SCHEME OF WORK 2

CLASS: Grade Three Room 14 AGE GROUP: 8+

Date Subjects Topics/ Concepts intended to teach

Two-week Language Arts
plan from
February 6th - Phonics Consonant blends: endings nk, nd, ng, st,
February 17th mp
Digraphs: Identifying ch, sh

Vocabulary Homophones: Identifying and

categorizing words that sound the same

Grammar Adjectives: Identifying adjectives and

their uses
Nouns: Pluralization of nouns, regular /
irregular endings

Comprehension Making Inferences, predictions, drawing

conclusions
Writing
Paragraph Writing : Paragraphing -
Topic Sentence and supporting details
(adjectives), letter writing
Spelling
Sight words
Telling time: on the hour, half past ,
Mathematics quarter past, quarter to the hour
subtraction / addition with regrouping,
multiplication
Bar graph: interpretation and analysis of
data
Rounding off to the nearest 10
Review map work: Caribbean islands
Social Studies location to Saint Lucia
National Symbols and National Icons
Science & vertebrates and Invertebrates
Technology Classes of vertebrates: Mammals, Birds
Identifying food groups, nutrients, and
Health Science deficiencies
Principal’s Signature _________________________ Date: _______________
CLASS TEACHER’S RECORD OF WEEK ( Topics covered)
CLASS: Grade Three Room 14 AGE GROUP: 8+

Language Arts:
Reading Comprehension: Making inferences/ Drawing Conclusion, Predicting
For reading, students read a passage entitled “The School Garden” and answered questions
that followed.
Students were questioned and then led into a discussion on the terms inferences and drawing
conclusions. They were informed that making inferences / drawing conclusions are skills
they have already used in real life. The teacher used an anchor chart to illustrate using
examples. Students were then given worksheets to assess their understanding. 90% of
students completed the task well.
The term Prediction was introduced to students using videos, games and stories. students
were given hints and clues and required to predict what happened next. Students'
understanding was assessed through observation and questioning. All students were able to
grasp the concepts taught. More practice will be done.
Spelling: fresh, orange, meat, also, drink, guava, diet, milk, pawpaw, knows
Vocabulary: Students were introduced by the term homophones with a video after which
they were placed in groups to sort out scrambled words to form homophones. Each group
presented their words to the class and all misconceptions were cleared. students were
assessed with a worksheet and the lesson ended with a game. 95% of students were able to
come up with homophones. A follow up lesson will be done for further practice.
Grammar: Adjectives- Each student was given random pictures and asked to write three
words about their picture. students were then given an opportunity to present their picture.
Students were then informed that they had just described the picture and the term adjectives
were introduced. students were assessed using a workbook activity where they were to
identify words describing or saying something about a noun. 80% of students completed the
task well while the remaining students struggled somewhat. A follow up lesson will be done.
Writing: Topic Sentence - Students reviewed sentences and parts of sentences. They were
given a paragraph to read through after which the The paragraph was reviewed as a class.
Teacher introduced the terms topic sentences, supporting details and closing sentences as
parts of a paragraph using a graphic organizer. A few examples were done using the graphic
organizer and then students were given one to try out on their own. Most students grasped the
concept. Approximately 35% still faced difficulty in identifying the parts of the paragraph.
Continuous practice has to be done to ensure that students can write their own paragraphs.
Mathematics: Students reviewed bar graph, addition, subtraction and rounding off to the
nearest 10 with repeated practice exercises which were reviewed by the teacher and as a
class. Time was introduced and fractions were introduced. To start time, students were given
a task of imagining a world with no time present and the inconveniences that would occur.
They were led to a class discussion on time. What was time, the instrument used to measure
time, where they can be found (laptop, phones, tablet..), etc. A clock was then shown to the
class to further explain the information shared. Students were assessed by questioning. in
another lesson a video on time showing O' clock and half past the hour. Random students
were selected to tell different times on a clock. As a class activity students were given
recycled material to make clock samples and these were used to show various times given by
the teacher. Further practice will be done on time moving forward. Students were introduced
to fractions in preparation for the quarter past the hour and quarter to the hour. This was
introduced with a video, song and game. They were informed of what a fraction was and
given examples of shaded objects to identify the fraction shaded. Fractions will also be
continued as we move on. So far about 80% of students have grasped all concepts.

Social Studies: Students were able to learn about the festivals of Saint Lucia, Districts of
Saint Lucia, Saint Lucia as part of the Caribbean. All of which was done as class discussions.
Students reviewed ancestors and how Saint Lucia was won over to the British. Students were
given a task to research the various feasts and festivals celebrated in Saint Lucia and they
were to share with the class. Students went through each month and highlighted the various
festivals celebrated. Students were also informed of the public and religious holidays. In
another lesson Students were shown a map of Saint Lucia to identify the districts they knew.
Students were informed of each district as well as how they got their names. A revision
lesson was done and then students were shown a map and asked to identify their island as
part of the Caribbean in preparation for the next lesson.

General Science: A review of the plant (parts of plants and their function, uses of plants,
edible parts of the plant, parts of the seed, germination, flowering/ non flowering plants) was
done to refresh students memory on plants before moving on to Animals. Animal
classification – Invertebrates and Vertebrates. Students viewed a video after which they were
engaged in discussion highlighting the characteristics of Vertebrates and Invertebrates. A
short quiz was given to end the lesson. About 75% of students got every question correct
while the remaining had some misconceptions. This will be reviewed in another lesson and
Vertebrates will continue.

Health Science: Students were given the question "what is food?" and "How does it
contribute to our health?" to think about which further led into a class discussion. A video
was then played on what food is and nutrition. Students were then informed that in the
Caribbean our food was classified into six food groups. This will be done in depth in the next
lesson. Students' understanding was determined by questioning. About 80% of them knew
what food was and can define nutrition.

Principals’ Signature:_____________________ Date:_________________