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ATP: EFAL Grade 3 Term 2 North West

Annual Teaching PlanEnglish First Additional Language

TERM 2 - 2020Grade 3

North West(17 pages)


NOTES TO SUPPORT THE USE OF THE ATPs (All activities must be done in order to cover the curriculum as set out in CAPS)INDICATE ACTIVITIES COMPLETED WITH A TICK IN THE PROGRESSION COLUMN (OR write when the activity will be done – if you fall behind/ catch-up).

LISTENING AND SPEAKING:The following items on the ATP fall under Listening and Speaking and should be done in the time allocated for this component viz. 1 hour: *Vocabulary * Listening & Speaking * Focussed Listening (Shared Reading) * Concepts & Language Structures.

During Focussed Listening the following activities must be done: This will be done during Shared Reading1. Listens to short stories, recounts or non-fiction texts or read from a Big Book or illustrated poster for enjoyment2. Answer comprehension questions on the text. 3. Predicts what will happen next and expresses feelings about the story.4. Acts out the story, using some of the dialogue.5. With help from the teacher, retells the story or give a summary

READING AND PHONICS:The following items on the ATP fall under Reading and Phonics and should be done in the time allocated for this component, viz. 1 hour 30 min: *Phonics * Shared Reading * Group Guided Reading and * Independent Reading.

During Shared Reading uses enlarged text (A new text/story every 2 weeks) and do the following activities:1. Learners read with the teacher, using the title and pictures for prediction. After repeated readings learners may join in.2. Answer literal questions, and explain how the story made him/her feel – support learners to think critically about the text3. Learns some oral vocabulary, and identify some objects in the pictures and name it. 4. Post-read activities to be done: Retell / act or role-play parts of the story/ draw scenes from the story

During Group Guided Reading the focus must be on the following activities:1. Reads aloud from own book in a guided reading group with the teacher (same ability group)2. Each learner in the group reads the same story/non-fiction text guided by the teacher – individually 3. Uses the reading strategies taught in the Home Language to make sense and monitor self when reading (phonics, context clues, and structural analyse). 4. Read with increasing fluency and expression. 5. Support learners to think critically about the text, to infer and to form their own opinion.5. Shows understanding of punctuation when reading aloud. 7. Build sight word knowledge

During Independent Reading focuses on:1. DEAR (Reading for enjoyment) must appear on the time table. 2. Read own and others’ writing.3. Reads independently books read in Guided Reading session and simple caption books and picture story books in the FAL from the classroom READING CORNER.4. Uses children’s picture dictionaries (monolingual and bilingual) to find out the meaning of unknown words. 5. Home work must be given weekly.

WRITING: 1 hour per week - Spelling is part of the Writing component and should reflect weekly in the Class Workbooks. The learners’ scope of sentence frames must be extended. Sentence frames and a “word wall” must be displayed in the class to support writing.


TRACKER / PACER Grade 3 Term 2 – 2020Weeks 1 2 3 4 5 6 7 8 9 10 11Date 31 March-3

April6-10 April 14-17 April 20-24 April 28 -30 Apr 4-8 May 11-15 May 18-22May 25-29 May 01–

05 June

8-12 June

Theme 5. Round and about

5. Round and about

5. Round and about

6. We are still travelling

6. We are still travelling

7. About time 7. About time 8. About our garden

8. About our garden

Workbook pp 42 - 45 46 - 47 48 - 51 52 - 55 56 - 61 62 - 65 66 - 71 72 – 75 76 – 77NewVocabulary

trip; beach; town; city; airport; aeroplane; train; station; mountain; island; cable car;Sentence chunk: We will go/travel by….

police station; hospital; supermarket; library; taxi rank; fire station; fire engine; Sentence chunk: There is a ….. at the…..

Life jackets; bounce; seasick; feel fine; whale; dolphin; together; penguin; island; boat; foam; beach; postcard; Sentence chunk: This is…./ That is ….

Mountain; cable car; top (of the mountain); dassie; trip; silly; bandage; rock;

airport; luggage; plane (aeroplane); clouds; trip; silly; bandage; stairs; shy; Sentence chunks:The … is bigger than the….; The …. is smaller than the….

Time; early; late; Numbers 1 to 24; morning; afternoon; evening; Sentence chunks: What time does…..?/What time do…..?

Kind of…; autumn; winter; spring; summer; seasons; Months of the year e.g. January; province; storm Sentence chunk: In which month/season is…?

Newspaper; headline; leaves; stem; petals; roots; flower; sunshine; sunlight; soil; weeds; lots of; need; Sentence chunk: Sam likes …. , ….. and ….. .

leaves; stem; petals; roots; flower; sunshine; sunlight; soil; weeds; lots of; need; seed; fresh

Revi

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Form

al A

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Form

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Sight words little; up; take; use

little; up; take; use

little; up; take; use

could; over; came; so

could; over; came; so

an; as; call; down an; as; call; down him; into; now; once

him; into; now; once

Phonics Revise: sh- ch- & what the beginning of a word

Teach: vowel digraph ooRevise vowel digraph oa

*Revise: Vowel digraph oa*Distinguishes between long and short vowel sounds

Teach: vowel digraphs: ee and ea

*Rhyming words*Silent e

Consonant blends -ng & -nk

Consonant blends -ck & cl-

Revise:*Silent e*Consonantdigraphs -ch- & -sh-

*Revision and*Builds and sounds out words

Spelling little; up; ship; fish; shoe; sheep; watch;

take, use, pool, school, moon, look, book, cook, at

Little; up; take; use; boat, coat, road, goat; cut; cute

Could , over, came, sea, meat, read, heat, greet, meet, green, three

So; came; fly; why; sky; cake; bike; gate; cry; shy; try; fish; wash

An, as, sing, bring, wrong, long, drink, thank, think

Call, down, black, neck, lock, thick, class, clock, close, climb

Him, into, chips, chop, much, shut, wish, dish, bake, take

Revision and dictation

Writing *Interpret a table – answer questions*Write sentences

* Complete sentences* Write sentences using the sentence frame

*Answer questions* a Postcard

* Write a list* Write a recount*Punctuation

*Paragraph* Punctuation* Answer questions

* Answer questions* Write sentences*Time table

*Comprehen- sion test* Write a recount*Interpreting a map

*Punctuation*Writing a list* Write sentences

1. Write a recount2. Write a set of instructions

Language Use

Prepositions The use of the ‘verb to be’

* The use of ‘this’ and ‘these’* The use of the ‘verb to be’

* The use of this and these/these and those

The preposition “on”2. Present progressive tense

* Revise present progressive tense orally*Verb: is/are

*Countable and uncountable nouns

*Countable and uncountable nouns

Minimum noof written act.

DBE: 3Class work: 2

DBE: 2Class work: 2

DBE: 4Class work: 3

DBE: 4Class work: 3

DBE: 3Class work: 3

DBE: 5Class work: 2

DBE: 5Class work: 2

DBE: 4Class work: 3


EFAL: ANNUAL TEACHING PLAN FOR GRADE 3: TERM 2 2020 SCHOOL:____________________________ CLASS:______WEEK 1 DATE: 31 March – 3 AprilTHEME 5 Round and about (Planning our trip/Getting ready to go) DBE WORKBOOKS: Pages 42 – 45 PROGRESSIONVocabulary words for revision

travel/ boat/ transport/ bus/ boat/ days of the week/ big/ small/ taxi/ up/ down

NewVocabulary words

trip; beach; town; city; airport; aeroplane; train; station; mountain; island; cable car; Sentence chunk: We will go/travel by….

ListeningandSpeaking

1. Revise songs and rhymes taught in Term 1.2. Continues to build an oral vocabulary using the previous vocabulary (revision) and teach the new vocabulary words:2.1 Understand and respond to simple questions – 2 Let’s talk & Page 44 Let’s write (orally –then write a one word answer) Make sure learners know the meaning of the different questions words: Where – asking a place; when – asking time; who – asking for a person/people; how – asking for the manner/method2.2 Talk about the places and the forms of transport on page 43. Use the sentence frame/structure “We will travel by…...”

Concepts andLanguage Structures


Phonics 1. Revise consonant digraph sh- at the beginning and end of a word: Page 44 – Let’s write (do as much sounding out aloud as possible)2. Revise consonant digraphs sh- ch- & what the beginning of a word: 1 – Let’write (Fill in the missing letters)

Sight Words little/ up/ take/ useShared Reading/ Focussed Listening

Enlarged text/ Big Book: Read guidance on page 2 when planning (Fill in according to your resources) ________________________________________________________________________________________________

Group Guided Reading

Page 42 Let’s read or fill in from your school’s Reading Programme /In-school Reading programme

Independent Reading

Home work:_________________________________ / Reading Corner

Writing1 hour

1. Learners make meaning of the information on the table to answer the questions on page 452. Write independent sentences using some of the phonic-words

Spells common words little; up; ship; fish; shoe; sheep; watch; All these activities are part of Listening and Speaking and must fall within the time allocation for Listening and Speaking viz. 1hour. Every week All these activities are part of Reading and Phonics, viz. 1h30min

EFAL: ANNUAL TEACHING PLAN FOR GRADE 3: TERM 2 2020 SCHOOL:____________________________ CLASS:_______WEEK 2 DATE: 6-10 AprilTHEME 5 Round and about (Getting ready to go; We see a new town; On a boat ) DBE WORKBOOKS: Pages 46 – 47 PROGRESSIONVocabulary words for revision

travel /boat/transport/ ambulance/ trip/town/airport/ aeroplane/ train/ station/ mountain/ island/ cable car/ beach

New Vocabulary words police station; hospital; supermarket; library; taxi rank; fire station; fire engine; Sentence chunk: There is a ….. at the…..(p.47)



1. Memorises and performs simple songs: Row row row your boat (Page 14 of this ATP)2. Continues to build an oral vocabulary using the previous vocabulary (revision) and teach the new vocabulary words:2.1. Introduce the new vocabulary words using the pictures on page 46 or any other resources.2.2. Participate in a short discussion Page 46 Let’s do & Let’s talk and Page 47 Let’s do


1. Begins to develop understanding of prepositions and use it in meaningful sentences: Page 47 Let’s do – at…..Learners paste the stickers and repeat the sentences with the focus on the preposition ‘at’. (In this case ‘at’ refers to the place).

Phonics 1. Teach vowel digraph oo (long oo-sound, e.g. school, and short oo-sound, e.g. look): Page 47 Word Work. Choose 3 – 5 words and write sentences in the Class workbook. (Sound out and then say the words aloud as much as possible.)




Page 47 - Read the Let’s do- activity and the completed Let’s write - activity or fill in according to your school’s Reading Programme

Independent Reading

Home work:_________________________________ / Reading Corner

Writing 1. Fill in the names of places in town - Page 47 Let’s write2. Write sentences using the sentence chunk/frame: There is a ….. at the…..(class workbooks)

Spells common words take, use, pool, school, moon, look, book, cook, atLanguage Use Prepositions as described under Concepts and Language structures.Assessment

EFAL: ANNUAL TEACHING PLAN FOR GRADE 3: TERM 2 2020 SCHOOL:____________________________ CLASS:______WEEK 3 DATE: 14-17 April (4)THEME 5 Round and about (On a boat; On the island) DBE WORKBOOKS: Pages 48 – 51 PROGRESSIONVocabulary words for revision

high/cold/ coat/ ship/ train/ far/near/big/small/fat/sea/rabbit/ pet/ lunch/beach

New Vocabulary Life jackets; bounce; seasick; feel fine; whale; dolphin; together; penguin; island; boat; foam; beach; postcard; Sentence chunk:


words This is…./ That is ….


1. Memorises and performs simple songs: Row row row your boat (Page 14)2. Continues to build an oral vocabulary using the previous vocabulary (revision) and teach the new vocabulary words:2.1. Participate in a short discussion Page 48 Let’s talk


The use of ‘this’ and ‘that’ Page 49 & Page 50 Let’s talk. First do it as a whole class activity, then in pairs.

Phonics 1. Distinguishes between long and short vowel sounds orally – Read the following words slowly; learners identify which words have a long vowel sound and which have a short sound – boot & book/look; fool & full; pool & pull; note & not; kite & kit; cut & cute. Explain the effect of the silent e on the vowel sound.2. Revise vowel digraph oa (as in boat) Page 48 & 49 Word work. Then choose 3 – 5 words and write sentences in the class workbooks. (Sound out and then say the words aloud as much as possible.)




Page 48 - Let’s read & do page 49 – Let’s write (answer the questions) Or do the lesson as indicated on your school’s Reading Programme

Independent Reading

Home work:____________________________________________ / Reading Corner

Writing 1. Page 49 Let’s write. First do the activity orally, read and explain all 4 questions, then learners do it on their own.2. Write a postcard: Page 50 Let’s write – Write in the past tense, e.g. ‘Last week we went on a trip to an island. We went by boat. We saw a whale and dolphins. We did not see a shark. On the island were lots of penguins. I liked the penguins .

Spells common words Little; up; take; use; boat, coat, road, goat, cut; cuteLanguage Use The use of the ‘verb to be’ Page 51 Let’s write – First explain the use of is/are; then learners paste the stickers;

then the whole class ‘read’ the sentences using the correct word; lastly they circle the correct word independently.Assessment Informal (Checklist): Phonics - Distinguish between long and short vowels sounds orally.

EFAL: ANNUAL TEACHING PLAN FOR GRADE 3: TERM 2 2020. SCHOOL:____________________________ CLASS:_______WEEK 4 DATE: 20-24 AprilTHEME 6 We are still travelling (To the mountain; On the mountain) DBE WORKBOOKS: Pages 52 – 55 PROGRESSIONVocabulary words for revision

high/cold/far/near/big/small/fat/sea/rabbit/lunch/write a letter/nurse/sad/happy/ enjoywait/family/fast/slow

New Vocabulary words Mountain; cable car; top (of the mountain); dassie; trip; silly; bandage; rock;



1. Memorises and performs simple poems, actions rhymes and songs: _________________(teacher choose own rhyme/song)2. Continues to build an oral vocabulary using the previous vocabulary (revision) and teach the new vocabulary words:2.1. Learners listen to a recount – Page 52 Let’s read – and answer questions- Page 53 Let’s write (orally).2.2. Learners give a simple oral recount by telling what happened to Sam on Table Mountain – Page 54 Let’s do (Role play) E.g. There were lots of dassies on the mountain. Sam tried to catch a dassie. Then he fell over a rock and hurt his hand. The nurse put a big bandage on his hand. Later a baby dassie ate Sam’s lunch. Poor Sam, he did not enjoy our trip.


This & These – see Language Use

Phonics Teach vowel digraphs: ee and ea - Page 54 Word work. (Sound out and then say the words aloud as much as possible.) Then choose 2 – 3 words from each sound and write sentences in the class workbooks

Sight Words could/ over/ came/ soShared Reading/ Focussed Listening



Page 52 Let’s read or fill in from your school’s Reading Programme

Independent Reading Home work:____________________________________________ / Reading Corner

Writing 1. Write a list of things that the children saw on the mountain. Page 53 – Let’s write2. Write a recount of about five sentences to tell what happened to Sam at the mountain – Class workbooks (due to space)3. Punctuate sentences using capital letters, full stop, comma, question mark and exclamation mark: Page 55 – Let’s write.

Spells common words Could , over, came, sea, meat, read, heat, greet, meet, green, threeLanguage Use 1.The use of ‘this’ and ‘these’. Use this when the noun is in the singular form,( e.g. This is a car) and these when the noun is

plural (e.g. These are dassies.) First explain the correct use of this and these, then do the activity orally, and then learners circle the correct word – Page 53 Let’s write2. The use of ‘is, am, are’ – Page 55 Let’s write – Explain the correct use of the verb “to be”, then do the activity orally, and then learners do it individually in the workbook by circling the correct word.

Assessment Informal on the Checkist

EFAL: ANNUAL TEACHING PLAN FOR GRADE 3: TERM 2 2020 SCHOOL:____________________________ CLASS:_______WEEK 5 DATE: 28-30 AprilTHEME 6 We are still travelling (Flying back home; After our trip; Just checking) DBE WORKBOOKS: Pages 56 – 61 PROGRESSIONVocabulary to revise high/cold/far/near/big/small/family/write a letter/sad/happy/ wait/family/fast/slow


New Vocabulary words airport; luggage; plane (aeroplane); clouds; trip; silly; bandage; stairs; shy; bigger than; Sentence chunks: The … is bigger than the….; The …. is smaller than the….


1. Memorises and performs simple poems, actions rhymes and songs: _________________(teacher choose own rhyme/song)2. Answer questions on the story: Page 57 Let’s write - First do it orally and teach the learners how to formulate the answers by using language chunks from the question. E.g. How do they travel…? They travel by …… What do they see….? They see the clouds.3. Give a simple oral recount: Page 58 Let’s talk- Teach the structure of a recount/re-telling. E.g.“First they went to the airport in Johannesburg by taxi. Then they went to Cape Town by train. There they visited the beach. Next they went to the island by boat. Then they went up the mountain with a cable car. At the end they flew back to Johannesburg on a big aeroplane.”


Prepositions: in & on - Page 60 Let’s write (Pay attention to the information in the green word box).Do the activity orally and then learners fill the words in independently later to see if they understand.

Phonics 1. Recognise rhyming words – Page 57 Word work Make learners aware of rhyme words in the songs and poems they now.2. Revise vowel sounds – Page 57 Let’s write NB. Recognise the silent ‘e’ at the end of the words. (Prepare learners for the Formal assessment task on the silent ‘e’). Distinguishes between long and short vowel sounds orally – Page 58 Word work – silent e3. Revise y – Page 59 Let’s write (Sound out and then say the words aloud as much as possible.) 4. Revise the consonant blend –sh at the end of a word – Page 61 Word work - sound it out.

Sight Words could/ over/ came/ soShared Reading/ Focussed Listening



Page 56 – Let’s read or Complete using your school’s Reading Programme


Writing 1. Write a paragraph in a letter format: Page 58 Let’s talk (Use the same content as in the recount - Listening and Speaking activity).2. Punctuate sentences correctly: Page 59 Let’s write3. Answer questions on the story: Page 57 Let’s write - First do it orally and teach the learners how to formulate the answers. Then the learners write the answers by themselves.

Spells common words So; came; fly; why; sky; cake; bike; gate; cry; shy; try; fish; washLanguage Use 1. Revise this and that – Page 60 Let’s write

2. Explain that this and that is replaced by these and those when the noun is in the plural form. Do Page 61 Let’s writeAssessment Informal (Checklist): List & Speaking - Listens to non-fiction text and answer comprehension questions- oral

EFAL: ANNUAL TEACHING PLAN FOR GRADE 3: TERM 2 2020 SCHOOL:____________________________ CLASS:_______WEEK 6 DATE: 4-8 MayTHEME 7 About time (About time) DBE WORKBOOKS: Pages 62 - 65 PROGRESSIONVocabulary words for after/wake up/ sleep/days of the week e.g. Monday/day / night / play/ eat/lunch/work


revisionNew Vocabulary Time; early; late; Numbers 1 to 24; morning; afternoon; evening; Sentence chunks: What time does…..?/What time do…..?


1. Memorises and performs simple poems, actions rhymes and songs: Faces of the clock (page 15 of the ATP)2. Continues to build an oral vocabulary using the previous vocabulary (revision) and teach the new vocabulary words:2.1. Understand and respond to simple questions: Page 63 Let’s talk (learners answer in sentences starting with the person, e.g. What time does father wake up? Father (the person) wake up at 6 o’clock. Take note – this is an oral activity! After learners can answer the questions orally, they can write it independently. After whole class activity learners repeat the questions and answers in pairs.2.2. Participate in a conversation: Page 62 Let’s talk (Teach numbers 1 – 24 as the hours in a day)


The use of the preposition ‘at’. (In this case ‘at’ refers to exact time – refer to the word box on page 60). Page 64 Let’s talk – Learners work in pairs and tell each other what they do at different times (as on the family planner on page 62), using the same sentence structure with the preposition ‘at’, e.g. “I wake up at 6 o’clock.”

Phonics Using consonant blends -ng & -nk to build up and break down words – in class workbooks (Sound out and then say the words aloud as much as possible.) -ng: king; sing; bring, wing; song; wrong; long; -nk: bank; drink; pink; sink; thank; think, etc.

Sight Words an; as; call; downShared Reading/ Focussed Listening


Group Guided Reading Complete using your school’s Reading Programme

Independent Reading Home work:____________________________________________ / Reading CornerWriting 1. Page 63 – Answer questions in short sentences. (Pay attention to the form of the verb.) 2. Page 64 Let’s write

3. Page 65 Let’ write – Write sentences about what you do on any three of the days of the week. (Class workbooks due to space)Spells common words An, as, sing, bring, wrong, long, drink, thank, thinkLanguage Use 1. Page 65 Let’ write - Revise the use of the preposition “on” (see the word box on page 60) before learners write.

2. Understand and use the present progressive tense: Sometimes in the present tense we can say I am singing instead of I sing. The –ing tells us that the action is still happening. E.g. We are singing. I am sitting. You are standing. Tim is feeling sick. The penguins are running around. He is playing with a ball. They are playing with a ball. Class workbooks. See activity in the Resource File.

Assessment Informal (Checklist): Listening & Speaking - Demonstrates an understanding of oral vocabulary

EFAL: ANNUAL TEACHING PLAN FOR GRADE 3: TERM 2 2020 SCHOOL:____________________________ CLASS:______WEEK 7 DATE: 11-15 MayTHEME 7 About time (Seasons and weather; Reading a weather chart; After the storm) DBE WORKBOOKS: Pages 66 – 71 PROGRESSION


Vocabulary words for revision

after/cold/warm/birthday/month/weather/rain/ sunny/ play/ sleep/ eat/ time/early/Numbers 1 to 24

New Vocabulary words Kind of…; autumn; winter; spring; summer; seasons; Months of the year e.g. January; province; storm; Sentence chunk: In which month/season is…?


1. Memorises and performs simple poems, actions rhymes and songs: Faces of the clock (page 15 of the ATP)2. Continues to build an oral vocabulary using the previous vocabulary (revision) and teach the new vocabulary words:2.1. Respond to simple questions: Page 67 and Page 69 Let’s write – do it orally first.2.2. Respond to and make questions: Page 67 Let’s walk and talk.2.3. Talk about a picture: Page 68 Let’s talk*2.4. Learners listen to the recount about the storm, then do the Let’s talk and Let’s do activities on page 70. Learners must be able to give the simple recount orally – using the time connecting words, e.g. then, next, etc. (Write the recount in the lesson plan)


Phonics Using consonant blends -ck & cl- to build up and break down words – in class workbooks.(Sound out and then say the words aloud as much as possible.)-ck: black; back; neck; check; sock; lock; thick; chick; duck; luck. cl-: class; clock; clap; climb; clip; click; close.

Sight Words an/ as/ call/ downShared Reading/ Focussed Listening



Complete using your school’s Reading Programme


Writing 1. Page 67 Let’s write – learners answer the questions independently after it was done orally.2. Page 68/69 Let’s write – Learners make meaning of the information to answer the questions written (after it was done orally).*3. Page 70 Let’s write – Write the diary entry (It is a recount based on the pictures above). Remember a recount is in the past tense.

Spells common words Call, down, black, neck, lock, thick, class, clock, close, climb

Language Use 1. Understand and use the present progressive tense: Page 68 and 69 – When asking questions orally make sure you include questions that can be answered in the present progressive tense, e.g. Where is it raining? It is raining in Mpumalanga. Explain the use of the tense again.2. The verb “to be” : Page 71 Let’s write

Assessment Informal Assessment

EFAL: ANNUAL TEACHING PLAN FOR GRADE 3: TERM 2 2020 SCHOOL:____________________________ CLASS:_______WEEK 8 DATE: 18-22 May


THEME 8 About our garden(We work in our garden/We grow vegetable

DBE WORKBOOKS: Pages 72 – 75 PROGRESSION

Vocabulary words for revision

garden/work/story/plants/apples/beans/mealies/pumpkin/spinach/potato(es)/vegetables/pull/ grow/ children/water/

NewVocabulary words

Newspaper; headline; leaves; stem; petals; roots; flower; sunshine; sunlight; soil; weeds; lots of; need; Sentence chunk: Sam likes …. , ….. and ….. .


1. Memorises and performs simple poems, actions rhymes and songs: _________________(teacher choose own rhyme/song)2. Continues to build an oral vocabulary using the previous vocabulary (revision) and teach the new vocabulary words:2.1. Interpret a picture: Page 72 Let’s talk2.2. Name the parts of a plant: Page 74 Let’s do2.3 Practise to say a list of items using the conjunction and, e.g. Sentence chunk: Sam likes …. , ….. and ….. . / I like …. and …. . Page 75 – Let’s write and Let’s talk.


Phonics 1. Recognise silent ‘e’ in words – Page 73 Word work (Don’t teach the ai sound – it will be done in term 3)2. Revise consonant digraphs -ch- & -sh- at the beginning and end of a word – Page 74 Word work (Sound out and then say the words aloud as much as possible.)

Sight Words him; into; now; onceShared Reading/ Focussed Listening



Page 72 Let’s read or fill in from your school’s Reading ProgrammeAfter reading, learners answer the questions on page 72 orally and then answer it on their own in writing.

Independent Reading Home work:____________________________________________ / Reading CornerWriting 1. Learners organise information in a table/make meaning of information: Page 75

2. Use punctuation: Page 75 Let’s write (both boxes)3. Write sentences about the picture: Page 73 Let’s write (use class workbooks for more space).4. Write a list of the things a plant needs to grow in the Class workbooks. (Stickers on page 74 – Let’s do)

Spells common words Him, into, chips, chop, much, shut, wish, dish, bake, takeLanguage Use Countable and uncountable nouns (see attachment in the resource folder)Assessment Informal (Checklist) – Phonics: Recognises silent “e” in words

EFAL: ANNUAL TEACHING PLAN FOR GRADE 3: TERM 2 2020 SCHOOL:____________________________ CLASS:_______WEEK 9 DATE: 25-29 May


THEME 8 About our garden (Just checking) DBE WORKBOOKS: Pages 76 - 77 PROGRESSIONVocabulary words for revision

garden/work/story/plants/apples/beans/mealies/pumpkin/spinach/potato(es)/vegetables/pull/grow/ children/water/ enjoy

NewVocabulary words

leaves; stem; petals; roots; flower; sunshine; sunlight; soil; weeds; lots of; need; seed; fresh


1. Memorises and performs simple poems, actions rhymes and songs: _________________(teacher choose own rhyme/song)2. Continues to build an oral vocabulary using the previous vocabulary (revision) and teach the new vocabulary words:2.1. Follow instructions: Teacher give the instructions on how to grow vegetables/tomatoes; learners pretend to do the actions, e.g. 1. Get the soil ready for your garden. 2. Plant the seed in the soil. 3. Water the garden every day. 4. Pull out the weeds every week. 5. Enjoy your fresh vegetables.2.2. One learner gives the instructions to grow vegetables – work in pairs – and the peer pretend to do it.


Phonics 1. Revise consonant digraphs – Page 76 Let’s write2. Builds and sounds out words using sounds learnt – Page 77 Let’s write (Do it orally before writing – sound the words out)

Sight Words him; into; now; onceShared Reading/ Focussed Listening



Complete using your school’s Reading Programme

Independent Reading Home work:____________________________________________ / Reading CornerWriting 1. Write a recount: Page 76 Let’s write (Remember a recount is always in the past tense)

2. Write a set of instructions in the Class workbooks on how to grow vegetables/tomatoes.3. Organises information in a chart/graph: Page 77 Let’s talk

Spells common words Now, once, what, this, when, that, this, stop, then, sheepLanguage Use Countable and uncountable nouns – Own activity in the class workbooks.Assessment INFORMAL (Checklist): With support, writes a simple set of instructions e.g. 3-4 instructions FORMAL ASSESSMENT:

EFAL: ANNUAL TEACHING PLAN FOR GRADE 3: TERM 2 2020 SCHOOL:____________________________ CLASS:_______WEEKS 10 & 11 DATE: 01-12 June


FORMAL ASSESSMENT TASK 2 (FAT 2) DBE WORKBOOKS: Make sure all the learners’ books are marked PROGRESSIONListeningandSpeaking

This week can be moved to an earlier slot in the term. Then all the weeks following on the assessment week, will be re-dated to one week later.

Follow the new SBA Activities for Formal AssessmentFocussedListeningConcepts andLanguage StructuresPhonics Follow the SBA guidelinesSharedReadingGroup Guided Reading Follow the SBA guidelines

Independent ReadingWriting

Follow the SBA guidelines (booklet)Language UseAssessment FORMAL ASSESSMENT

Submit recorded marks and scripts for post-moderation. Make sure all evidence of recorded marks are filed (hand written and SAMS printout) Update intervention forms.Analyse results, compare to target and get intervention strategies in place for term 3.Sign report cards and issue it


Guidance on presenting COUNTABLE and UNCOUNTABLE NOUNS and the article A and THE : WEEK 8

Activity description:

Lesson 1 – Focussed Listening and Speaking: Countable and Uncountable nounsResources: Pictures or real objects: apples. oranges, pens, pencils, books, water, sugar, flour, sand, mealie meal

Tell the learners: I have one apple. I have three apples. Show them the apples.Do the same with oranges, pens, pencils, books. Tell them: We can count the number of apples, oranges, pens, pencils, books we have.Show the learners the water. Ask them: Can we count how much water we have? No.Do the same with sugar, sand, flour, mealie meal.Tell them that some things like pens we can count, we say a pen. (If the noun starts with a vowel, we say an…e.g. an apple)The things like sugar that we can’t count, we say the sugar (or some sugar).

Lesson 2 – Language Use: The articles a and theTeacher writes the following sentences on the board before the lesson:

o Here is _____ pen.o Here is _____ water.o Here is _____ sugar.o Here is _____ cup.o Here is _____ book.o Here is _____ flour.o Here is _____ pencil.o Here is _____ sand.

Revise the concept of countable and uncountable nouns. Read the sentences with the learners and fill in a (points to a) or the (points to the) where the line is.Teacher completes the first sentence and learners complete the rest orally/shared writing. Next term it will be done written.

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