ATP: EFAL Grade 3 Term 3 2020 North West

Annual Teaching Plan

English First Additional Language
TERM 3
Grade 3
North West
(15 pages)

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ATP: EFAL Grade 3 Term 3 2020 North West

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: (Shared with Shared Reading)
*Vocabulary * Listening & Speaking * Focussed Listening and (with Shared Reading ) * Concepts & Language Structures.

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 (15 min. per week) * Shared Reading (With Listening and Speaking) * Group Guided Reading (15 min. X 5 groups) * Independent Reading.
Shared Reading /Focussed Listening: Time for Shared Reading is shared with Listening and Speaking. Use a new text/story every two weeks.
During Shared Reading uses enlarged text and do the following activities: Twice a week for 15 minutes. A new story/text for every 2 weeks.
1. Pre-Read (Tuesday of first week) : Talk about the title; look at the pictures; predict/guess; talk about the pictures (explain /learn some oral vocabulary); identify
some objects. End the lesson with reading the story once.
2. First Read (Thursday of first week): Read the story fluently with explaining where necessary; Focus on a clear understanding of the story; modelling comprehension
( e.g. model how you wonder); ask literal questions; Learners may join in reading
3. Second Read (Tuesday of week 2): Read the story fluently – model reading; Continue to build comprehension skills (model how you wonder); and explain how the
story made him/her feel ; support learners to think critically about the text and to make connections with the text (previous experiences). Answer comprehension
questions; teach learners to infer; After repeated readings learners may join in.
4. Post-read activity (Thursday of week 2): Choose one activity: Retell (Summaries)/ act or role-play parts of the story/ draw scenes from the story
During Group Guided Reading (GGR) the focus must be on the following activities:
1. Learners read aloud from own book in a guided reading group with the teacher (same ability group) at least once a week
2. All learners in the group read the same story/non-fiction text on the correct developmental level of the group. The teacher guide the session – each learner must
read aloud 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). Support
each learner with their technical reading skills.
4. Read with increasing fluency and expression. 5. Support learners to think critically about the text, to infer and to form their own opinion.
6. 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 class 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.
Add sight words weekly to the Word Wall.
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 ATP: EFAL Grade 3 Term 3 2020 North West

TRACKER / PACER Grade 3 Term 3 – 2020

Weeks 1 2 3 4&5 6 7 8 9 10 & 11
Date 7-10 July 13-17 July 20-24 July 27 July – 7Aug 11-14 Aug 17-21 Aug 24-28 Aug 31 Aug- 4 Sept 7-18 Sept
Theme Back to school Back to school Health and Safety Health and Safety The outdoors The outdoors Fun with friends Fun with friends
again again

Formal Assessment, Recording , Reporting , Intervention, & administration

Workbook 2-5 6 - 11 12 – 15 16 - 21 22 - 25 26 - 31 32 - 35 36 - 41
pp
New Soup ; different Date / entrée Safety / Health / healthy Outdoor / game Letter / write – Whose / Place build/ fighting/
Vocabulary freeze fee / market / pamphlets / / meat / bottom / game park / wrote / river / /under/ litter/ fight/
(freezing) ;frost raise money / traffic officer / / top / noise / hunger / get – invitation/ fancy rope / warn /
garden ; die; concert / fireman / pyramid / footprint / got / lost / dress/ dress(ed) thick / thin /
shiver smoke /heat up/ everyone/
programme cereals / dark / light / police woman / heavy / tools /
(shivering) ; ice; /crawl / inside / recognize/
hot-water-bottle /snacks / last / outside / gloves / grains / shine (shining) home / congratulations fall asleep
weekend safety hat
Sight find; fun; funny here; jump run; said; good; nine; ate please; pretty; no; yes; fly under; say give; again;
words water first ten
Phonics oi; oy ai; ay i: ea; i: ee i: e; a:e; ou str- ; scr- -tch; -nch. -ph- ; –ll -ff ; –ss
Spelling Find; funny; oil; here; jump; rain; Run; said; dip; ate; good; nine; Pretty; please; No; yes; fly; under; say; Give; again; ten;
soil; coin; point; train; paint; sail; deep; hip; heap; bad; bed; lip; lap; street; strong; catch; match; phone; photo; fuss; mess; glass;
noise; toy; boy; day; play; pray; slip; sleep; ship; shop; round; string; stream; watch; latch; nephew; bell; grass; cross;
joy; enjoy pay sheep house; shout scrub; scratch; lunch; bench; smell; doll; sell; stuff; cuff; fluff
scream; scrap punch; bunch kill
Writing *Write 5 *Write 5 sentences *Write 5 sentences *Write 5 sentences *Write a paragraph *Comprehension *Write questions *Writing complex
sentences on a on a topic. on a topic. on a topic. on a topic test *Answer lists
*Write a list *Write a list *Write a recount questions *Write a paragraph
topic X2 *Complete a form *Punctuation using adjectives
Language -Conjunctions Paste Tense -Past Tense -Demonstrative Past Tense – -Future Tense and Revise Pronouns -Pronouns
Use -Countable and -Countable and pronouns Irregular verbs Progressive Tense and Verb to be. -Opposites
uncountable nouns uncountable nouns -Plurals
-Present
Progressive Tense
Minimum no DBE: 3 DBE: 3 DBE: 2 DBE: 4 DBE: 4 DBE: 3 - 4 DBE: 3 DBE: 2
of written act. Class work: 3 Class work: 2 Class work: 2 Class work: 3 Class work: 3 Class work: 2 - 3 Class work: 4 Class work:3-4
Informal *Spelling weekly Listen & Speak: Listen & Speak: Listen & Speak: Writing: Past Tense Listen & Speak:
* *
Assessment Comprehension * Vocabulary * Comprehension * * Vocabulary *
NB. Spelling test to be written every Friday. One sentence Dictation should be part of the test. (*The words in Italics are the sight words)
*Use these results to observe and record Informal assessment of Phonics .
EFAL: ANNUAL TEACHING PLAN FOR GRADE 3: TERM 3 2020 SCHOOL:____________________________ CLASS:___________
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ATP: EFAL Grade 3 Term 3 2020 North West

WEEK 1 DATE: 7- 10 JULY

THEME 1 Back to school again: School in winter & The seasons DBE WORKBOOKS: Pages 2 - 5 PROGRESSION
Vocabulary words for Names of the seasons – summer, winter, autumn, spring / weather / back / hot /cold / stay warm
revision Jersey / trousers / jacket / boots / socks / vest / pyjamas
New Vocabulary Soup / different / freeze (freezing) / frost / garden / die / shiver (shivering) / ice / hot-water-bottle
1. Memorises and performs a simple rhyme: Mary had a little lamb (attached on p.13) OR ____________________________
Listening 2. Continues to build an oral vocabulary using the new and previous vocabulary (revision) words when doing the
and following activities:
Speaking  Learners talk about the seasons, the pictures on page 2. Refer to the pictures of the four seasons on the wall.
 All learners must participate in the discussion. Let all give their ideas on how to of get and stay warm in winter.
 Learners respond to question on the reading piece – Page 3
 Talk about what one need to stay warm in winter / paste stickers – Let’s do – page 5 (Use phrases “I need …to eat /I
need….to sleep / I need …. to eat.”)
 Listen and Repeat – page 4
Concepts and Let’s do – page 5: Read the broken sentences with the learners and explain how we use joining words (conjunctions) –
Language Structures e.g. so, because and then, to join two sentences. The first part stating a problem and the second part of the sentence
can give the solution OR the reason.
Phonics Teach vowel digraphs: oi (coin) and oy (boy) – Page 3. (Copy some of the words in the class workbook and write 3 – 5
sentences
Sight Words Teach: find; fun; funny
Shared Reading Enlarged text (First story for the term): Pre- read and First Read: (See guidance on page 2)
/Focussed Listening ______________________________________________________________________________________
Group Guided Reading Let’s Read – Page 2 (The dialogue)
School’s Reading
Programme:___________________________________________________________________________
Independent Reading Home work:_________________________________ / Reading Corner
Writing  Write 5 sentences on what you can do to get warm in winter: Let’s write – page 3. Before learners start writing,
1 hour repeat what learners said during L & Speaking. Teach a sentence frame, e.g. I can get warm by/with…..
 Draw a picture of yourself dressed for winter and write 5 sentences: Let’s do and Let’s write – page 4
Spells common words Find; funny; oil; soil; coin; point; noise; toy; boy; joy; enjoy
Language Use Countable and uncountable nouns

EFAL: ANNUAL TEACHING PLAN FOR GRADE 3: TERM 3 2020 SCHOOL:____________________________ CLASS:___________
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ATP: EFAL Grade 3 Term 3 2020 North West

WEEK 2 DATE: 13-17 JULY

THEME 1 Back to school again: The school market; My weekend & The school concert DBE WORKBOOKS: Pages 6 - 11 PROGRESSION
Vocabulary words revision Time / old /young / How much…? / because / different
New Vocabulary words Date / entrée fee / market / raise money / concert / programme /snacks / last / weekend
1. Memorises and performs a simple rhyme: Mary had a little lamb OR ____________________________
Listening 2. Continues to build an oral vocabulary when doing the following activities:
and  Learners talk about the objects they can see in the picture on the school market – Page 7
Speaking  Ask for information/clarification, e.g. the date, time, cost – How late…? When will……? How much is …(price)?
Using the posters on pages 7 and 10. Work in pairs.
Phonics Teach vowel digraphs: ai (rain) - Page 8 and ay (pay) – Page 11
(Learners copy examples in the class workbooks and write 3 – 5 sentences (depending on the learner’s ability).
Sight Words Revise: find; funny Teach: here; jump
Shared Reading/ Enlarged text (First story for the term): Second-read and Post- Read: (See guidance on page 2)
Focussed Listening ________________________________________________________________________________
Group Guided Let’s Read – Pages 6 and 10
Reading School’s Reading Programme:____________________________________________________________________________
____________________________________________________________________________________________________
Independent Reading  Home work:_________________________________ / Reading Corner
 Read for information: Read the poster on page 7 with the learners. Discuss the information on it. Read the questions
and help learners to find the information/answers on the poster. There after learners read the questions
independently again, and write the answers in.
 Do the same with the information on page 10 and the questions on page 11.
Writing  Write 5 sentences on the school market in the class workbooks. Space is too limited in the work books. Encourage
learners to write at least one longer sentence using a joining word, e.g. because, so, then. Do a few examples orally.
 Write lists - Let’s write – page 7
Spells common words here; jump; rain; train; paint; sail; day; play; pray; pay
Language Use Let’s do and Let’s write – page 8: Present a lesson on the past tense before learners do the activity. Include regular and
irregular verbs. (Regular verbs take –ed, e.g. look – looked /walk – walked. Irregular verbs do not followed that pattern,
e.g. eat – ate / catch – caught). See the list of suggested verbs provided.
Assessment Informal Listening and Speaking: Listens and answer comprehension questions orally.

EFAL: ANNUAL TEACHING PLAN FOR GRADE 3: TERM 3 2020 SCHOOL:____________________________ CLASS:___________

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ATP: EFAL Grade 3 Term 3 2020 North West

WEEK 3 DATE: 20-24 JULY

THEME 2 Health and Safety: Safety day & Staying safe DBE WORKBOOKS: Pages 12 – 15 PROGRESSION
Vocabulary words revision Fire / matches / fast / slow / how much is…? / crossing / robot / fire / water /uniform / boots / left /right
New Vocabulary words Safety / pamphlets / traffic officer / fireman / smoke /heat /crawl / inside / outside / gloves / safety hat
1. Memorises and performs a simple rhyme: The traffic light (p.13 of this ATP) OR _____________________________
Listening 2. Continues to build an oral vocabulary when doing the following activities:
and  Role play – Let’s do – Page 12: Using the words: First you must ….. Then you must .... Lastly you must……
Speaking  Revise: Ask for information/clarification, e.g. the date, time, cost – How late…? When will……?
How much is …(price)? Work in pairs. Listen and Repeat – Page 15

Concepts and
Language Structures
Phonics  Distinguish between different vowel sounds: i: ea – page 14 (Learners copy examples in the class workbooks and
write 3 – 5 sentences (depending on the learner’s ability). Guidance on page 15 of this ATP
 Different vowel sounds: i:ee – page 15 – Let’s write
Sight Words Revise: find; funny; here; jump Teach: run; said; water
Shared Reading/  Shared Reading : The pamphlet on Road/Fire Safety - pages 12 and 13 (See notes in the resource file)
Focussed Listening  Enlarged text (Second story for the term): Pre- read and First Read: (See guidance on page 2):
__________________________________________________________________________________________
Group Guided Let’s Read – Page 2
Reading School’s Reading Programme:____________________________________________________________________________
____________________________________________________________________________________________________
Independent Reading Home work:_________________________________ / Reading Corner
Writing  Draw a picture and write 5 sentences on the topic. Let’s do & Let’s write – Page 14. First do the sentences orally and
write some words to assist learners on the board.

Spells common words Run; said; dip; deep; hip; heap; slip; sleep; ship; sheep
Language Use Revise the lesson on the past tense. Then learners do Let’s write – page 9
Countable and uncountable nouns
Assessment Informal Listening and Speaking: Demonstrates an understanding of oral vocabulary – Observe and record

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ATP: EFAL Grade 3 Term 3 2020 North West

EFAL: ANNUAL TEACHING PLAN FOR GRADE 3: TERM 3 2020 SCHOOL:____________________________ CLASS:___________
WEEK 4&5 DATE: 27 JULY – 7 AUG
THEME 2 Health and Safety: Health Day, Don’t get lost & Just checking DBE WORKBOOKS: Pages 16 - 21 PROGRESSION
Vocabulary words revision Nurse / good / food / fruit / vegetables / eggs / sugar / dairy / fish / chicken / milk / water / address / surname / oil
New Vocabulary words Health / healthy / meat / bottom / top / pyramid / cereals / grains /
1. Memorises and performs a simple rhyme: The traffic light OR _____________________________
Listening 2. Continues to build an oral vocabulary when doing the following activities:
and  Talk about healthy food and paste the stickers. Point to the food in the pictures; name the food: Let’ talk &
Speaking Let’s do – page 17
 Tell your friend what food you like, and what you don’t like: Let’s talk – Page 20
 Make suggestions: Listen and repeat – Page 21 (Include suggestions using the vocabulary words of this week,
e.g. Let’s try and eat healthy food, etc. Learners can make suggestions on how to live healthier.
 Talk about the danger of a child getting lost, and what should they do if it happens. Let a learner tell how
he/she got lost and what happened then. Use the time connector words: First, then, after that, at the end.
Concepts and Plurals: Revise plurals getting –s and teach plurals where the word changes. Write the last group on a
Language Structures poster/the board and repeat it a few time during the week (drilling): Let’s write – Page 20
Phonics  Distinguish between different vowel sounds: i : e; (chalk board) / a : e – Page 23/Revise ch- and sh – Page 23
 Teach vowel digraphs: ou (as in round); Word work - Page 21 (Learners copy examples in the class workbooks and
write 3 – 5 sentences (depending on the learner’s ability).
Sight Words Revise: find; funny; here; jump; run; said Teach: ate; good; nine
Shared Reading/ Enlarged text (Second story for the term): Second-read and Post- Read: (See guidance on page 2):
Focussed Listening _________________________________________________________________________
Group Guided Let’s Read – Page 2
Reading School’s Reading Programme:__________________________________________________________________
Independent Reading Home work:_________________________________ / Reading Corner
Writing  Write a list: Let’s write – Pages 16 and 20 Fill in personal detail: Let’s write – Page 18
 Write 5 sentences: Let’s write – Page 18 Use the time connector words: First, then, after that, at the end.
Spells common words ate; good; bad; bed; lip; lap; shop; round; house; shout
Language Use Teach demonstrative pronouns (this / that /these/ those): Let’s write – Page 21. Present progressive tense.
Assessment Informal Listening and Speaking: Listens and answer comprehension questions orally.

EFAL: ANNUAL TEACHING PLAN FOR GRADE 3: TERM 3 2020 SCHOOL:____________________________ CLASS:___________
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ATP: EFAL Grade 3 Term 3 2020 North West

WEEK 6 DATE: 11 – 14 AUG

THEME 3 The outdoors: We go camping & At night DBE WORKBOOKS: Pages 22 - 25 PROGRESSION
Vocabulary words revision Camp (camping) / children / cook / food / hear / lion / listen / night / day / torch / tent / stars
New Vocabulary words Outdoor / game / game park / noise / footprint / dark / light / shine (shining)
1. Memorises and performs a simple song: Twinkle twinkle little star – Page 24
Listening 2. Continues to build an oral vocabulary using the new and previous vocabulary (revision) words when doing the following
and activities:
Speaking  Participates in a conversation on the topic and respond to questions – Let’s talk – Page 22
 Respond to simple questions – Let’s write – Page 23. Teach learners how to find the answers to the questions in the
text on p.22, by looking for key words. First do this orally. Repeating the answer to each question in a sentence.
Train learners to look for a reason when the question word “why” is used.
Concepts and
Language Structures
Phonics  Revise: Breaking words into syllables – Word work – page 23
 Teach 3-letter consonant blends at the beginning of a word: str- Page 25 and scr- Copy some of the words in the class
workbook and write 3 – 5 sentences using the phonic words. (More phonic words available on p.14 of this ATP)
Sight Words Revise: find; funny; here; jump; run; said; ate: good Teach: please; pretty; first
Shared Reading/ Enlarged text (Third story for the term): Pre- read and First Read: (See guidance on page 2) feel:
Focussed Listening ____________________________________________________________________________________
Group Guided Let’s Read – Page 22
Reading School’s Reading Programme:____________________________________________________________________________
Independent Reading Home work:_________________________________ / Reading Corner
Writing  Write a paragraph of 5 sentences on the picture on page 22 about camping at night. Learners may use sentence
frames that they know.
 The Fun-activity on page 25 is optional for learners who have time,
Spells common words
Language Use Revise Past Tense – then do Let’s write – Page 24 (Do more examples orally and on the board, including irregular verbs –
do some drilling). See attached list of verbs as a reference.
Assessment Informal - Writing: Observe if learners can write sentences in the past tense and record.

EFAL: ANNUAL TEACHING PLAN FOR GRADE 3: TERM 3 2020 SCHOOL:____________________________ CLASS:___________
WEEK 7 DATE: 17-21 AUGUST
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ATP: EFAL Grade 3 Term 3 2020 North West

THEME 3 The outdoors: We go fishing, After fishing & The fun fair DBE WORKBOOKS: Pages 26 - 31 PROGRESSION
Vocabulary words revision Fish / fishing / catch – caught / date /fun / cry / help / teacher / Merry-go-round / write / police man / yesterday /
tomorrow /
New Vocabulary words Letter / write – wrote / river / hunger / get – got / lost / police woman / home /
1. Memorises and performs a simple song: Twinkle twinkle little star – DBE Workbook Page 24 .
Listening 2. Continues to build an oral vocabulary when doing the following activities:
and  Teach learners a recount. (The reading pieces on pp. 26 or 30 can be used as models). Use the words first; then; at
Speaking last.
 Talk about objects in the picture: Fun – page 27. Learners repeat the sentence with every character; …… caught a ……,
e.g. Nomsa caught a yellow shoe; Sam caught a big fish. (Past tense)
 Talk about the pictures and about what happened to Nomsa & Ann – page 30. Repeat the last activity form week 4.
Include some ‘How’ and ‘Why’ questions (p.30) Focus on questions where learners must answer with possible reasons.
Concepts and
Language Structures
Phonics Teach 3-letter consonant blends at the end of a word: -tch Page 29 and -nch. Treat each phonic individually in a lesson; learners copy
some of the words and write 3 – 5 sentences in the class workbooks. Then do the activity on page 29 as informal assessment.
Sight Words Revise: find; funny; here; jump; run; said; ate; good; please; pretty;first Teach: no; yes; fly
Shared Reading/ Enlarged text (Third story for the term): Second-read and Post- Read: (See guidance on page 2):
Focussed Listening ____________________________________________________________________________________
Group Guided Let’s Read – Page 26 and Page 30
Reading School’s Reading Programme:____________________________________________________________________________
____________________________________________________________________________________________________
Independent Reading The letter on Page 26; & read the questions on page 27; help learners to find the answers in the text and answer orally.
Home work:_________________________________ / Reading Corner
Writing  Write the answers to the questions on page 27 independently (it was done orally earlier).
 Write a recount – based on the oral activity: 4 – 5 sentences. Learners can write either in the class workbooks of use
the space on the letter (Page 28). Don’t waste time on the format of a letter; focus on the features of a recount.
Spells common words No; yes; fly; catch; match; watch; latch; lunch; bench; punch; bunch
Language Use Revise past tense. (Do some more drilling on regular and irregular verbs) Then do Let’s write – page 31.
Explain that the future tense take the present tense form of the word after the word will. In this case the present tense
will take the verbs in the progressive tense (-ing)
Assessment Informal Listening and Speaking: Demonstrates an understanding of oral vocabulary – Observe and record

EFAL: ANNUAL TEACHING PLAN FOR GRADE 3: TERM 3 2020 SCHOOL:____________________________ CLASS:___________
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ATP: EFAL Grade 3 Term 3 2020 North West

WEEK 8 DATE: 24 -28 AUG

THEME 4 Fun with friends: The fancy dress party & Getting it right DBE WORKBOOKS: Pages 32 - 35 PROGRESSION
Vocabulary words revision Spring/ friend(s)/ fun/ party/ tree(s)/ date/ time/ please/ house/ come / how old…? / how long …?/ lost
New Vocabulary words Whose / Place /under/ invitation/ fancy dress/ dress(ed) up/ everyone/ recognize/ congratulations /
1. Memorises and performs a simple song: Your friends are my friends – DBE Workbook Page 40
Listening 2. Continues to build an oral vocabulary using the new and previous vocabulary (revision) words when doing the following
and activities:
Speaking  Look at the picture on page 32 and talk about what you see
 Respond to simple questions – Let’s write – Page 33. Teach learners how to find the answers to the questions in the
text on the previous page, by looking for key words. Do this orally.
 Learners respond to questions – Let’s talk – Page 33
 Making requests / Asking for help – Listen and Repeat – Page 35 (Put the questions in context so that learners will be
able to use it correctly in real life situations)
Concepts and
Language Structures
Phonics Teach consonant digraphs: -ph- and –ll Class workbooks: (e,g, phone; photo; nephew; elephant; dolphin; trophy; bell; smell;
doll; fall; sell; kill; fill) Write a 3 – 5 sentences too. (Some learners might need sentence frames – make sure it is available
for learners to refer to.)
Revise –ch- at the beginning and end of a word – page 35 – sound it out and then learners make 3 – 5 sentences in the class workbooks
Sight Words Revise: find; funny; here; jump; run; said; ate; good; please; pretty; no; yes; fly; first Teach: under; say
Shared Reading/ Enlarged text (Forth story for the term): Pre- read and First Read: (See guidance on page 2):
Focussed Listening ____________________________________________________________________________________
Group Guided Let’s Read – Page 32
Reading School’s Reading Programme:____________________________________________________________________________
Independent Reading Home work:_________________________________ / Reading Corner
Writing  Write questions starting with the words on page 33 – Let’s talk in Class workbooks.
 Revise Punctuation: page 35- Let’s write (Teach the words: full stop / question mark)
 Respond writtenly to simple questions – Let’s write – Page 33.
Spells common words under; say; phone; photo; nephew; bell; smell; doll; sell; kill
Language Use Revise pronouns – Page 34 Let’s write Revise is/ are- Page 34 Let’s write
Assessment Informal

EFAL: ANNUAL TEACHING PLAN FOR GRADE 3: TERM 3 2020. SCHOOL:____________________________ CLASS:___________
WEEK 9 DATE: 31 AUG – 4SEPT

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ATP: EFAL Grade 3 Term 3 2020 North West

THEME 4 Fun with friends: Bongi and her friends build a tree house & Fun with a friend DBE WORKBOOKS: Pages 36 - 41 PROGRESSION
Vocabulary words revision Because / under/ everyone/ recognize/ climb / careful / clouds / rain / tree(s)
New Vocabulary words build/ fighting/ litter/ fight/ rope / warn / thick / thin / heavy / tools / fall asleep /
1. Memorises and performs a simple song: Your friends are my friends – DBE Workbook Page 40
Listening 2. Continues to build an oral vocabulary when doing the following activities:
and  L earners describe a process: How Bongi and her friends build a tree house (See the notes for Listening and Speaking)
Speaking  Puts pictures in the right order after listening to instructions
 Practise the commands on page 41. Work in pairs. Learners must be able to express themselves in simple sentences.

Concepts and Adjectives: Opposites – Page 36 Let’s write

Language Structures
Phonics Teach consonant digraphs: -ff and –ss (See attached list of phonic words) Class Workbooks.
Revise sounds learned this term : Fun - Page 19
Sight Words Revise: find; funny; here; jump; run; said; ate; good; please; pretty; no; yes; fly; under; say Teach: give; again; ten
Shared Reading/ Enlarged text (Forth story for the term): Second-read and Post- Read: (See guidance on page 2)
Focussed Listening ______________________________________________________________________________________________
Group Guided Let’s Read – Page 37
Reading School’s Reading Programme:____________________________________________________________________________
____________________________________________________________________________________________________
Independent Reading Home work:_________________________________ / Reading Corner
Writing  Writes increasingly complex lists with headings: Let’s write – Page 37 (Look for the items in the text on page 36)
 Write a paragraph on “The tree house” using adjectives to describe the nouns in the sentences, e.g. We build a
house in a big tree. (The sequenced pictures can be used as a guideline)
Spells common words Give; again; fuss; mess; glass; grass; cross; stuff; cuff; fluff
Language Use Demonstrative pronouns: This / That /These/ Those - activity in class workbooks
Assessment Informal

EFAL: ANNUAL TEACHING PLAN FOR GRADE 3: TERM 3 2020 SCHOOL:____________________________ CLASS:___________
WEEK 10 & 11 DATE: 7-18 SEPTEMBER

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ATP: EFAL Grade 3 Term 3 2020 North West

THEME FORMAL ASSESSMENT TASK TERM 3 PROGRESSION

Vocabulary words revision
New Vocabulary words

Listening Follow the SBA Guidelines (booklet)

and FORMAL ASSESSMENT – FAT 2 This week can be moved to an earlier slot, e.g week 8. Then weeks 8 & 9 move
Speaking one week on.

Complete marking of Formal Assessment, record marks and submit the necessary documents for post-moderation.
Update intervention forms.
Phonics Make sure all evidence of recorded marks (recording sheets) are filed (hand written and final SAMS printout)
Analyse results and put intervention strategies in place.
Sign report cards and issue it.
Shared
Reading
Group Guided Contact parents of learners who did not perform as expected in Group Guided Reading and discuss intervention strategies.
Reading
Independent Reading
Writing
Spells common words

Language Use
Assessment Formal Assessment

Grade 3 Term 3 Rhymes (suggested)

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ATP: EFAL Grade 3 Term 3 2020 North West

Mary Had a Little Lamb The traffic light

Red says stop (hold up left hand in “stop” gesture)
Mary had a little lamb Green says go. (Right arm motioning)
Whose fleece as white as snow. Yellow says wait. (Hold up index finger)
And everywhere that Mary went, You’d better go slow.
The lamb was sure to go!
When I reach a crossing place (cross arms at wrist)
To the left and right I turn my face.
It followed her to school one day,
which was against the rules. I walk, not run across the street (Use fingers)

It made the children laugh and play, and use my head to guide my feet. (Point to head and feet)
To see a lamb at school
The golden rules
Seasons of trees (Julie Holder) When speaking to others
1 2 Use a kind voice
In spring In summer Think before doing
the trees are a beautiful sight the trees are full of treats And make the right choice
dressed in blossoms apples and pears
pink and white. and peaches to eat . Follow instructions
And try your best
3 4 Do your homework
In autumn In winter and past the test.
the trees are red and gold the trees are bare and plain
and the leaves fall down waiting for spring If you get stuck
as the days grow cold. to dress again. Raise your hand
Ask for help
and you’ll be grand

When moving around

walk, don’t run
Be respectful…….
The rules are done!

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ATP: EFAL Grade 3 Term 3 2020 North West
Grade 3 Term 3

PHONICS:

1. Teach a new phonic first before learners write it in the class workbooks (with a few sentences), before you do the activity in the DBE workbook. Select
8 - 10 words that your learners will understand best (from list A or B) for each lesson.
List A. Words used in the DBE workbook are: ‘ll’ ‘ss’ ‘ff’
ai oi ay ou oy str- scr- -tch -nch -ph- bell fuss stuff
train boil day soya street hatch phone tell mess cuff
main toil may coy (shy) string patch photo smell miss fluff
pain oil say toy stretch catch phonics sell bless bluff
pail soil pay boy stress match orphan will press
trail coin lay joy stream witch nephew kill glass
grain spoil ray strong latch trophy fill grass
stain hay watch elephant fall cross
strain kitchen dolphin fell
hitch doll
stitch
List B. Some more words to select from:
brain point pray round joy strait scratch fetch lunch
rain noise crayon sound enjoy strike scrap crutch punch
mail toilet play count employ stranger scream bunch
tail joint clay cloud strap scramble bench
rail stay mouse scrub munch
chain mouth
paint house
sail loud
plain shout
flour

Guidance on presenting some vowel sounds:

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ATP: EFAL Grade 3 Term 3 2020 North West

Weeks 3 & 4: Activity description:

Distinguishes 1. Settle the class so that you have their attention.
between different 2. Teacher explain (in LOLT and English):
vowel sounds orally: I am going to say two words and I want you to listen carefully.
You must tell if they are the same word or different words.
E.g. bad, bed – Are those words the same or different words?
3. Learners answer: Different.
4. Teacher: What make the words different? (Say the words again)
5. Learners: \a\ in bad; \e\ in bed. (Teacher explain if learners can’t)
6. Teacher writes bad, bed on the board so that learners can see the difference as well
as hear it.
Follow the same procedure with words like the following:
o ship ; chip
o pot ; pat
o pet ; pit
o ship ; sheep
o ran ; rain
o chip ; cheap
o at ; ate
o sit ; seat
o deep ; dip
o feed ; fed
7. Then learners do the activity in the DBE Workbook page 14 or 15 or 23.

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