting / boring, informative / uninformative) and effectiveness (e.g. appealing or not)

Chapter 5

Handwriting


Chapter 8

- 101 -

WEEK 24


GUIDE

Shared reading and

writing

LO 1:

Create a story that deals with a problem

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the story and identify the problem Discuss ways of solving a problem (e.g. use situations

arising at school to initiate problem solving) Supports and clarifies arguments, by giving reasons and

evidence

Chapter 2


LO 6:

Revise silent letters h, g and p Recognise silent letter n in words (e.g. autumn, column) Create sentences with new words Provide a written activity to consolidate silent letters

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Describe a problem situation (e.g. missing the bus, lost my keys)

Write best solution to problem after discussion with the class

Chapter 5

Handwriting


Chapter 8

WEEK 24 DAY 5


Shared

reading and writing

LO 1:

Read a fable Discuss elements of plot and characterisation in the fable

Chapter 4

- 102 -

Listening and

Speaking

LO 1, 2:


Listen to fable Identify details (e.g. main characters) Ask questions for clarification (e.g. why, when, which,

who, what, where) Suggest what moral / value can be learnt from the fable

Chapter 2


LO 6:

Revise silent letters h, g, p and n Recognise silent letter t in words (e.g. castle, listen)

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide a comprehension activity on fable that was read Answer higher order thinking questions (e.g. what do you

think…) Use basic punctuation when writing sentences (capital

letters and full stops)

Chapter 5

Handwriting


Chapter 8

WEEK 25 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a selected text aloud.

Chapter 4

Listening and

Speaking

LO 1, 2: Listen without interrupting, showing respect and taking

turns to speak Discuss the use of volume and intonation Talk about personal experience using varying volume and

intonation

Chapter 2

- 103 -


LO 3:

Revise silent letters h, g, p, n and t Select some of these words and arrange them in

alphabetical order Provide a written activity to consolidate understanding

alphabetical order

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write personal experience (at least 3 paragraphs) attempting to use more imaginative and descriptive language

Apply tenses and punctuation correctly

Chapter 5

Handwriting


Chapter 8

WEEK 25 DAY 2


Shared

reading and writing

LO 1:

Provide sentence strips that can form a story Read the sentence strips together

Chapter 4

Listening

and Speaking

LO 1, 2, 5:

Use language for logic and reasoning (e.g. hold brainstorming session and sort sentence strips into logical sequence to form a story)

Divide the story into a beginning, a middle and an ending Listen without interrupting, showing respect and taking

turns to speak

Chapter 2


LO 6:

Introduce the use of the apostrophe when words are contracted (e.g. is not - isn’t / do not - don’t / could not – couldn’t)

Chapter 6

- 104 -

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide written activity on the use of the apostrophe.

Chapter 5

Handwriting


Chapter 8

WEEK 25 DAY 3


Shared

reading and writing

LO 1:

Source a photograph or picture to initiate discussion Discuss what the photograph/picture depicts in groups

Chapter 4

Listening

and Speaking

LO 1, 2:


Ask for further input on photograph or picture from others e.g. what do you think…

Prepare for a formal oral presentation (prepared speech) describing a picture / photograph, focussing on good presentation skills.

Chapter 2


LO 6:

Revise the use of the apostrophe when words are contracted (e.g. is not - isn’t / do not - don’t / could not – couldn’t)

Introduce the use of the apostrophe to indicate possession in singular words (e.g. The cat’s paw. The girl’s brush.)

Chapter 6

Group,


writing



Chapter 4

- 105 -


Writing

LO 4, 5, 6:

Write a story about the photograph / picture, using descriptive language

Chapter 5

Handwriting


Chapter 8

WEEK 25 DAY 4


Shared

reading and writing

LO 1:

Read the story about the photograph / picture of Day 3

Chapter 4

Listening

and Speaking

LO 1, 2:

Present prepared speech on photograph or picture of Day 3

Chapter 2


LO 3:

Revise the use of the apostrophe to indicate possession in singular words (e.g. The cat’s paw. The girl’s brush.)

Introduce the use of the apostrophe to indicate possession in plural words (e.g. The boys’ suitcases. The dogs’ kennels.)

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide written activity related to non-fictional text Use simple strategies for getting information (e.g. library

books)

Chapter 5

- 106 -

Handwriting


Chapter 8

WEEK 25 DAY 5


Shared

reading and writing

LO 1:

Source a story that portrays emotions Identify emotions in the story Introduce some new “emotion” words Suggest synonyms and antonyms for these words

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the story Express feelings about story (e.g. a funny / exciting / sad /

scary story) Describe what makes you feel this way

Chapter 2


LO 4, 5, 6:

Provide a written activity to consolidate the use of the apostrophe

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Use the identified “feeling” words to write more complex sentences (e.g. I was terrified when I saw a long black snake slithering across our back garden.)

Chapter 5

Handwriting


Chapter 8

WEEK 26 DAY 1


Shared reading and

writing

LO 1: Read a newspaper / magazine article (e.g. interview with

a famous person)

Chapter 4

- 107 -

Listening

and Speaking

LO 1, 2:

Listen to the newspaper / magazine article Listen without interrupting, showing respect and taking

turns to speak Recall details about the person who was interviewed Ask questions for clarity

Chapter 2


LO 6:

Identify some adverbs and adjectives in the written text Suggest some antonyms and synonyms for these adverbs

and adjectives Create own sentences with these words

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Discuss different types of information revealed in the newspaper article (e.g. personal, career, events etc.)

Sequence the information and put it under headings Spell high frequency words correctly, using dictionary to

confirm spelling

Chapter 5

Handwriting


Chapter 8

WEEK 26 DAY 2


Shared

reading and writing

LO 1:

Read a fictional story

Chapter 4

Listening

and Speaking

LO 1, 2, 5:

Listen to the fictional story Answer questions on the text, using higher order thinking Say what was liked / disliked about the story

Chapter 2

- 108 -


LO 3, 6:

Identify nouns and verbs in the text Revise plural form of the nouns Revise past tense of the verbs

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Retell the fictional story in own words, writing in paragraphs

Write in logical sequence (i.e. retell story in correct order)

Chapter 5

Handwriting


Chapter 8

WEEK 26 DAY 3


Shared

reading and writing

LO 1:

Source a picture and display for all to see. Study the picture individually in preparation for creative

writing

Chapter 4

Listening

and Speaking

LO 1, 2:

Discuss a characteristics of a writing frame.

Chapter 2


LO 6:

Discuss proper nouns (e.g. David, Gail ) and common nouns (e.g. mother, dinosaur, giant, dwarf)

Revise pronouns (e.g. he, she, it, they, we, you) Create sentences using nouns and pronouns in

combination (e.g. The angry giant said he would eat the prince if he did not give him the gold.)

Chapter 6

- 109 -

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6:

Write a creative story with a beginning, middle and end using the picture on display as a point of reference.

Write the story in paragraphs

Chapter 5

Handwriting


Chapter 8

WEEK 26 DAY 4


Shared

reading and writing

LO 1:

Create / source a story or article that portrays a problem Read the story aloud

Chapter 4

Listening and

Speaking

LO 1, 2: Listen without interrupting, showing respect and taking

turns to speak Discuss ways of solving the problem Offer solutions and suggest alternatives, giving reasons

for arguments

Chapter 2


LO 3: Write unprepared dictation test, using both high frequency

words (e.g. said, because, after, when etc.) and words with learnt phonic sounds

Chapter 3

Group, guided and


writing



Chapter 4

- 110 -

Writing

LO 4, 5, 6:

Write own solution to a problem, giving reasons for argument

Chapter 5

Handwriting


Chapter 8

WEEK 26 DAY 5


Shared

reading and writing

LO 1:

Source advertising pamphlets (e.g. travel brochures) Compare items and descriptions portrayed in the

pamphlets

Chapter 4

Listening

and Speaking

LO 1, 2, 5:

Classify things (e.g. sort specified items in the pamphlets into categories)

Give reasons for classification

Chapter 2


LO 6:

Revise subject, verb and object in simple sentences Introduce compound sentences Identify simple and compound sentences in the travel

brochures

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Discuss key details of an advert Revise examples of descriptive words Write an advertisement about your country as a travel

destination using descriptive language

Chapter 5

Handwriting


Chapter 8

- 111 -

WEEK 27



GUIDE

Shared reading and

writing

LO 1:

Source a newspaper / magazine report (e.g. sport report)

Chapter 4

Listening

and Speaking

LO 1, 2:


Share details of newspaper / magazine article with class in own words

Summarise information in the articles

Chapter 2


LO 3:

Revise words with the same sound, but with different spelling (e.g. ray, crane, rain, rein, reign)

Use words in more complex sentences to indicate meaning

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5 , 6:

Write own “news article” of at least 10 sentences for class newspaper

Chapter 5

Handwriting


Chapter 8

WEEK 27 DAY 2


Shared

reading and writing

LO 1:

Read a series of instructions (e.g. following directions)

Chapter 4

- 112 -

Listening and

Speaking

LO 1, 2:


Listen attentively to develop critical listening skills Recall instructions in the correct sequence

Chapter 2


LO 3:

Revise words with the same sound, but with different spelling (e.g. she, see, sea, scene, busy)


Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write a sequence of instructions in the correct order (e.g. directions from school to home)

Apply knowledge of grammar and phonics correctly in sentences

Chapter 5

Handwriting


Chapter 8

WEEK 27 DAY 3


Shared

reading and writing

LO 1:

Source a book containing jokes and riddles Read some jokes and riddles

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to jokes and riddles, showing respect for the speaker

Respond appropriately Use imaginative and fantasy language to create own

riddles and jokes

Chapter 2

- 113 -


LO 3:

Revise words with the same sound, but with different spelling (e.g. sky, kite, sight, tie)


Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Draft, write and publish own simple riddle / joke Illustrate riddle or joke Attempt to edit poem after discussion with others

Chapter 5

Handwriting


Chapter 8

WEEK 27 DAY 4


Shared

reading and writing

LO 1:

Source or create a story that contains a variety of adjectives

Read the story

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the story Identify adjectives in the story and list them Suggest synonyms for these adjectives (e.g. shocked –

surprised / tired – exhausted) Suggest antonyms for these adjectives (e.g. shocked –

unmoved / tired – alert)

Chapter 2


LO 3:

Revise words with the same sound, but with different spelling (e.g. so, stove, soap, snow)


Chapter 3

- 114 -

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity (e.g. processing and organising information – antonyms and synonyms)

Chapter 6

Handwriting


Chapter 8

WEEK 27 DAY 5


Shared

reading and writing

LO 1:

Read a legend Identify 10 new words from the story

Chapter 4

Listening and

Speaking

LO 1, 2: Listen to the legend Listen without interrupting, showing respect for the

speaker Answer open ended questions (e.g. what do you think…/

why do you think….) Give reasons for answers

Chapter 2


LO 3: Revise words with the same sound, but with different

spelling (e.g. cute, clue, crew) Use words in more complex sentences to indicate

meaning

Chapter 3

Group, guided and


writing



Chapter 4

- 115 -

Writing

LO 4, 5, 6:

Write own creative story (at least 12 sentences), using descriptive language

Use knowledge of phonics to spell more difficult words

Chapter 5

Handwriting


Chapter 8

WEEK 28 DAY 1


Shared

reading and writing

LO 1:

Read a newspaper / magazine article

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to newspaper / magazine article Listen without interrupting, showing respect for the

speaker and taking turns to speak In groups, discuss general news events in the newspaper

/ magazine Take turns to give feedback, pointing out key details

Chapter 2


LO 3:

Revise silent letters k, l and b (e.g. knife, stalk, thumb) Do word building and rhyming activities Use words in sentences

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write an expressive text (e.g. a letter to the newspaper commenting on a general news item)

Chapter 5

Handwriting


Chapter 8

- 116 -

WEEK 28


GUIDE

Shared reading and

writing

LO 1:

Source an experiment from the Leaning Area Natural Sciences.

Read the experiment

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the instructions on how to carry out the experiment

Responds appropriately to the instructions Report back on findings / result of the experiment Give reasons / evidence for answers

Chapter 2


LO 3:

Revise silent letters w, h and g (e.g. wrinkle, honest, gnome)

Do word building and rhyming activities Use words in sentences

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Record all aspects of the experiment in the correct sequence

Record information under the correct headings

Chapter 5

Handwriting


Chapter 8

WEEK 28 DAY 3


Shared

reading and writing

LO 1:


Chapter 4

- 117 -

Listening

and Speaking

LO 1, 2:

Listen to the adventure story Retell extracts from the adventure story using appropriate

facial expressions and gestures Identify 10 new words in the text and explain the meaning Suggest antonyms for the 10 new words taken from the text Add the new words to personal dictionary

Chapter 2


LO 3:

Revise silent letters p, n and t (e.g. psalm, autumn, listen) Do word building and rhyming activities Use words in sentences

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write a short report on a book that was read during the reading half hour.

Comment on what was liked, not liked about the book

Chapter 5

Handwriting


Chapter 8

WEEK 28 DAY 4


Shared

reading and writing

LO 1:

Source or create a short interview Read the interview, clearly indicating who is speaking

Chapter 4

Listening

and Speaking

LO 1, 2:

Discuss key features of an interview Identify types of questions that might be used in an

interview Suggest how tone of interview might differ for different

people (e.g. a pop star / the president) Conduct short interviews in pairs

Chapter 2

- 118 -


LO 3:

Provide a written activity to assess knowledge of silent letters k, l, b, h, g, p, n and t (e.g. missing word sentences, crossword puzzle, word search)

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Draw up a questionnaire that can be used to interview a specific person

Chapter 5

Handwriting


Chapter 8

WEEK 28 DAY 5


Shared

reading and writing

LO 1:

Read a fictional story Identify beginning, middle and ending in the story

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the fictional story Create own story with a beginning, a middle and an

ending, using more interesting descriptions (e.g. The waterfall thundered down the mountain and crashed into the valley below.)

Chapter 2


LO 3:

Recognise gh at the end of words (e.g. laugh, tough) Record new words in personal dictionary Use new words in compound sentences (e.g. Although

the sea was very rough, the captain managed to steer the ship safely into the harbour.)

Chapter 3

- 119 -

Group, guided and


writing



Chapter 4

Writing

LO 3, 4, 5, 6:

Discuss the image and design features of a poster Create a poster to advertise a book that has been read

independently during the reading half hour. Use knowledge of grammar and phonics to write correctly

Chapter 5

Handwriting


Chapter 8

WEEK 29 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Use posters that were made previously to initiate discussion

Chapter 4

Listening

and Speaking

LO 1, 2:


Discuss qualities of poster presentation and whether the advert creates an interest in the book advertised.

Take turns to present poster/s to the class

Chapter 2


LO 3:

Recognise ght at the end of words (e.g. sight, thought) Use present and past tense (e.g. bring – brought / think-

thought)

Chapter 3

Group,


writing



Chapter 4

- 120 -


Writing

LO 4, 5, 6:

Provide a written activity (e.g. comprehension test, punctuation activity, jumbled sentences, work card)

Chapter 5

Handwriting


Chapter 8

WEEK 29 DAY 2


Shared

reading and writing

LO 1:

Create a “friendly” letter Read the letter aloud

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the letter Identify characteristics of different sentence types (e.g.

questions, statements, exclamations) in the letter Explain the format of a letter

Chapter 2


LO 6:

Revise basic punctuation Revise punctuation marks used in different sentence

types (e.g. full stop, question mark, exclamation mark) Identify different sentence types in the written text (e.g.

graded reader, newspaper, magazine)

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write a letter to a friend, concentrating on the correct format

Chapter 5

- 121 -

Handwriting


Chapter 8

WEEK 29 DAY 3


Shared

reading and writing

LO 1:

Read a non-fictional text Identify some interesting facts in the text

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen without interrupting, showing respect for the speaker and taking turns to speak

Ask questions for information and clarification (e.g. uses context to initiate discussion)

Search for answers (e.g. in books, newspaper, magazines)

Chapter 2


LO 5, 6:

Discuss how to identify and select key information from a written text

Discuss what types of “sentences” should be used when making a summary (e.g. key words, phrases)

Suggest and elaborate on ideas for a summary of the non-fictional text

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide written activity related to non-fictional text (e.g. comprehension, drafting a summary)

Chapter 5

Handwriting


Chapter 8

- 122 -

WEEK 29


GUIDE

Shared reading and

writing

LO 1:

Source a variety of shopping lists/receipts Read the shopping lists

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the shopping lists Compare similarities and differences in the shopping lists Identify new words and explain meaning Add new words to personal dictionary

Chapter 2


LO 3:

Select words from shopping lists and arrange them in alphabetical order

Give the singular and plural forms of some of the nouns on the shopping list

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide written activity (e.g. make graph of items on shopping lists, write items on shopping list in alphabetical order)

Chapter 5

Handwriting


Chapter 8

WEEK 29 DAY 5


Shared

reading and writing

LO 1:

Read the shopping lists of Day 4

Chapter 4

- 123 -

Listening and

Speaking

LO 1, 2:

Continue with work of Day 4 i.e. o Listen to the reading of items listed on the shopping

lists o Compare similarities and differences in the shopping

lists o Identify new words and explain meaning o Add new words to personal dictionary

Chapter 2


LO 3:

Select words from shopping lists and arrange them in alphabetical order

Give the singular and plural forms of some of the nouns on the shopping list

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write in table form similar products captured under a specific heading e.g. (perishable goods/ non perishable goods) or (tin foods, meat, drinks etc).

Chapter 5

Handwriting


Chapter 8

WEEK 30 DAY 1


Shared

reading and writing

LO 1:


Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the newspaper report Listen without interrupting, showing respect for the

speaker Express personal response to the article Ask questions about the article Share own personal news with the class

Chapter 2

- 124 -


LO 3:

Use phonic knowledge to decode more complex words (e.g. windscreen, roadworthy, crossbar, scoreboard)

Practise syllabification skills

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write 6 statements about newspaper article Using these statements as answers, write 6 questions to

match the statements

Chapter 5

Handwriting


Chapter 8

WEEK 30 DAY 2


Shared

reading and writing

LO 1:


Chapter 4

Listening

and Speaking

LO 1, 2:

Pick out selected information from a text Organise information in graphical form (e.g. chart, list,

mind map, table)

Chapter 2


LO 3:

Revise spelling conventions when converting nouns from singular to plural

Use phonic knowledge when converting known words from singular to plural (e.g. potato – potatoes / shelf - shelves / deer - deer)

Chapter 3

Group, guided and


writing


Create a background

Chapter 4

- 125 -


Writing

LO 4, 5, 6:

Pick out selected information from a text and process it (e.g. complete a comprehension activity / draw up a table / make a mind map or graph on the non-fictional text)

Chapter 5

Handwriting


Chapter 8

WEEK 30 DAY 3


Shared

reading and writing

LO 1:

Source a story containing dialogue Read the story aloud

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to the dialogue Participate in class discussions – identify different text

types (e.g. question, statement and exclamation) in the dialogue

Repeat the dialogue using appropriate facial expression, gestures volume and pitch of voice

Chapter 2


LO 3:

Use phonic knowledge when converting known words from present to past tense (e.g. break – broke / chase – chased / tell – told / bring - brought)

Do word building to practise these examples

Chapter 3

Group,


writing



Chapter 4

- 126 -

Writing

LO 4, 5, 6:

Discuss the format and punctuation used when writing a dialogue

Write a short dialogue between two people

Chapter 5

Handwriting


Chapter 8

WEEK 30 DAY 4


Shared

reading and writing

LO 1:

Read the dialogue again Identify different roles in the story

Chapter 4

Listening

and Speaking

LO 1, 2:

Role-play in small groups (e.g. act out the story as depicted in the dialogue)

Use correct volume and intonation, facial expression and gestures during role-play

Give constructive feedback on others’ presentations

Chapter 2


LO 3:

Build unfamiliar words using learnt phonic sounds (e.g. highway, grapevine, scorecard, beekeeper)

Make own sentences using these words

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write 12 sentences using learnt phonic sounds to decode unfamiliar words (e.g. Mommy gave a milkshake to all the children at my birthday party.)

Chapter 5

Handwriting


Chapter 8

- 127 -

WEEK 30 DAY 5


Shared

reading and writing

LO 1:

Read a short narrative poem

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to narrative poem Discuss when to speak softly and when to speak loudly Memorise and recite poem using volume and intonation

Chapter 2


LO 3:

Recognise rhyming words in poems and lyrics Match the rhyming words and add to them

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Revise adjectives Identify adjectives in narrative poem Write 12 sentences using adjectives (e.g. The pretty

princess dropped her golden ball into the sparkling pool.)

Chapter 6

Handwriting


Chapter 8

- 128 -


GRADE 3

TERM 4

WEEK 31 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a newspaper / magazine article

Chapter 4

Listening

and Speaking

LO 1, 2:


Talk about personal experience (holiday news) Express personal response to experiences of others

Chapter 2


LO 3:

Revise phonic sounds learnt in term 3 – word building

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write at least 15 sentences about holiday, avoiding repetition, using imaginative language and applying punctuation marks correctly

Chapter 5

Handwriting


Chapter 8

WEEK 31 DAY 2


Shared

reading and writing

LO 1:

Read a fictional story Predicts what will happen next as story is being read

Chapter 4

- 129 -

Listening and

Speaking

LO 1, 2:


Answer questions related to the story (e.g. answer in full sentences)

Discuss elements of plot and characterisation in the story

Chapter 2


LO 3:

Consolidate phonic sounds learnt in term 3 – play game (e.g. odd man out)

Use these words to create complex sentences

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write the fictional story in own words Use personal dictionary to spell unfamiliar words Make an attempt at editing own writing after discussion

Chapter 5

Handwriting


Chapter 8

WEEK 31 DAY 3


Shared

reading and writing

LO 1:

Read a narrative poem Identify new words in the poem and explain the meaning

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to a longer poem (e.g. 3 to 4 verses) Listen without interrupting, showing respect for the

speaker Comment on the poem (e.g. enjoyed or not / understood

or not) Identify rhyming words in the poem

Chapter 2

- 130 -


LO 3:

Do syllabification exercises with more complex words Create compound sentences with words containing two or

more syllables

Chapter 3

Group,


writing



Chapter 4

Writing

LO 3, 4, 5, 6 :

Provide a written activity related to the poem (e.g. crossword puzzle, comprehension)

Chapter 5

Handwriting


Chapter 8

WEEK 31 DAY 4


Shared

reading and writing

LO 1:

Write a simple dialogue/story in pairs that will include puppet work.

Chapter 4

Listening

and Speaking

LO 1, 2:

Source instructions to design and create a hand or finger puppet/s

Discuss elements for making a finger or hand puppet Asks questions for clarification

Chapter 2


LO 6:

Revise continuous present tense Convert sentences from simple present to continuous

present tense (e.g. The boys kick the ball. / The boys are kicking the ball.)

Chapter 6

Group,


writing


Create a background

Chapter 4

- 131 -


Writing

LO 4, 5, 6:

Follow the instructions and create a simple hand or finger puppet/s for the story.

Chapter 5

Handwriting


Chapter 8

WEEK 31 DAY 5


Shared

reading and writing

LO 1:

Read the dialogue of Day 4 using the puppet/s created.

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens with interest to the puppet story and expresses appreciation for the presentation.

Chapter 2


LO 3:

Play word games with phonic sounds learnt in term 3 List some high frequency words that need consolidation

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write a report on the puppet presentation.

Chapter 5

Handwriting


Chapter 8

- 132 -

WEEK 32 DAY 1


Shared

reading and writing

LO 1:

Source a variety of community notices from a newspaper e.g. notices on new births, birthdays, deaths, engagements or marriages

Read the reports

Chapter 4

Listening

and Speaking

LO 1, 2:


Listen for key details in the notices Provide opinions on the notices, taking turns to speak,

showing respect for the speaker.

Chapter 2


LO 3:

Recognise hard c (e.g. carpet) and soft c (e.g. space) in words

Do word building

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write a community notice about a celebration in own family e.g. marriage, new birth, birthday etc.

Give the notice a heading (i.e. headline) Publish in class magazine

Chapter 5

Handwriting


Chapter 8

WEEK 32 DAY 2


Shared

reading and writing

LO 1:

Source and read a variety of invitations (e.g. wedding, birthday, conference, meeting)

Identify similarities and differences in the invitations

Chapter 4

- 133 -

Listening and

Speaking

LO 1, 2:

Discuss the format for writing invitations for different

occasions.

Chapter 2


LO 3:

Revise diphthong ai (e.g. train, claim, faith, raisin) Introduce diphthong air (e.g. chair, repair, airport, stairs) Do word building and rhyming with ai and air words

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Design and write an invitation with a reply slip attached focusing the use of appropriate language for a given invitation e.g. birthday party, wedding, kitchen tea, graduation etc.

Chapter 5

Handwriting


Chapter 8

WEEK 32 DAY 3


Shared

reading and writing

LO 1:

Source and read a variety of invitations (e.g. wedding, birthday, conference, meeting)

Identify similarities and differences in the invitations

Chapter 4

Listening

and Speaking

LO 1, 2:

Discuss the format for writing invitations for different

occasions. Discuss the meaning of the reply slip. Discuss the writing of an apology to an invitation. Suggest ways of replying to an invitation Give reasons for not accepting an invitation.

Chapter 2

- 134 -


LO 3:

Revise diphthong ai (e.g. train, claim, faith, raisin) Introduce diphthong air (e.g. chair, repair, airport, stairs) Do word building and rhyming with ai and air words

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write an apology in reply to an invitation giving reasons for the non attendance.

Chapter 5

Handwriting


Chapter 8

WEEK 32 DAY 4


Shared

reading and writing

LO 1:

Source a variety of birthday cards Read the messages inside the cards

Chapter 4

Listening

and Speaking

LO 1, 2:

Discuss the similarities and differences in the birthday cards

Recognise the language usage in birthday cards focusing on who the intended recipients of the different birthday cards might be.

Chapter 2


LO 3:

Revise diphthong a-e (e.g. plate, escape, insane, frustrate)

Introduce diphthong are (e.g. scare, beware, compare, careful)

Do word building and rhyming with a-e and are words

Chapter 3

Group,


writing


Create a background

Chapter 4

- 135 -


Writing

LO 4, 5, 6:

Discuss image and design features of the birthday cards Design / create a birthday card Write own message in card Give feedback on effectiveness of the design

Chapter 5

Handwriting


Chapter 8

WEEK 32 DAY 5


Shared

reading and writing

LO 1:

Source a variety of thank you letters / cards Read the thank you letters / cards

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens with respect to the speaker Shows sensitivity to the rights and feelings of others Discuss similarities and differences in the thank you

letters / cards Identify varieties in language in the thank you letters /

cards and suggest reasons for this

Chapter 2


LO 3:

Revise diphthongs air and are Compare the words with these diphthongs and arrange

them in word families

Chapter 3

Group,


writing



Chapter 4

- 136 -

Writing

LO 4, 5, 6:

Revise format of a letter Write a thank you letter for a given purpose

Chapter 5

Handwriting


Chapter 8

WEEK 33



GUIDE

Shared reading and

writing

LO 1:

Source a few recipes from newspapers / magazines/menu books

Read the recipes Identify new words and explain meaning

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to recipes Identify key details Compare similarities and differences Discuss format when writing a recipe (e.g. ingredients,

method) Discuss impact of visual images in recipe books (e.g.

photographs)

Chapter 2


LO 3:

Revise diphthong e-e (e.g. scene, theme, scheme, complete)

Introduce diphthong ere (e.g. where, adhere, merely) Do word building and rhyming with e-e and ere words

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Use informational text structures – write a recipe and illustrate it

Use phonic knowledge to spell unfamiliar words Publish recipe in class recipe book

Chapter 5

- 137 -

Handwriting


Chapter 8

WEEK 33 DAY 2


Shared

reading and writing

LO 1:

Read a traditional children’s story

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen attentively, developing critical listening skills Discuss values in the story Identify elements of plot and characterisation in the story

Chapter 2


LO 3:

Revise diphthong ea (e.g. cream, beach, repeat, feast) Introduce diphthong ear (e.g. near, spear, appear, ear-

ring) Do word building and rhyming with ea and ear words

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity related to the traditional children’s story (e.g. sequencing, comprehension, summary, rewrite in own words)

Chapter 5

Handwriting


Chapter 8

WEEK 33 DAY 3


Shared

reading and writing

LO 1:

Read a narrative poem

Chapter 4

- 138 -

Listening and

Speaking

LO 1, 2:

Listen to a longer poem (e.g. 3 to 4 verses) to develop critical listening skills

Answer questions on poem Revise concept of nouns / verbs / adjectives Identify nouns / verbs / adjectives in the poem

Chapter 2


LO 3:

Revise diphthongs ear and ere Compare the words with these diphthongs and arrange

them in word families

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide an elementary comprehension on poem that has been read.

Answers questions focusing on the writing of full sentences.

Chapter 5

Handwriting


Chapter 8

WEEK 33 DAY 4


Shared

reading and writing

LO 1:

Read a fantasy story Discuss difference between fact and fantasy

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen attentively to fantasy story to develop critical listening skills

Identify imaginative and descriptive language in the story Recognise elements of fantasy in the story

Chapter 2

- 139 -


LO 3:

Introduce collective nouns (e.g. a flock of birds / a fleet of ships / a pride of lions)

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write own poem / rhyme (at least 2 verses of 4 lines each) Attempt to spell unfamiliar words using phonic knowledge

Chapter 5

Handwriting


Chapter 8

WEEK 33 DAY 5


Shared

reading and writing

LO 1:


Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to story without interrupting, showing respect for the speaker

Identify key details and characters in the story Express personal response to the emotional elements in

the story Answer higher order questions (e.g. what could have been

done instead / how would you have felt)

Chapter 2


LO 3:

Write a dictation test using known high frequency words and learnt phonic words (e.g. diphthongs air, are, ere and ear)

Chapter 3

- 140 -

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6:

Write in logical sequence (e.g. rewrite adventure story that was read in own words)

Sequence text by using words like “first”’ “next” and “finally”

Chapter 5

Handwriting


Chapter 8

WEEK 34 DAY 1


Shared

reading and writing

LO 1:

Read a newspaper report Discuss some general news events

Chapter 4

Listening

and Speaking

LO 1, 2:


Talk about personal experiences, using more imaginative and descriptive language

Comment on what has been heard

Chapter 2


LO 3:

Identify some root words (e.g. form in perform, uniform) in written text

Extend words (e.g. form in performance, dormitory)

Chapter 3

Group,


writing



Chapter 4

- 141 -


Writing

LO 4, 5, 6:

Write personal experiences (at least 2 paragraphs) using both imaginative and descriptive language

Chapter 5

Handwriting


Chapter 8

WEEK 34 DAY 2


Shared

reading and writing

LO 1:

Read a story where the characters are children Revise adjectives and adverbs Identify some of the adjectives in the story and list them

Chapter 4

Listening

and Speaking

LO 1, 2:

Participate in class discussions - create a story (e.g. choose topic significant to the learner), using more descriptive language (e.g. adjectives and adverbs)

Chapter 2


LO 3:

Revise diphthong oa (e.g. boat, coach, throat, raincoat) Introduce diphthong oar (e.g. roar, board, coarse) Do word building and rhyming with oa and oar words

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write own make-believe story with children as characters (e.g. choose own topic)

Write in paragraphs (minimum of 15 sentences) Apply correct tenses and punctuation Use phonic knowledge to spell unfamiliar words

Chapter 5

- 142 -

Handwriting


Chapter 8

WEEK 34 DAY 3


Shared

reading and writing

LO 1:

Source a newspaper / magazine that describes a problem Read the article and discuss the problem

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen with respect to the speaker Shows sensitivity to the views of others Discuss ways of solving a problem, suggesting alternative

ideas Elaborates on and compares ideas

Chapter 2


LO 3:

Revise diphthong o-e (e.g. stove, alone, remote, ringtone) Introduce diphthong ore (e.g. more, before, ignore,

seashore) Do word building and rhyming with o-e and ore words

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write own solution to a problem.

Chapter 5

Handwriting


Chapter 8

WEEK 34 DAY 4


Shared

reading and writing

LO 1:

Source a text about the life of a hero past or present Read the text Discuss why the person is a hero

Chapter 4

- 143 -

Listening

and Speaking

LO 1, 2:

Ask questions about the story for information (e.g. why, who, what, when, which, where)

Identify new words in the text and explain the meaning

Chapter 2


LO 3:

Recognise some compound words (e.g. wallflower, policemen, countryside, moonlight)

Do syllabification exercises with compound words

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity related to the story about a hero

Chapter 5

Handwriting


Chapter 8

WEEK 34 DAY 5


Shared

reading and writing

LO 1:

Read the same a text about the life of a hero past or present

Chapter 4

Listening

and Speaking

LO 1, 2:

Discuss cause and effect relations in the story (e.g. what caused something to happen)

Suggest how the story may have ended in a different way and give reasons

Chapter 2


LO 3:

Consolidate diphthongs air, are, ear, ere, oar and ore Extend vocabulary with new words containing these

sounds Enter new words in personal dictionary

Chapter 3

- 144 -

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6:

Revise conjunctions (e.g. and, but, because) Revise how to join two simple sentences with a

conjunction Provide a written activity, practising the use of

conjunctions (e.g. Join two simple sentences with conjunctions to form coordinate sentences)

Chapter 6

Handwriting


Chapter 8

WEEK 35 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Read a newspaper / magazine article Discuss key details in the article

Chapter 4

Listening

and Speaking

LO 1, 2:


Identify similar experiences as in the newspaper article. Talk about similar personal experiences using descriptive

language

Chapter 2


LO 3:

Revise concept of suffixes Introduce the suffix –tion (e.g. station, explanation,

information) Do syllabification

Chapter 6

Group,


writing


Create a background

Chapter 4

- 145 -


Writing

LO 4, 5, 6:

Write about a similar experience to that of the newspaper article using descriptive language

Chapter 5

Handwriting


Chapter 8

WEEK 35 DAY 2


Shared

reading and writing

LO 1:

Read a fairy tale (story) Discuss the difference between fact and fantasy Identify words / phrases that depict fantasy

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen to fairy story Identify key details and characters in the story Give own opinion on the fairy story (e.g. I think…) Give constructive feedback to others, commenting on

what has been discussed Suggest an alternative ending to the fairy story

Chapter 2


LO 3:

Consolidate -tion, adding new words to personal dictionary

Introduce suffix -cian (e.g. musician, magician) Do syllabification

Chapter 3

Group,


writing



Chapter 4

- 146 -

Writing

LO 4, 5, 6:

Provide a written activity related to the fairy story (e.g. crossword puzzle, true / false questions, comprehension, sequencing)

Chapter 5

Handwriting


Chapter 8

WEEK 35 DAY 3


Shared

reading and writing

LO 1:

Read aloud a non fictional text e.g. on astronomy, environment, animals, dinosaurs, cultures of the world etc.

Identify and list new words in personal dictionary.

Chapter 4

Listening

and Speaking

LO 1, 2:

Participate in class discussions asking questions for clarification.

Chapter 2


LO 3:

Consolidate -cian, adding new words to personal dictionary

Introduce suffix -sion (e.g. confusion, television, version, mission)

Do syllabification

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write three paragraphs on the non fictional text selected relaying the facts in the correct order.

Chapter 5

Handwriting


Chapter 8

- 147 -

WEEK 35


GUIDE

Shared reading and

writing

LO 1:

Read a text that contains a dialogue Revise elements of a good presentation

Chapter 4

Listening

and Speaking

LO 1, 2:

Provide short texts with dialogue Memorise the dialogue and do role-play in small groups Concentrate on correct use of volume and intonation

Chapter 2


LO 3:

Consolidate –tion, -cian and – sion words Use these new words to create compound sentences

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity, requiring learners to source information

Use simple strategies for getting information (e.g. library books)

Chapter 5

Handwriting


Chapter 8

WEEK 35 DAY 5


Shared

reading and writing

LO 1:

Source a favourite recipe Share recipes with the group

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen attentively in order to develop critical listening skills Describe / explain recipe Ask questions for clarification

Chapter 2

- 148 -

Give constructive feedback, showing sensitivity to rights

and feelings of others


LO 3:

Revise diphthong i-e (e.g. kite, smile, prize, invite) Introduce diphthong –ire (e.g. wire, entire, require,

admire) Do syllabification

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Revise format of a recipe Write simple informational text (e.g. write down recipe,

using different grammatical structures for ingredients and method)

Publish writing (e.g. adds recipe to class “recipe book”)

Chapter 5

Handwriting


Chapter 8

WEEK 36


GUIDE

Shared reading and

writing

LO 1: Read a newspaper / magazine article reporting on an

event (e.g. music concert, sport’s match, air show)

Chapter 4

Listening and

Speaking

LO 1, 2: Listen to newspaper / magazine article Identify key details and characters in the article Ask questions for information Comment on what has been read, giving own opinions

Chapter 2


LO 3: Revise diphthong u-e (e.g. cute, brute, confuse,

parachute) Introduce diphthong –ure (e.g. sure, impure, cured) Do syllabification

Chapter 3

- 149 -

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Provide a written activity (e.g. using vocabulary from article)

Revise antonyms and synonyms List antonyms and synonyms for words taken from the

article

Chapter 6

Handwriting


Chapter 8

WEEK 36 DAY 2


Shared

reading and writing

LO 1:

Read a non-fictional book Identify key details

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen attentively to develop critical listening skills Listen without interrupting, showing respect for the

speaker Organise information from the text in simple forms (e.g.

class chart) Suggest and elaborate on ideas on the content of the text

Chapter 2


LO 3:

Revise diphthong –ure (e.g. sure, impure, cured) Introduce –ture words (e.g. nature, feature, picture,

furniture) Do syllabification

Chapter 3

Group,


writing



Chapter 4

- 150 -


Writing

LO 4, 5, 6:

Write at least 3 paragraphs, recording the information that has been learnt from the non-fictional text

Write in logical sequence using words like “first”, “next” and “finally”.

Use punctuation marks correctly when writing

Chapter 5

Handwriting


Chapter 8

WEEK 36 DAY 3


Shared

reading and writing

LO 1:

Provide a series of pictures to initiate discussion Build up a vocabulary list naming things in the pictures Use the words to create sentences

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen without interrupting, showing respect for the ideas and opinions of others

Participate in class discussions – create sentences about the pictures

Record some of these sentences on the board Suggest and elaborate on ideas in preparation for creative

writing (e.g. use tenses correctly)

Chapter 2


LO 3:

Play word games with -ire and -ure words (e.g. simple riddles: Draw me, paint me, hang me on the wall - picture)

Record some new words (e.g. a combination of -ire and -ure words)

Chapter 3

Group,


writing


Create a background Identify and learn new words (independently) Do guided reading Do group reading Do individual reading

Chapter 4

- 151 -

Read aloud with fluency, expression and comprehension Sustained silent reading with comprehension

Writing

LO 4, 5, 6:

Write own creative story in paragraphs (at least 15 sentences)

Use correct grammatical structures, punctuation and tenses when writing

Use phonic knowledge to spell unfamiliar words

Chapter 5

Handwriting


Chapter 8

WEEK 36 DAY 4


Shared

reading and writing

LO 1:

Read a mystery story Identify the “problems” in the story

Chapter 4

Listening

and Speaking

LO 1, 2:

Discuss ways in which the problem was solved Suggest a different way of solving the problem Give reasons for suggested ideas

Chapter 2


LO 3:

Introduce word ending -ous (e.g. dangerous, enormous, famous)

Suggest more words to extend vocabulary Use words in sentences to indicate meaning

Chapter 3

Group,


writing



Chapter 4

Writing

LO 3, 4, 5, 6:

Write unprepared dictation test, using both high frequency words (e.g. please, yesterday, afternoon, friends etc.) and words with learnt phonic sounds

Chapter 3

- 152 -

Handwriting


Chapter 8

WEEK 36 DAY 5


Shared

reading and writing

LO 1:

Source advertising brochures Read together Compare items, discussing similarities and differences

Chapter 4

Listening

and Speaking

LO 1, 2:

Listen attentively to develop critical listening skills Classify things (e.g. sort items on advertising brochure

into categories) Justify classification Suggest alternative ways of classifying items

Chapter 2


LO 3:

Introduce word ending -ious (e.g. unconscious, suspicious, delicious)

Suggest more words to extend vocabulary Use words in sentences to indicate meaning

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write more complex sentences to consolidate learnt phonic sounds and high frequency words (e.g. write 15 sentences with words containing learnt diphthongs)

Chapters

3 & 6

Handwriting


Chapter 8

- 153 -

WEEK 37



GUIDE

Shared reading and

writing

LO 1:

Source newspaper / magazine articles with either happy or sad endings.

Ask questions for information and clarification

Chapter 4

Listening

and Speaking

LO 1, 2:

Express personal response to what has been read Describe emotions Suggest antonyms and synonyms for the “emotion” words

Chapter 2


LO 3:

Consolidate words ending with -ous and -ious (e.g. dangerous / conscious)

Compare words and recognise differences

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

List things that make you happy and things that make you sad.

Chapter 5

Handwriting


Chapter 8

WEEK 37 DAY 2


Shared

reading and writing

LO 1:

Provide sentence strips with more complex sentences Read sentences together

Chapter 4

Listening

and Speaking

LO 1, 2:

Suggest how to sequence the sentences to form a story

Chapter 2

- 154 -

Arrange sentences in paragraphs to form a beginning ,

middle and end to the story Explain / give reasons for development of your story Apply correct punctuation


LO 3:

Revise word endings -ous and -ious (e.g. famous, vicious)

Introduce word ending -eous (e.g. courageous, courteous, hideous)

Create sentences with new words to indicate meaning Enter new words in personal dictionary

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write a creative story concentrating on the logical development of the story

Write in paragraphs to indicate beginning, middle and ending of the story

Chapter 5

Handwriting


Chapter 8

WEEK 37 DAY 3


Shared

reading and writing

LO 1:

Read a fantasy story Identify new words and explain meaning

Chapter 4

Listening and

Speaking

LO 1, 2: Listen attentively to develop critical listening skills Revise nouns / pronouns / verbs / adjectives / adverbs

and identify them in the story Attempt to retell the story using as many synonyms as

possible (e.g. The little elf walked along the path in the woods / The tiny gnome marched along the track in the forest)

Chapter 2

- 155 -


LO 3:

Play word games (e.g. class quiz – which team can spell the most words correctly using word endings –ous, -ious and -eous)

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Rewrite fantasy story in own words, using descriptive language

Write in paragraphs to indicate beginning, middle and ending of the story

Chapter 5

Handwriting


Chapter 8

WEEK 37 DAY 4


Shared

reading and writing

LO 1:

Read a story from a different culture Identify key details and characters in the story

Chapter 4

Listening

and Speaking

LO 1, 2:

Answer higher order questions on the story (e.g. what could have been done instead) and justify answers

Comment and elaborate on answers of others Recognise and show respect for different varieties of

languages

Chapter 2


LO 3, 6:

Introduce g pronounced as j (e.g. gym, germs, huge, large)

Provide a written activity (e.g. work card, crossword, missing words)

Chapter 3

- 156 -

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6:

Revise punctuation Provide written activity to consolidate correct use of

punctuation

Chapter 6

Handwriting


Chapter 8

WEEK 37 DAY 5


Shared

reading and writing

LO 1:

Read a story from a different culture (same story as yesterday)

Express personal response to the story

Chapter 4

Listening

and Speaking

LO 1, 2:

Suggest an alternative ending for the story Comment and elaborate on ideas of others

Chapter 2


LO 3:

Introduce i before e except after c (e.g. receive, deceive, receipt)

Use words in sentences to show meaning

Chapter 3

Group,


writing



Chapter 4

- 157 -

Writing

LO 4, 5, 6:

Write an alternative ending to the story Apply knowledge of grammar and spelling correctly in

sentences

Chapter 5

Handwriting


Chapter 8

WEEK 38 DAY 1


Shared

reading and writing

LO 1:

Read a newspaper or magazine article Discuss general news events

Chapter 4

Listening

and Speaking

LO 1, 2:


Comment on what has been read, identifying key details and characters

Ask questions for information and clarification

Chapter 2


LO 3, 6:

Recognise root word hand- (e.g. handkerchief, handsome, deckhand)

Use basic word syllabification rules to practise word analysis skills

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write an informative text (e.g. write a newspaper article) Apply knowledge of grammar and spelling correctly in

writing

Chapter 5

Handwriting


Chapter 8

- 158 -

WEEK 38


GUIDE

Shared reading and

writing

LO 1:

Read a few poems, modelling correct volume and intonation

Chapter 4

Listening

and Speaking

LO 1, 2:

Revise elements of a good presentation Recite poems individually, using appropriate volume and

intonation Learners listen with respect and give constructive

feedback, showing sensitivity for the rights and feelings of others

Chapter 2


LO 3, 6:

Recognise root word care (e.g. careful, careless) Use basic word syllabification rules to practise word

analysis skills

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Identify different sentence types in book of own choice (e.g. question, statement, exclamation)

Transcribe and label at least four of each sentence type from the text

Chapter 6

Handwriting


Chapter 8

WEEK 38 DAY 3


Shared

reading and writing

LO 1:

Read a fable Identify adjectives in the story List the adjectives.

Chapter 4

- 159 -

Listening

and Speaking

LO 1, 2:

Suggest some antonyms for the adjectives listed Use phonic knowledge to spell the words correctly Create sentences using both words (e.g. The skin of an

elephant is rough, but its tusks are smooth.)

Chapter 2


LO 3, 6:

Revise suffixes -ly (e.g. lovely), -ment (e.g. movement) and –ness (e.g. happiness)

Introduce some other suffixes -less (e.g. careless), -able (e.g. reliable)

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Rewrite approximately 15 antonyms for the adjectives in sentences identified from the story. E.g. If the sentence read: the boy was running fast rewrite: The boy was running slow

Chapter 6

Handwriting


Chapter 8

WEEK 38 DAY 4


Shared

reading and writing

LO 1:

Read a humorous story

Chapter 4

Listening

and Speaking

LO 1, 2:

Express personal response to story (e.g. what made you laugh, who / what in the story is funny, why is it funny)

Retell extracts from the story, using different facial expressions and gestures

Chapter 2

- 160 -


LO 3, 6:

Introduce some prefixes: un- (e.g. unless, uncomfortable, untrue, until), re- (e.g. return, recover, respond, recognise)

Search for more words in class dictionaries Use words to extend knowledge of alphabetical order

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Revise the use of connecting words to express cause and effect (e.g. I can’t come to school because I have chicken-pox.)


Chapter 6

Handwriting


Chapter 8

WEEK 38 DAY 5


Shared

reading and writing

LO 1:

Read / tell some jokes and riddles

Chapter 4

Listening

and Speaking

LO 1, 2:


Revise elements of a good presentation Tell jokes and riddles using appropriate volume and

intonation

Chapter 2


LO 3, 6:

Introduce some prefixes: be- (e.g. before, become, behind, because), pre- (e.g. prefer, pretend, present, prepare)


Chapter 6

- 161 -

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6:

Write creative story on chosen topic (at least 15 sentences arranged in paragraphs), applying punctuation correctly

Spell familiar words correctly and use dictionary to confirm spelling

Chapter 5

Handwriting


Chapter 8

WEEK 39 DAY 1


TEACHER’S GUIDE

Shared

reading and writing

LO 1:

Source an advertisement Read the advertisement Compare advertisements, identifying similarities and

differences

Chapter 4

Listening

and Speaking

LO 1, 2:


Express personal response to the advertisement Classify advertisements into “good” and “bad”

advertisements Give reasons (e.g. design features, image and

effectiveness) Suggest ways of improving the “bad” advertisements

Chapter 2


LO 3, 6:

Introduce some prefixes: de- (e.g. determine, destroy, define, detest), per- (e.g. perfect, perhaps, perform, person)


Chapter 6

- 162 -

Group, guided and


writing



Chapter 4

Writing

LO 4, 5, 6:

Write a report on favourite advertisement, giving reasons and evidence for your choice

Make a graph of the most popular advertisement in your class

Chapters

5 & 6

Handwriting


Chapter 8

WEEK 39 DAY 2


Shared

reading and writing

LO 1:

Source a variety of newspaper articles Read the articles together

Chapter 4

Listening

and Speaking

LO 1, 2:

Discuss the headline of each article to predict what the article is about

Identify key details in the articles Discuss similarities and differences in articles Suggest intended readers for each article

Chapter 2


LO 3, 6:

Identify learnt suffixes and prefixes in words in the newspaper articles

Use context or dictionary to establish meaning of new words

Enter new words in personal dictionary

Chapter 6

Group,


writing



Chapter 4

- 163 -


Writing

LO 4, 5, 6:

Write a newspaper article including a headline Publish in class newspaper

Chapter 5

Handwriting


Chapter 8

WEEK 39 DAY 3


Shared

reading and writing

LO 1:

Read a non-fictional text

Chapter 4

Listening

and Speaking

LO 1, 2:

Ask questions for information and clarification on the text Search for answers in other texts (e.g. in newspaper,

magazines, books) Give constructive feedback

Chapter 2


LO 3, 6:

Revise prepositions (e.g. in, on, under, over, between) Identify prepositions in the non-fictional text Use prepositions in new sentences

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write a summary of the non-fictional text Edit summary after discussion with others (e.g. adds or

deletes words)

Chapter 5

- 164 -

Handwriting


Chapter 8

WEEK 39 DAY 4


Shared

reading and writing

LO 1:

Provide problem situations (e.g. from general news events)

Read the problem situations

Chapter 4

Listening

and Speaking

LO 1, 2:


Investigate and suggest solutions to problems Share ideas with others and elaborate on ideas of others Comment on what has been discussed

Chapter 2


LO 3:

Classify word families (e.g. sort and list words according to phonic families)

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4:

Revise concept of tenses Provide a written activity to practise converting present

tense to past tense and future tense

Chapter 6

Handwriting


Chapter 8

- 165 -

WEEK 39


GUIDE

Shared reading and

writing

LO 1:

Read a fictional story Identify key details and elements of plot and

characterisation Identify interesting descriptions in the story

Chapter 4

Listening

and Speaking

LO 1, 2:


Provide a topic for the creation of a story Create story with a beginning, middle and ending, using

more interesting descriptions (e.g. The excited children jumped for joy when the cute little puppy poked its nose around the door.)

Suggest and elaborate on ideas

Chapter 2


LO 3:

Identify homophones in some high frequency words (e.g. been – bean / see – sea / heel – heal / steel - steal)

Create sentences to show meaning of these homophones

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Write a creative story with a beginning, a middle and an ending, using more interesting descriptions

Use phonic knowledge and personal dictionary in order to spell unfamiliar words correctly

Chapter 5

Handwriting


Chapter 8

- 166 -

WEEK 40


GUIDE

Shared reading and

writing

LO 1:

Read a newspaper / magazine article Identify different sentence types in the article

Chapter 4

Listening

and Speaking

LO 1, 2:


Use different sentence types when reporting general news events

Chapter 2


LO 3:

Use phonic knowledge to decode more complex words (e.g. jawbone, lawnmower, playground, overgrown)

Do syllabification exercises to analyse more complex words

Chapter 3

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:


Chapter 5

Handwriting


Chapter 8

WEEK 40 DAY 2


Shared

reading and writing

LO 1:

Read a non-fiction text Select information from the text and process/analyse the

information e.g. asking questions such as what, why, who, where, when.

Source further information in other provided texts to extend and support facts

Chapter 4

- 167 -

Listening and

Speaking

LO 1, 2:

Recall information from the text Ask questions for clarification Discuss knowledge with others

Chapter 2


LO 3, 6:

Use phonic knowledge when converting known words from singular to plural (e.g. shelf – shelves / story – stories / scissors - scissors)

Chapter 6

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Select information from non-fictional text and process it (e.g. record key details in a table, graph, mind map, flow chart)

Answer questions to indicate ability to interpret the information

Chapter 5

Handwriting


Chapter 8

WEEK 40 DAY 3


Shared reading and

writing

LO 1: Read a text of own choice. Identify key details and characters

Chapter 4

Listening and

Speaking

LO 1, 2: Share the different texts in groups. Asking questions for clarification.

Chapter 2


LO 3: Uses phonic knowledge when converting known words

from present to past tense (e.g. see – saw / find – found / catch – caught / bring – brought)

Does word building to practise these examples

Chapters 3 & 6

- 168 -

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Identify 10 sentences in own text selected above and change the tense of the selected sentences from past to present or vice versa.

Chapter 6

Handwriting


Chapter 8

WEEK 40 DAY 4


Shared

reading and writing

LO 1:

Discuss the meaning and use of a drama/play Write the outline of a short (x1 page) play in a group.

Chapter 4

Listening

and Speaking

LO 1, 2:

Listens to ideas for writing the playnshowing respect for one another’s contributions and suggestions.

Chapter 2


LO 3, 6:

Revise conjunctions (e.g. and, while, because, but, after, before)

Create sentences using conjunctions

Chapter 6

Group,


writing



Chapter 4

- 169 -

Writing

LO 4, 5, 6:

Continue the writing of the play.

Chapter 6

Handwriting


Chapter 8

WEEK 40 DAY 5


Shared

reading and writing

LO 1:

Allocate roles to the characters of the play that was written in Day 4

Groups read the play in character

Chapter 4

Listening

and Speaking

LO 1, 2:

Class listens with interest to the different plays showing appreciation for the creative work of the groups.

Chapter 2


LO 3, 4, 5, 6:

Groups continue to present (reading from the script) the play.

Listens with interest to the different plays showing appreciation for the creative work of the groups.

Chapter 5

Group,


writing



Chapter 4

Writing

LO 4, 5, 6:

Groups write reports providing critical feedback on each other’s play/drama.

Chapter 5

Handwriting


Chapter 8

Phase Work Schedules Foundation - Western Cape...GUIDE Shared reading and writing LO 1: Source a...

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