SUGGESTED PLANNING FOR TEACHING AND ASSESSMENT Grade 3 HL 2023

TERM 1 51 days Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
THEMES About me Feelings Health education Keeping my body safe Rights and responsibilities
Listening and Listen to stories, identify Listen to a complex Listen to stories, identify Listen to a complex Listen to a complex Listen to a complex Listen to stories, identify Listen to stories, identify Listen to stories, identify Ask questions for clarity
Speaking the main idea and details sequence of instructions the main idea and details sequence of instructions sequence of instructions sequence of instructions the main idea and details the main idea and details the main idea and details and comment on what is
and answer higher-order (at least 4) and respond and answer higher-order (at least 4) and respond (at least 4) and respond (at least 4) and respond and answer higher-order and answer higher-order and answer higher-order heard. For example: “Did
Weight value: 15% thinking questions. For appropriately. thinking questions. appropriately. appropriately. appropriately. thinking questions. For thinking questions. For thinking questions. it really happen? What
7 Listening Activities to example: “Do you think • Give learners four • Look at the pictures • Friends give each • A clinic sister tells the • The social worker example: “Do you think example: “Do you think • Listen to a story did you do?”
Get Your Students this is the best title for instructions at a time and say how these other 4 instructions, children about e.g. talks to the children this is the best title for this is the best title for about e.g. Lisa helps • Religious and other
Attentive & Ready to the story? Why?” on what they should children feel. e.g. Walk 5 steps how to stop a about “Keeping my the story? Why?” the story? Why?” around the house. special days.
Learn ... • Listen to a story the do: • Talk about: What forwards. Turn right. nosebleed, treat a cut, body safe”. • Listen to a story • Listen to a story • We must respect
https://proudtobeprimary. teacher reads, e.g. e.g. Colour the makes you happy? Give three huge etc. • When we like about, e.g. The about, e.g. Peter Ask questions for clarity people of other
com/listening-activities/ My birthday wish. biggest circle red and What makes you steps. Stop. Clap something and want small lion that did not breaks the school and comment on what is religions.
the smallest circle sad? What makes your hands 3 times, Listen to stories, identify to continue, we get a eat meat or A rare rules. heard. • What religion do you
Ask questions for clarity blue. Make a cross you scared? What etc. the main idea and details “yes” feeling. story. (A story about • As questions about practice?
and comment on what is in the middle circle. makes you angry? and answer higher-order • When something how I should keep Ask questions for clarity the story that was • What religion does
heard. For example: “Did Draw a square below Listen to stories, identify thinking questions. makes us uneasy myself healthy.) and comment on what is read. your best friend
it really happen? And the biggest circle. Ask questions for clarity the main idea and details • Talk about the most and we want to stop, heard. practice?
What did you do?” and comment on what is and answer higher-order important aspects we get a “no” feeling. Ask questions for clarity • Discuss: Why Answer questions and
• Ask questions about Listen to stories, identify heard. thinking questions. regarding the and comment on what is should we have provide reasons for the Participate in
what was read. the main idea and details • Put questions to the • Listen to a story treatment of the Listen to stories, identify heard. For example: “Did rules? answers. discussions, ask
and answer higher-order learners. about, e.g. The above. the main idea and details it really happen? What • What is the • Learners tell each questions and show
Express feelings about a thinking questions. For argument in the and answer higher-order did you do?” difference between other which chores sensitivity for other’s
text and provide example: “Do you think Express feelings about a orchard (any story Ask questions for clarity thinking questions. For • Answers questions rights and they help with at feelings.
reasons. this is the best title for text and provide about emotions). and comment on what is example: “Do you think about the story. responsibilities? home. • Respect for the
• Do you like receiving the story? Why?” reasons. heard. this is the best title for sacred memories of
presents for your • Think of something • Emotions – scared, Ask questions for clarity • The learners may the story? Why?” Participate in Express feelings about a others.
birthday? that happened in angry, sad and and comment on what is pose questions for • The social worker discussions, ask text and provide
• How do you feel your past and tell happy. heard. the clinic sister to reads a story to the questions and show reasons.
when you get your friend about it • Things I like. What answer. learners. sensitivity for other’s • Why do you think the
something you don’t so that he or she can do you like? feelings. child is upset about
like that much? get to know you • Activities I enjoy. Ask questions for clarity • How did the being punished?
better. and comment on what is characters in the
Express feelings about a heard. story feel? Answer questions and
Ask questions for clarity text and provide provide reasons for the
and comment on what is reasons. Express feelings about a Answer questions and answers. For example:
heard. text and provide provide reasons for the “Yes. I think the title tells
• Ask questions about reasons. answers. For example: the reader what the story
the example of the • Why does he/she “Yes. I think the title tells is about.”
timeline displayed. feel that way? the reader what the story • Discuss the title of
is about.” the story; can you
Participate in think of another title?
discussions, ask
questions and show
sensitivity for other’s
feelings.
• I experienced “yes”
and “no” feelings
when ...

Phonics Grade 3 Phonics Scope and Sequence:

Word building:
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Reading Use visual clues to talk Use visual clues to talk Use visual clues to talk Read a book as a whole Use visual clues to talk Use visual clues to talk Read a book as a whole Use visual clues to talk Read a book as a whole Read a book as a whole
about a graphic text. about a graphic text. For about a graphic text. For class with teacher about a graphic text. about a graphic text. class with teacher about a graphic text. For class with teacher class with teacher
Weight value: 25%
• Look at the picture of example, look at a photo example, look at a photo (shared reading) and • Pictures of the steps • Talk about the two (shared reading) and example, look at a photo (shared reading) and (shared reading) and
Shared Reading an invitation to a and discuss what it’s and discuss what it’s discuss the main idea to treat nosebleeds pictures. discuss the main idea and discuss what it’s discuss the main idea discuss the main idea
birthday party. about, where it was about, where it was and main characters. and cuts. • Which picture is an and main characters. about, where it was and main characters. and main characters.
Teaching with Shared • What information is taken, etc. taken, etc. • Read a story about example of a “safe” • With the teacher, taken, etc. • With the teacher, • With the teacher, read
Reading of a Big Book given on the card? • Timeline – Look at • Use pictures/ photos emotions such as Read enlarged texts activity and which read a story about… • Look at the picture of read the story about about different kinds
Free the photos. to discuss the The argument in the such as poems, Big picture is an example I keep my body the children in the e.g. Lisa helps at of religions.
By Bill Barnes Read enlarged texts different emotions. orchard. Books, posters and of an “unsafe” healthy… classroom. home.
Resource URL such as poems, Big Read enlarged texts • Especially refer to electronic text as a class activity? • Talk to your friend
https://www.youtube.co Books, posters and such as poems, Big the facial Read different poems with the teacher (shared Read different poems about the rules that Answer higher-order
m/watch?v=Lu3QH9AJn electronic text as a class Books, posters and expressions on the about a topic and reading). Read enlarged texts about a topic and these children are thinking questions
0s with the teacher (shared electronic text as a class pictures/ photos. discuss (both the format • Read the captions of such as poems, Big discuss (both the format breaking. based on the text,
reading). with the teacher (shared and the meaning). the posters. Books, posters and and the meaning). before, during and after
• With the teacher, reading). Read enlarged texts • Read poems about • Relate the text to the electronic text as a class • I keep my body Read enlarged texts reading the text. For
read the captions of • Read the timeline such as poems, Big different emotions. pictures. with the teacher (shared healthy ... such as poems, Big example: “What do you
a story about e.g. My captions. Books, posters and reading). Books, posters and think will happen next?”
birthday wish. electronic text as a class Answer higher-order Read instructions in the • Read the speech Answer higher-order electronic text as a class • Answers questions
Read different poems with the teacher (shared thinking questions classroom. bubbles with the thinking questions with the teacher (shared about the story read.
Read instructions in the about a topic and reading). based on the text, learners. based on the text, reading).
classroom. discuss (both the format • Friends read each before, during and after Answer higher-order before, during and after • Read the poster with
• Read the class rules and the meaning). other’s timeline reading the text. thinking questions Read a book as a whole reading the text. For the rights and
with the teacher. • Read a poem about captions. based on the text, class with teacher example: “What do you responsibilities and
e.g. I am growing…. • Read a story of, e.g., before, during and after (shared reading) and think will happen next?” explain what each
Answer higher-order Sulking John.. reading the text. discuss the main idea • Answer questions one means.
thinking questions Answer higher-order • Answer questions on and main characters. and discuss the story
based on the text, thinking questions Answer higher-order nosebleeds and cuts. • With the teacher, that was read. Read instructions in the
before, during and after based on the text, thinking questions read the story about classroom.
reading the text. For before, during and after based on the text, e.g. I learn to say • Read the class rules
example: “What do you reading the text. For before, during and after ‘No’... written by the
think will happen next?” example: “What do you reading the text. children.
• Answer questions think will happen next?” • Sulking John. Answer higher-order
about e.g. My • Timeline. thinking questions Answer higher-order
birthday wish. • Poem that was read. based on the text, thinking questions
before, during and after based on the text,
reading the text. For before, during and after
example: “What do you reading the text. For
think will happen next?” example: “What do you
think will happen next?”

Group-guided Read aloud from own Read aloud from own Read aloud from own Read aloud from own Read aloud from own Read aloud from own Read aloud from own Read aloud from own Read aloud from own Read aloud from own
Reading book in a guided reading book in a guided reading book in a guided reading book in a guided reading book in a guided reading book in a guided reading book in a guided reading book in a guided reading book in a guided reading book in a guided reading
group with the teacher, group with the teacher, group with the teacher, group with the teacher, group with the teacher, group with the teacher, group with the teacher, group with the teacher, group with the teacher, group with the teacher,
that is, the whole group that is, the whole group that is, the whole group that is, the whole group that is, the whole group that is, the whole group that is, the whole group that is, the whole group that is, the whole group that is, the whole group
What Is Guided reads the same story: reads the same story: reads the same story: reads the same story: reads the same story: reads the same story: reads the same story: reads the same story: reads the same story: reads the same story:
Reading? | Reading
Lessons Free By Use structural-analytical Use structural-analytical Use structural-analytical Use structural-analytical Use structural-analytical Use structural-analytical Use structural-analytical Use structural-analytical Use structural-analytical Use structural-analytical
Howcast decoding skills. decoding skills. decoding skills. decoding skills. decoding skills. decoding skills. decoding skills. decoding skills. decoding skills. decoding skills.
Resource URL
• Break down words • Break down words • Break down words • Break down words • Break down words • Break down words • Break down words • Break down words • Break down words • Break down words
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into syllables. into syllables. into syllables. into syllables. into syllables. into syllables. into syllables. into syllables. into syllables. into syllables.
m/watch?v=yw6CyBjkP
qw • Ability to combine • Ability to combine • Ability to combine • Ability to combine • Ability to combine • Ability to combine • Ability to combine • Ability to combine • Ability to combine • Ability to combine
syllables. syllables. syllables. syllables. syllables. syllables. syllables. syllables. syllables. syllables.
• Recognise smaller • Recognise smaller • Recognise smaller • Recognise smaller • Recognise smaller • Recognise smaller • Recognise smaller • Recognise smaller • Recognise smaller • Recognise smaller
words within a bigger words within a bigger words within a bigger words within a bigger words within a bigger words within a bigger words within a bigger words within a bigger words within a bigger words within a bigger
word. word. word. word. word. word. word. word. word. word.

Use context clues. Use context clues. Use context clues. Use context clues. Use context clues. Use context clues. Use context clues. Use context clues. Use context clues.
• Use picture to • Use picture to • Use picture to • Use picture to • Use picture to • Use picture to • Use picture to • Use picture to • Use picture to Use context clues.
determine what the determine what the determine what the determine what the determine what the determine what the determine what the determine what the determine what the • Use picture to
story is about. story is about. story is about. story is about. story is about. story is about. story is about. story is about. story is about. determine what the
story is about.
 • Follow the clue of the • Follow the clue of the • Follow the clue of the • Follow the clue of the • Follow the clue of the • Follow the clue of the • Follow the clue of the • Follow the clue of the • Follow the clue of the • Follow the clue of the
story to predict what story to predict what story to predict what story to predict what story to predict what story to predict what story to predict what story to predict what story to predict what story to predict what a
a certain word in a a certain word in a a certain word in a a certain word in a a certain word in a a certain word in a a certain word in a a certain word in a a certain word in a certain word in a
sentence might be. sentence might be. sentence might be. sentence might be. sentence might be. sentence might be. sentence might be. sentence might be. sentence might be. sentence might be.
• Use story line to • Use story line to • Use story line to • Use story line to • Use story line to • Use story line to • Use story line to • Use story line to • Use story line to • Use story line to
predict words. predict words. predict words. predict words. predict words. predict words. predict words. predict words. predict words. predict words.
• Look at words close • Look at words close • Look at words close • Look at words close • Look at words close • Look at words close • Look at words close • Look at words close • Look at words close • Look at words close
to a specific word to to a specific word to to a specific word to to a specific word to to a specific word to to a specific word to to a specific word to to a specific word to to a specific word to to a specific word to
find out what the find out what the find out what the find out what the find out what the find out what the find out what the find out what the find out what the find out what the
unknown word might unknown word might unknown word might unknown word might unknown word might unknown word might unknown word might unknown word might unknown word might unknown word might
be. be. be. be. be. be. be. be. be. be.

Use phonic knowledge Use phonic knowledge Use phonic knowledge Use phonic knowledge Use phonic knowledge Use phonic knowledge Use phonic knowledge Use phonic knowledge Use phonic knowledge
and sight words during and sight words during and sight words during and sight words during and sight words during and sight words during and sight words during and sight words during and sight words during
reading reading. reading. reading reading. reading. reading. reading. reading.
Use phonic knowledge
Use word recognition Use word recognition Use word recognition Use word recognition Use word recognition Use word recognition Use word recognition Use word recognition Use word recognition and sight words during
and comprehension and comprehension and comprehension and comprehension and comprehension and comprehension and comprehension and comprehension and comprehension reading
skills during reading: skills during reading: skills during reading: skills during reading: skills during reading: skills during reading: skills during reading: skills during reading: skills during reading:
• Sound words for • Sound words for • Sound words for • Sound words for • Sound words for • Sound words for • Sound words for • Sound words for • Sound words for Use word recognition and
understanding understanding understanding understanding understanding understanding understanding understanding understanding comprehension skills
• Use initial • Use initial • Use initial • Use initial • Use initial • Use initial • Use initial • Use initial • Use initial during reading:
letters as clues. letters as clues. letters as clues. letters as clues. letters as clues. letters as clues. letters as clues. letters as clues. letters as clues. • Sound words for
• Use known parts of • Use known parts of • Use known parts of • Use known parts of • Use known parts of • Use known parts of • Use known parts of • Use known parts of • Use known parts of understanding
the words to the words to the words to the words to the words to the words to the words to the words to the words to • Use initial
understand the understand the understand the understand the understand the understand the understand the understand the understand the letters as clues.
whole word. whole word. whole word. whole word. whole word. whole word. whole word. whole word. whole word. • Use known parts of
• Use combination of • Use combination of • Use combination of • Use combination of • Use combination of • Use combination of • Use combination of • Use combination of • Use combination of the words to
sounds to sounds to sounds to sounds to sounds to sounds to sounds to sounds to sounds to understand the whole
understand words, understand words, understand words, understand words, understand words, understand words, understand words, understand words, understand words, word.
e.g. fl-oor e.g. fl-oor e.g. fl-oor e.g. fl-oor e.g. fl-oor e.g. fl-oor e.g. fl-oor e.g. fl-oor e.g. fl-oor • Use combination of
• Use the division of • Use the division of • Use the division of • Use the division of • Use the division of • Use the division of • Use the division of • Use the division of • Use the division of sounds to understand
words, such as words, such as words, such as words, such as words, such as words, such as words, such as words, such as words, such as words, e.g. fl-oor
breaking up syllables breaking up syllables breaking up syllables breaking up syllables breaking up syllables breaking up syllables breaking up syllables breaking up syllables breaking up syllables • Use the division of
to understand the to understand the to understand the to understand the to understand the to understand the to understand the to understand the to understand the words, such as
whole word. whole word. whole word. whole word. whole word. whole word. whole word. whole word. whole word. breaking up syllables
to understand the
Read with fluency and Read with fluency and Read with fluency and Read with fluency and Read with fluency and Read with fluency and Read with fluency and Read with fluency and Read with fluency and whole word.
intonation. intonation. intonation. intonation. intonation. intonation. intonation. intonation. intonation.

Build sight vocabulary Build sight vocabulary Build sight vocabulary Build sight vocabulary Build sight vocabulary Build sight vocabulary Build sight vocabulary Build sight vocabulary Build sight vocabulary
during all reading. during all reading. during all reading. during all reading. during all reading. during all reading. during all reading. during all reading. during all reading.
Independent reading: Independent reading: Independent reading: Independent reading: Independent reading: Independent reading: Independent reading: Independent reading: Independent reading:
picture books, rhymes, picture books, rhymes, picture books, rhymes, picture books, rhymes, picture books, rhymes, picture books, rhymes, picture books, rhymes, picture books, rhymes, picture books, rhymes,
story books from the story books from the story books from the story books from the story books from the story books from the story books from the story books from the story books from the Read with fluency and
library or the class library or the class library or the class library or the class library or the class library or the class library or the class library or the class library or the class intonation
reading corner. reading corner. reading corner. reading corner. reading corner. reading corner. reading corner. reading corner. reading corner.
Build sight vocabulary
during all reading
Independent reading:
picture books, rhymes,
story books from the
library or the class
reading corner.
Writing: Do word building tasks: Do word building tasks: Do word building tasks: Do word building tasks: Do word building tasks: Do word building tasks: Do word building tasks: Do word building tasks: Do word building tasks: Do word building tasks:
• a, e, o, i, u • aa, ee, oo, uu • ie, oe ou, ui, eu, ei. • ie, oe ou, ui, eu, ei. • spr- in sprout, scr- • Use the -t and -d end • Break down multi- • Write the days of the • Recognise and use • Sort letters and words
Weight value: 30%
• Write the days of the • Write the days of the • Write the days of the • Write the days of the in screw, str- in sound correctly such syllabic words into week and months of rhyming words such into alphabetical
Writing week and months of week and months of week and months of week and months of street Write the days as bread, field, beat, separate syllables: the year correctly. as blow, flow, grow. order.
the year correctly. the year correctly. the year correctly. the year correctly. of the week and feet re-mem-ber. • Dictation • Dictation • Write the days of the
• Dictation of 3 • Dictation of 3 • Dictation of 3 • Dictation of 3 months of the year • Write the days of the • Write the days of the week and months of
sentences sentences sentences. sentences. correctly. week and months of week and months of Draw pictures and write Contribute ideas, words the year correctly.
the year correctly. the year correctly. sentences to show and sentences for a • Dictation.
Answer a Draw pictures and write Write instructions, for Contribute ideas, words understanding of a class story (shared
comprehension text sentences to show example to a friend. and sentences for a Draw pictures and write Write instructions, for Contribute ideas, words story. writing). Ask questions to help
about e.g. understanding of a • Write two reasons class story (shared sentences to show example to a friend. and sentences for a • How can we help our define the writing task.
• The party. story. why your friend writing). understanding of a • What should my class story (shared Write instructions, for teacher in class? • Complete the map
• My own timeline. should be grateful. • Complete a mind story. friend do if he/she writing). example to a friend. about yourself.
Contribute ideas, words map – things children • Draw and write down experiences a “no” • Ways we can keep Write at least one
and sentences for a Use pictures to choose a Contribute ideas, words love. the steps for treating feeling? ourselves healthy…. Contribute ideas, words paragraph of eight Write at least one
class story (shared topic to write about. and sentences for a nosebleeds and cuts. and sentences for a sentences. paragraph of eight
writing). • Choose a photo or a class story (shared Plan the writing process Use pictures to choose a class story (shared sentences.
picture of yourself. writing). with a friend. Write instructions. topic to write about. writing).
 • Class rules for the Put the pictures in • What makes us • Treatment of • Look at the pictures Write at least one • Write down four rules • How do you help • I tell more about
year – learners give the correct sequence happy in class? Ask questions to help nosebleeds and cuts. and choose a topic paragraph of eight for your class. your mom and dad at myself.
ideas. and write about define the writing task. for your story. sentences. home?
them. Plan the writing process • Questions such as Ask questions to help • Keep a diary for a Use pictures to choose a Write words to form a
Plan the writing process with a friend. Why, Where, When, define the writing task. Plan the writing process week and write down topic to write about. Write and illustrate six to sentence using capital
with a friend. Plan the writing process Who, etc. with a friend. one or two things you • Choose three eight sentences on a letters, full stops,
• My birthday wish. with a friend. Ask questions to help Write at least one have done every day pictures about the topic to contribute to a question marks, commas,
define the writing task. Write at least one paragraph of eight Ask questions to help to keep yourself rights and book for the class exclamation marks and
Write at least one paragraph of eight sentences. define the writing task. healthy. responsibilities of library. inverted commas.
paragraph of eight Write words to form a Write at least one sentences. • E.g. I help my friend • Ask questions about children. • Illustrate the
sentences such as own sentence using capital paragraph of eight • Now complete your …… the pictures. Write words to form a • Write in your own sentences about the Use present, past and
news, creative story, letters, full stops, sentences such as: own mind map and sentence using capital words what this things the learners future tense correctly.
description of an question marks, • Write a diary entry write a paragraph Write words to form a Write at least one letters, full stops, means. are going to help the
incident. commas, exclamation about a day when about what you like sentence using capital paragraph of eight question marks, teacher with.
• My birthday wish. marks and inverted you were happy and to do and why you letters, full stops, sentences. commas, exclamation Plan the writing process
commas. a day when you felt enjoy this activity. question marks, • Write the story in marks and inverted with a friend. Write words to form a
Write words to form a sad. commas, exclamation your own words. commas. • Rights and sentence using capital
sentence using capital Use word-building Write words to form a marks and inverted responsibilities of letters, full stops,
letters, full stops, techniques, phonic Write words to form a sentence using capital commas. Write words to form a Use word-building children. question marks,
question marks, knowledge and spelling sentence using capital letters, full stops, sentence using capital techniques, phonic commas, exclamation
commas, exclamation rules to write unfamiliar letters, full stops, question marks, Use word-building letters, full stops, knowledge and spelling Ask questions to help marks and inverted
marks and inverted words. question marks, commas, exclamation techniques, phonic question marks, rules to write unfamiliar define the writing task. commas.
commas. commas, exclamation marks and inverted knowledge and spelling commas, exclamation words. Write at least one
Use present, past and marks and inverted commas. rules to write unfamiliar marks and inverted paragraph of eight Use word-building
Use word-building future tense correctly. commas. words. commas. Use present, past and sentences. techniques, phonic
techniques, phonic Use word-building future tense correctly. • Rights and knowledge and spelling
knowledge and spelling Use word-building techniques, phonic Use present, past and Use word-building responsibilities of rules to write unfamiliar
rules to write unfamiliar techniques, phonic knowledge and spelling future tense correctly. techniques, phonic children. words.
words. knowledge and spelling rules to write unfamiliar knowledge and spelling
rules to write unfamiliar words. rules to write unfamiliar Write words to form a Use present, past and
Use present, past and words. words. sentence using capital future tense correctly.
future tense correctly. Use present, past and letters, full stops,
Use present, past and future tense correctly. Use present, past and question marks,
future tense correctly. future tense correctly. commas, exclamation
marks and inverted
commas.

Use word-building
techniques, phonic
knowledge and spelling
rules to write unfamiliar
words.

Use present, past and

future tense correctly.
Handwriting Introduce cursive Introduce cursive Introduce cursive Introduce cursive Introduce cursive Introduce cursive Introduce cursive Introduce cursive Introduce cursive Introduce cursive writing:
writing: writing: writing: writing: writing: writing: writing: writing: writing: • Date and captions.
Weight value: 10%
• Date and captions. • Date and captions • Date and captions • Date and captions. • Date and captions. • Date and captions. • Date and captions. • Date and captions. • Date and captions. • Formation of pattern
• Formation of pattern • Formation of pattern • Formation of pattern • Formation of pattern • Formation of pattern • Formation of pattern • Formation of pattern • Formation of pattern • Formation of pattern and letter:
and letter: and letter: and letter: and letter: and letter: and letter: and letter: and letter: and letter:
• Copy written text
• Copy written text • Copy written text • Copy written text • Copy written text correctly.
• Copy written text • Copy written text • Copy written text • Copy written text
• Copy written text correctly. correctly. correctly. correctly.
correctly. correctly. correctly. correctly.
correctly.
Grade 2 knowledge Grade 2 knowledge Grade 2 knowledge Grade 2 knowledge Grade 2 knowledge Grade 2 knowledge Grade 2 knowledge Grade 2 knowledge Grade 2 knowledge Grade 2 knowledge
Requisite pre-
knowledge

Reading series Reading series Reading series Reading series Reading series Reading series Reading series Reading series Reading series Reading series
eBooks eBooks eBooks eBooks eBooks eBooks eBooks eBooks eBooks E-books
Resources (other than Sentence strips Sentence strips Sentence strips Sentence strips Sentence strips Sentence strips Sentence strips Sentence strips Sentence strips Sentence strips
textbook) to enhance DBE Workbooks DBE Workbooks DBE Workbooks DBE Workbooks DBE Workbooks DBE Workbooks DBE Workbooks DBE Workbooks DBE Workbooks DBP workbooks
learning Flash cards Flash cards Flash cards Flash cards Flash cards Flash cards Flash cards Flash cards Flash cards Flash cards
Pictures Pictures Pictures Pictures Pictures Pictures Pictures Pictures Pictures Pictures
Posters Posters Posters Posters Posters Posters Posters Posters Posters Posters

• These activities are observed and assessed daily during Language lessons. Not all skills have to be assessed, but the learners should rather be given the opportunity to practise and master the skills.
Informal assessment
• This takes place informally and on a continuous basis.
and didactic assistance
 • These activities must be observed and assessed daily during Home Language lessons. Not all skills have to be assessed, but the learners should rather be given the opportunity to practise and master the skills.
SBA (Formal • At the end of Week 9, all the checklists must be completed, which allows the educator to score each child.
assessment) • Teachers can choose from SBA guidelines on the formal assessment model

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