English Home Language Grade 3 - My Klaskamer
2021 Annual Teaching Plan Template1. English Home Language Grade 3Revised National Teaching PlanGUIDELINES ON HOW TO USE THE ADJUSTED CURRICULUM FOR LANGUAGES IN FOUNDATION PHASE:Please note the following:1. The CAPS document for terms 1-4 has been combined into one document.2. The curriculum was adjusted to address the core concepts and skills.3. All the skills are spread over the time given.4. Content is scaffolded across weeks5. The first 6 weeks in Grade 1 is dedicated to a readiness programme to ensure that all learners are ready for the formal schooling.6. For Grades 2 & 3 the first six weeks is set aside for catchup and consolidation of previous grade’s content. If a school does not find this necessary, they should follow CAPS as from term 1 content.7. Life Skills themes must be integrated with Home Language.8. The topics/themes for HL are only suggestions and not compulsory. Teachers should use topics applicable to the school context.9. Whenever groupwork is done, social distancing is to be adhered to.Guidelines for assessment: Baseline assessment: Should be done during the first 10 days of returning to school. Baseline activities should not be a stand-alone but be integrating with the teaching and learning process. Should be done informally and mostly through observation. The assessment activities will focus on previous grade content. The aim of the activities will be to determine the level of the learners to guide the teaching and learning process for the way forward.School Based Assessment: Assessment takes place on a continuous basis in the Foundation Phase. A bigger focus should be on formative assessment. Be guided by the SBA guidelines. (Rubrics and checklists are found in this guide.) Assessment can only take place on content taught. Assessment items to be adjusted accordingly.These are exceptional times. We would like to thank you for trying your utmost to prepare the learners for the next grade.
2021 Annual Teaching Plan Template2021 Annual Teaching Plan – Term 1: SUBJECT: English HL Grade 3Term 145 daysWeek 127-29 January(3 days)THEME/TOPICWeek 2Week 3Week 4Week 5Week 6Week 7Week 81-5 February8-12 February15-19 February22-26 February1-5 March8-12 March15-19 MarchTOPICS NOT ADDRESSED IN PREVIOUS GRADEWeek 923-26 March(4 days)ABOUT MESIX WEEKS CATCHUP PROGRAMMETEN DAY BASELINE INTEGRATED INTO THE TEACHING AND LEARNING PROCESSWeek 1029-31 March(3 days)FEELINGSTERM 1 CONTENTLISTENING & SPEAKING(Minimum time 3 x 15 minutes per week; Maximum time 4 x 15 minutes per week)CAPS TopicListen to acomplicatedsequence ofinstructions andreactappropriately. We use writingand our voicestocommunicate.Take part indiscussions,propose topicsfor discussionand askCorequestions to getConcepts, Skills information.Report on theand Valuesgroupwork done. How doespeople that isdeaf and blindcommunicate? Use picturesand discuss.Take part in wordgames e.g. “I spywith my littleeye ”Listen and reactto a speakerwhich the learnercannot see. Sit with youback against afriend’s backand act as ifyou are talkingon thetelephone. Take turns totalk about theholiday. Use voices totalk aboutfeelings.Listen to detail instories andanswers higherorder questions.E.g. “Do you thinkher was rightto ” Read a storye.g. We visitthe seaside.Answers openended questionsand give reasonsfor your answer.E.g “Why do yousay soAnswers questionson the story.Listen and reactto a speakerwhich the learnercannot see. Listens to nightsounds that theteacher plays.Listen and react toa speaker whichthe learner cannotsee. Listen to factson differentnight animals.Listen to detail instories andanswers higherorder questions.E.g. “Do you thinkher was rightto ” Listen to thestory of a nightape Answers openended questionsand give reasonsfor your answer.E.g “Why do yousay soAnswers openended questionsand give reasonsfor your answer.E.g “Why do yousay so Can youidentify thesounds? Does thesounds makeyou feel afraid?Why?Express feelingson a text and givereasons for youranswer. E.g. “Itmade me angrybecause ”Listen to aspeaker and reactappropriately How do you feelwhen motherputs out thelight? Discuss yourfeelings with afriend.Listen to detail instories andanswers higherorder questions. Listen to apoemexpressing afeelingExpress feelingson a text and givereasons for youranswer. E.g. “Itmade me afraidbecause ”Listen to detail instories andanswers higherorder questions. People workingday shifts andnight shifts.Answers openended questionsand give reasonsfor your answer.E.g “Why do yousay so Answersquestions onthe text readListen to stories,identify the mainidea and detailsand answerhigher-orderthinkingquestions. Forexample: “Do youthink this is thebest title for thestory? Why?” Listen to a storythe teacherreads, e.g. Mybirthday wish.Ask questions forclarity andcomment on whatis heard. Forexample: “Did itreally happen?AndWhat did you do?” Ask questionsabout what wasread.Express feelingsabout a text andprovide reasons. Do you likereceivingpresents foryour birthday?How do you feelwhen you getListen to acomplex sequenceof instructions (atleast 4) andrespondappropriately. Give learnersfour instructionsat a time onwhat theyshould do:e.g. Colour thebiggest circlered and thesmallest circleblue. Make across in themiddle circle.Draw a squarebelow thebiggest circle.Listen to stories,identify the mainidea and detailsand answerhigher-orderthinkingquestions. Forexample: “Do youthink this is thebest title for thestory? Why?” Think ofsomething thathappened inyour past andListen to stories,identify the mainidea and detailsand answerhigher-orderthinkingquestions. Look at thepictures andsay how thesechildren feel. Talk about:What makesyou happy?What makesyou sad? Whatmakes youscared? Whatmakes youangry?Ask questions forclarity andcomment on whatis heard. Put questionsto the learners.Express feelingsabout a text andprovide reasons.Emotions – scared,angry, sad andhappy.Listen to acomplexsequence ofinstructions (atleast 4) andrespondappropriately. Friends giveeach other 4instructions,e.g. Walk 5steps forwards.Turn right.Give threehuge steps.Stop. Clapyour hands 3times, etc.Listen to stories,identify the mainidea and detailsand answerhigher-orderthinkingquestions. Listen to astory about,e.g. Theargument inthe orchard(any storyaboutemotions).Ask questions forclarity and
2021 Annual Teaching Plan TemplateTerm 145 daysWeek 127-29 January(3 days)THEME/TOPICWeek 2Week 3Week 4Week 5Week 6Week 7Week 81-5 February8-12 February15-19 February22-26 February1-5 March8-12 March15-19 MarchTOPICS NOT ADDRESSED IN PREVIOUS GRADEWeek 923-26 March(4 days)ABOUT MESIX WEEKS CATCHUP PROGRAMMETEN DAY BASELINE INTEGRATED INTO THE TEACHING AND LEARNING PROCESSWeek 1029-31 March(3 days)FEELINGSTERM 1 CONTENTsomething you don’tlike that much?tell your friendabout it so thathe or she canget to know youbetter.comment on whatis heard. Things I like.What do youlike? Activities Ienjoy.Ask questions forclarity andcomment on whatis heard. Ask questionsabout theexample of thetimelinedisplayed.Express feelingsabout a text andprovide reasons.PHONICS(Minimum time 4 X 15 minutes per week; Maximum time 5 x 15 minutes a week)CAPS Topic Teach phonics Teach phonics Teach phonics Teach phonics Teach phonics Teach phonicsthat still needs to that still needs to that still needs to that still needs to that still needs tothat still needs tobe taught frombe taught frombe taught frombe taught frombe taught frombe taught fromprevious gradeprevious gradeprevious gradeprevious gradeprevious gradeprevious grade Form words withsounds taught Form words withsounds taught Form words withsounds taught Form words withsounds taught Group words into Group words into Group words into Group words intosound familiessound familiessound familiessound families Recognise pluralsCore(-s, -es)Concepts, Skills Recognise plurals Recognise plurals Recognise plurals Read words taught(-s, -es)(-s, -es)(-s, -es)and Valuesin sentences andtext Read words Read words Read words taught Learn how to spelltaught intaught inin sentences and 10 words per weeksentences andsentences andtextfrom phonictexttextlessonsLearn how to spellLearn how to spell 10 words per week Learn how to10 words per week from phonicspell 10 wordslessons Form words withsounds taught Group words intosound families Recognise plurals(-s, -es) Read words taughtin sentences andtextLearn how to spell10 words per weekfrom phonic lessons Form words withsounds taught Group words intosound families Recognise plurals(-s, -es) Read words taughtin sentences andtextLearn how to spell10 words per weekfrom phonic lessons Recognizecommonconsonantdiagraphsat thebeginningand end ofwords. th-,wh-, ch-,sh- Recognizevoweldiagraphs:ee, oo, Recogniseand userhymingwords Identify theletter-soundrelationshipof all singlesounds. Form wordswith phonicknowledgetaught. Recognizeand userhymingwords. Spell wordscorrectly byusingphonicknowledge. Recognizevoweldiagraphs:ea, Recognizevoweldiagraphs:ai Form wordswith phonicknowledgetaught. Formwords withphonicknowledgetaught. Spell wordscorrectly byusingphonicknowledge. Learn tenwords perweek fromthe phoniclessonsSpellwordscorrectlyby usingphonicknowledge. Learn tenwords perweek fromthe phonic
2021 Annual Teaching Plan TemplateTerm 145 daysWeek 127-29 January(3 days)Week 2Week 3Week 4Week 5Week 6Week 7Week 81-5 February8-12 February15-19 February22-26 February1-5 March8-12 March15-19 MarchTHEME/TOPICTOPICS NOT ADDRESSED IN PREVIOUS GRADEABOUT MESIX WEEKS CATCHUP PROGRAMMETEN DAY BASELINE INTEGRATED INTO THE TEACHING AND LEARNING PROCESSper week fromphonic lessonsfrom phoniclessons(maximum time 5 x15 minutes;minimum time 3 x20 minutes)FEELINGSForm wordswith phonicknowledgetaught. Spell wordscorrectly byusingphonicknowledge. Learn tenwords perweek fromthe phoniclessonsand sightwords. Write threeshortsentencesdictated bythe teacher. Write threeshortsentencesdictated bythe teacher.and sightwords. Write threeshortsentencesdictated bythe teacher.lessonsand sightwords. Write threeshortsentencesdictated bytheteacher.READING CoreConcepts, Skillsand ValuesShared readingWeek 1029-31 March(3 days)TERM 1 CONTENT CAPS TopicWeek 923-26 March(4 days)Consolidateby usingsharedreadingstories notcompleted inthe previousgrade.Read fiction andnon-fiction as awhole class withteachers. Read with theclass aConsolidate byusing sharedreading storiesnot completed inthe previousgrade.Consolidate byusing sharedreading storiesnot completed inthe previousgrade.Consolidate byusing sharedreading storiesnot completed inthe previousgrade.Read fiction andnon-fiction as awhole class withteachers. Read a story tolearners e.g.Going to theseaside.fiction as a wholeclass withteachers. Read a storyon e.g. a nightape.Read fiction andnon-fiction as awhole class withteachers. Read fiction onnight animals tothe learners.Consolidate byusing sharedreading stories notcompleted in theprevious grade.Consolidate byusing sharedreading stories notcompleted in theprevious grade.Read poems andsongs with theteacher (Sharedreading) as awhole class.Discuss thedifferent formatsand the poet’schoice of words.Read fiction andnon-fiction as awhole class withteachers. Read a text onpeople workingday or nightshift.Use visual cluesto talk about agraphic text. Look at thepicture of aninvitation to abirthday party. Whatinformation isgiven on thecard?Read enlargedtexts such aspoems, BigUse visual cluesto talk about agraphic text. Forexample, look at aphoto and discusswhat it’s about,where it wastaken, etc. Timeline – Lookat the photos.Read enlargedtexts such aspoems, BigBooks, postersUse visual cluesto talk about agraphic text. Forexample, look at aphoto and discusswhat it’s about,where it wastaken, etc. Use pictures/photos todiscuss thedifferentemotions. Especially referto the facialRead a book as awhole class withteacher (sharedreading) anddiscuss the mainidea and maincharacters. Read a storyabout emotionssuch as Theargument inthe orchard.Read differentpoems about a
2021 Annual Teaching Plan TemplateTerm 145 daysWeek 127-29 January(3 days)THEME/TOPICWeek 2Week 3Week 4Week 5Week 6Week 7Week 81-5 February8-12 February15-19 February22-26 February1-5 March8-12 March15-19 MarchTOPICS NOT ADDRESSED IN PREVIOUS GRADEABOUT MESIX WEEKS CATCHUP PROGRAMMETEN DAY BASELINE INTEGRATED INTO THE TEACHING AND LEARNING PROCESS messag in signlanguage.Read apassage onhow wecommunicate ifwe cannot seeor hear.Answers higherorder questionson text read e.g.What do youthink ? Do you think itis difficult forchildren who isblind or deaf tocommunicate?How can wemake it easierfor them?Answers higherorder questionson text read e.g.What do youthink ? Answersquestions onthe story read.Learner says if heor she likes astory and give agood reason forhis/her anwer.E.g. “I did not likethe story because .”Answers higherorder questionson text read e.g.What do youthink ? Answersquestions onthe story read.Learner says if heor she likes astory and give agood reason forhis/her anwer.E.g. “I did not likethe story because .”Answers higherorder questionson text read e.g.What do youthink ? Answersquestions onthe story read.Give expressionon a personalreaction onprinted media. Read a poemon a emotionwith teachere.g. AfraidRead fiction andnon-fiction as awhole class withteachers. Read a story ondreams andwishesAnswers higherorder questionson text read e.g.What do youthink ? Answersquestions onthe story read.Answers higherorder questionson text read e.g.What do youthink ? Answersquestions onthe story read.Give expressionon a personalreaction onprinted media e.g.photos inmagazines.What would youprefer – to work dayor night shifts? Whydo you say so?Learner says if heor she likes astory and give agood reason forhis/her anwer.E.g. “I did not likethe story because .”*Learners continuegraded readers ofCoreConcepts, Skills the previousgrade, should theyand Valuesnot read all theGroup Guided levels in theReadingprevious grade*Learners continuegraded readers ofthe previous grade,should they notread all the levelsin the previousgrade*Learners continuegraded readers ofthe previous grade,should they notread all the levelsin the previousgrade*Learners continuegraded readers ofthe previous grade,should they notread all the levelsin the previousgrade*Learners continuegraded readers ofthe previous grade,should they notread all the levelsin the previousgradeWeek 923-26 March(4 days)*Learners continuegraded readers ofthe previous grade,should they notread all the levelsin the previousgradeWeek 1029-31 March(3 days)FEELINGSTERM 1 CONTENTBooks, postersand electronic textas a class with theteacher (sharedreading). With theteacher, readthe captions ofa story aboute.g. My birthdaywish.Read instructionsin the classroom. Read the classrules with theteacher.Answer higherorder thinkingquestions basedon the text, before,during and afterreading the text.For example:“What do youthink will happennext?” Answerquestions aboute.g. My birthdaywish.Read aloud fromown book in aguided readinggroup with theteacher, that is,the whole groupreads the samestory:and electronic textas a class with theteacher (sharedreading). Read thetimelinecaptions.Read differentpoems about atopic and discuss(both the formatand the meaning). Read a poemabout e.g. I amgrowing .Answer higherorder thinkingquestions basedon the text, before,during and afterreading the text.For example:“What do youthink will happennext?” Timeline. Poem that wasread.Read aloud fromown book in aguided readinggroup with theteacher, that is,the whole groupreads the samestory:expressions onthe pictures/photos.Read enlargedtexts such aspoems, BigBooks, postersand electronic textas a class with theteacher (sharedreading). Friends readeach other’stimelinecaptions. Read a story of,e.g., SulkingJohn.topic and discuss(both the formatand the meaning). Read poemsabout differentemotions.Answer higherorder thinkingquestions basedon the text,before, duringand after readingthe text.Answer higherorder thinkingquestions basedon the text, before,during and afterreading the text.Sulking John.Read aloud fromown book in aguided readinggroup with theteacher, that is,the whole groupreads the samestory:Read aloud fromown book in aguided readinggroup with theteacher, that is,the whole groupreads the samestory:
2021 Annual Teaching Plan TemplateTerm 145 daysWeek 127-29 January(3 days)THEME/TOPICWeek 2Week 3Week 4Week 5Week 6Week 7Week 81-5 February8-12 February15-19 February22-26 February1-5 March8-12 March15-19 MarchTOPICS NOT ADDRESSED IN PREVIOUS GRADEABOUT MESIX WEEKS CATCHUP PROGRAMMETEN DAY BASELINE INTEGRATED INTO THE TEACHING AND LEARNING PROCESS(Minimum 2h30minutes per week 30 minutes per day)*Choose 2 -3strategies perweekRead aloud fromown book orreading chart withteacherRead aloud fromown book orreading chart withteacherRead aloud fromown book orreading chart withteacherRead aloud fromown book orreading chart withteacherRead aloud fromown book orreading chart withteacherWeek 923-26 March(4 days)Read aloud fromown book orreading chart withteacherUse structuralanalyticaldecoding skills. Break downwords intoUse structuralUse structuralUse structuralUse structuralUse structuralUse analytical decoding analytical decoding analytical decoding Ability todecoding skillsdecoding skillsdecoding skillsskillsskillsskillscombine Break up words in Break up words in Break up words in Break up words in Break up words in Break up words insyllables.word partsword partsword partsword partsword partsword parts Recognisesmaller words Add word parts Add word parts Add word parts Add word parts Add word parts Add word partswithin a therword. Recognise smaller Recognise smaller Recognise smaller Recognise smaller Recognise smaller Recognise smallerUse context clues.words within awords within awords within awords within awords within awords within a Use picture towordwordwordwordwordworddetermine whatthe story isabout.Make use ofMake use ofMake use ofMake use ofMake use ofMake use of Follow the cluecontextual cues:contextual cues:contextual cues:contextual cues:contextual cues:contextual cues:of the story to Make use of Make use of Make use of Make use of Make use of Make use ofpredict what apictures to makepictures to makepictures to makepictures to makepictures to makepictures to makecertain word insense of a storysense of a storysense of a storysense of a storysense of a storysense of a storya sentencemight be. Predicts the story Predicts the story Predicts the story Predicts the story Predicts the story Predicts the story Use story lineby making use ofby making use ofby making use ofby making use ofby making use ofby making use ofto predictcuescuescuescuescuescueswords. Make use of the Make use of the Make use of the Make use of the Make use of the Make use of the Look at wordsclose to astoryline to predict storyline to predict storyline to predict storyline to predictstoryline to predictstoryline to predictspecific word towordswordswordswordswordswordsfind out what Look at words Look at words Look at words Look at words Look at words Look at wordsthe unknownaround a specificaround a specificaround a specificaround a specificaround a specificaround a specificword might be.word, to enableword, to enableword, to enableword, to enableword, to enable you word, to enable youyou to read anyou to read anyou to read anyou to read anto read anto read anUse phonicunknown wordunknown wordunknown wordunknown wordunknown wordunknown wordknowledge andsight wordsUse phonicUse phonicUse phonicUse phonicUse phonicUse phonicduring readingknowledge, sight knowledge, sight knowledge, sight knowledge, sightknowledge, sightknowledge, sightWeek 1029-31 March(3 days)FEELINGSTERM 1 CONTENTUse structuralanalyticaldecoding skills. Break downwords intosyllables. Ability to
instructions (at least 4) and respond appropriately. Friends give each other 4 instructions, e.g. Walk 5 steps forwards. Turn right. Give three huge steps. Stop. Clap your hands 3 times, etc. Listen to stories, identify the main and answer higher-order thinking questions. Listen
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Grade C Grade A Level C1 Cambridge English Scale *IELTS is mapped to, but will not be reported on the Cambridge English Scale C2 C1 B1 A2 A1 Below A1 Independent user Pr oficient user Basic user Grade A Grade B Grade C Level B2 Grade B Grade C Grade A Grade B Grade C Grade A Level B1 Level A2 B1 Preliminary B2 First C1 Advanced Grade A Grade B .
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
7 Grade 1 13 Grade 2 18 Grade 3 23 Grade 4 28 Grade 5 33 Grade 6 38 Elementary Spanish. 29 Secondary. 39 Grade 7 43 Grade 8 46 Grade 9 49 Grade 10 53 Grade 11 57 Grade 12 62 Electives. Contents. Textbook used with Online Textbook used with DVD. Teacher Edition & Student Books. Color Key
ICCSD SS Reading 2014 ICCSD SS Reading 2015 Natl SS Reading. ICCSD Academic Achievement Report April 2016 6 0 50 100 150 200 250 300 350 3rd grade 4th grade 5th grade 6th grade 7th grade 8th grade 9th grade 10th . 7th grade 8th grade 9th grade 10th grade 11th grade e Grade ICCSD and Natio
skip grade 4 math and take grade 5 math while still in grade 4 Student A, now in grade 4, qualifies for SSA and enrolls in the accelerated course, which is grade 5 math Student A, after completing grade 5 math while in grade 4, takes the grade 4 End‐of‐Grade test Grade‐Level Grade 3 Grade 4 Grade 4
Grade 1 Filipino Grade 2 English Grade 3 Mathematics Grade 4 Science Grade 5 Computer Grade 6 EPP/ TLE Grade 7 Araling Panlipunan (AP) Grade 8 Edukasyon sa Pagpapakatao (EsP) Grade 9 HISTORY/ HEKASI Grade 10 MAPEH Grade 11 Computer Hardware Servicing Grade 12 Con
