1

Term 3 Grade 3: Curriculum Coverage- Notes to teacher:

Shared reading/ 1. Teachers select two themes that will allow them to introduce and recycle
Listening and vocabulary.
speaking 2. Shared reading is both a reading and a listening activity, it also involves
speaking.
3. Shared reading is integrated with listening and speaking.
4. Teacher to use a big book /enlarged text/ DBE workbook.
Phonics and 1. Phonemic awareness and Phonics and spelling are also integrated.
spelling/ 2. Sentence writing daily oral and written.
Phonemic 3. Spelling test to be written every week.
awareness

Writing 1. Ensure rules for punctuation and spelling are applied to all written work.
2. Encourage learners to build their own word bank and use picture
dictionaries to find out the meaning of unknown words.
3. Make use of writing frames to build sentences.

Activities
CONTENT

No. of
COMPONENT

% Completion
% Syllabus
Coverage
WEEK

written

oral
1 Listening 1. Continue to develop an oral vocabulary using themes or topics such as ” 4
and Making Things”.
Speaking 2. Follows instructions, for example, “You will need some paper, koki, pens,
a pair of scissors and some sting to tie the mask on. First draw the shape
of your face. Next the eyes, nose, mouth, ears etc
DBE p.2
Phonics and 1. Distinguishes between different vowel sounds aurally e. g, ”bird and 2 4
spelling bed”, ”ship, sheep and shop”, “son, sun and sin”, “fit and fat”, “ham, hem,
him and hum”, “job and jab”, “cat, cot and cut”, “tin, tan and ten”, “pin, pan
and pen”, “fin, fan ,fun” etc.
2. Recognises some difference between sound/spelling relationships in
home and additional language e.g thatha and thin.
3. Builds and sounds out words using sounds learnt.
52.5%
DBE p.3
2.5%

Shared 1 Reads a short story (a Big Book) or other enlarged text) with the teacher, 4
Reading using the title for prediction.
2. Answers literal questions about a story, for example.
3. Describes how a story made him/her feel, code switching if necessary.
DBE p.2

Group 1. Reads aloud from own book in a guided reading group with the teacher. 1
Guided This means the whole group reads the same story or non-fiction text with group
Reading teacher. daily
2. Uses the strategies taught in Home Language to make sense and
monitor self when reading (Phonics and spelling, context clues, structural
analysis, sight words.
3. Reads with increasing fluency and expression.
4. Shows an understanding of punctuation when reading aloud.

ENGLISH FIRST ADDITIONAL LANGUAGE GRADE 3 TERM 3

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5. Continues to build a sight word vocabulary from guide, shared and

independent reading.

Writing 1. Uses handwriting skills taught in Home Language. 3

2. Writes increasingly complex lists with headings, for example, Things you
need to make a mask: paper, Koki pens, and scissors, string etc.
3. Spells common words correctly and attempts to spell unfamiliar words
using phonic knowledge.
4. Uses punctuation already taught in Home Language (full stops, commas,
question marks, exclamation marks and inverted commas).
5. Builds own word bank and personal dictionary.
DBE p.3,4,5
2 Listening 1. Continue to develop an oral vocabulary using themes or topics. 4
and 2. Follows instructions, e.g. “First do this, then you do that” etc.
Speaking 3. Gives simple instructions, e. g Cut out the eyes of the mask, colour the
hair etc
DBE p.6.
Phonics and 1. Distinguishes between different vowel sounds aurally e.g.” bird and bed” 4
spelling ”ship, sheep and shop”, “son, sun and sin”, “fit and fat”, “ham, hem, him
and hum”, “job and jab”, “cat and cot”, “tin, tan and ten”, “pin and pan”, “fin,
fan ,fun” etc.
2. Recognises at least five new vowel digraphs e.g. “ai” as in
pain/rain/main/gain/train and “ay” as in clay/play/say/way/hay/ray.
3. Builds and sounds out words using sounds learnt.
Shared 1 Reads a short story (a Big Book) or other enlarged text) with the teacher, 4
Reading using the title for prediction.
2. Answers literal questions about a story, for example.
3. Describes how a story made him/her feel, code switching if necessary.
DBE p.6,7
Group 1. Reads aloud from own book in a guided reading group with the teacher. 1
Guided This means the whole group reads the same story or non-fiction text with group

2.5%

55%
Reading teacher. daily
2. Uses the strategies taught in Home Language to make sense and
monitor self when reading (Phonics and spelling, context clues, structural
analysis, sight words.
3. Reads with increasing fluency and expression.
4. Shows an understanding of punctuation when reading aloud.
5. Continues to build a sight word vocabulary from guide, shared and
independent reading.
Writing 1. Uses handwriting skills taught in Home Language. 3
2. Writes increasingly complex lists with headings,
3. Spells common words correctly and attempts to spell unfamiliar words
using phonic knowledge.
4. Uses punctuation already taught in Home Language (full stops, commas,
question marks, exclamation marks and inverted commas).
5. Builds own word bank and personal dictionary.
DBE p.7,8,9
3 Listening 1. Continue to develop an oral vocabulary using themes or topics. 4
and 2. Follows instructions.
Speaking 3. Give simple instructions.
4. Responds to and makes requests, for example, “Can I use the
dictionary, please?” “May I use the bathroom?” “Will you please help me?”
DBE p.10
Phonics and 1. Recognises at least five new vowel digraphs eg, ”oi” as in join/coin/loin 2 4
spelling and “oy” as in joy/boy/toy/enjoy.
2. Builds and sounds out words using sounds learnt.
DBE p.11
57.5%
2.5%

Shared 1 Reads a short story (a Big Book) or other enlarged text) with the teacher, 4
Reading using the title for prediction.
2. Answers literal questions about a story, for example.
3. Describes how a story made him/her feel, code switching if necessary.
4. Develop an understanding and ability to use structures in context tenses
and prepositions.

ENGLISH FIRST ADDITIONAL LANGUAGE GRADE 3 TERM 3

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Group 1. Reads aloud from own book in a guided reading group with the teacher. 1
Guided This means the whole group reads the same story or non-fiction text with group
Reading teacher. daily
2. Uses the strategies taught in Home Language to make sense and
monitor self when reading (Phonics and spelling, context clues, structural
analysis, sight words.
3. Reads with increasing fluency and expression.
4. Shows an understanding of punctuation when reading aloud.
5. Continues to build a sight word vocabulary from guide, shared and
independent reading.
DBE p.10,11,12,13
Writing 1. Uses handwriting skills taught in Home Language. 3
2. Builds own word bank and personal dictionary.
3. Spells common words correctly and attempts to spell unfamiliar words
using phonic knowledge.
4. Uses punctuation already taught in Home Language (full stops, commas,
question marks, exclamation marks and inverted commas).
5. Builds own word bank and personal dictionary.
6. Understands and uses the present progressive tense, for example, “We
had a concert.”
DBE p.11,13
4 Listening 1. Continue to develop an oral vocabulary using themes or topics. Health 4
and and safety.
Speaking 2. Follows instructions.
3. Gives simple instructions.
4. Understands and responds to simple questions such as, “When.?,
What...? Where..?, When..? Why...? “
5. Ask for clarification, e.g. “I don't understand. Can you help me please?”
“Please repeat?” “What do you mean?”
DBE p.17
Phonics and 1. Recognises at least five new vowel digraphs eg, ,”ou” as in 2 4
spelling round/found/hound/sound/bound/ground/mouth/south/cloud
2. Builds and sounds out words using sounds learnt.
DBE p.14,15
Shared 1 Reads a short story (a Big Book) or other enlarged text) with the teacher, 4
Reading using the title for prediction.
2. Answers literal questions about a story, for example.
3. Describes how a story made him/her feel, code switching if necessary.
DBE p.16
Group 1. Reads aloud from own book in a guided reading group with the teacher. 1

2.5%

60%
Guided This means the whole group reads the same story or non-fiction text with group
Reading teacher. daily
2. Uses the strategies taught in Home Language to make sense and
monitor self when reading (Phonics and spelling, context clues, structural
analysis, sight words.
3. Reads with increasing fluency and expression.
4. Shows an understanding of punctuation when reading aloud.
5. Continues to build a sight word vocabulary from guide, shared and
independent reading.
Writing 1. Uses handwriting skills taught in Home Language. 3
2. Writes a paragraph of 4-6 sentences on a familiar topic.
3. Spells common words correctly and attempts to spell unfamiliar words
using phonic knowledge.
4. Uses punctuation already taught in Home Language (full stops, commas,
question marks, exclamation marks and inverted commas).
5. Builds own word bank and personal dictionary.
6. With guidance writes a personal recount: Yesterday…….
First ………..
Then ………
Finally
DBE p.14,15,16,17
5 Listening 1. Listens to a to a story and answers comprehension questions orally. 4
5%
2.5

62.
%

and Text:
Speaking 2. Retells the story.
ENGLISH FIRST ADDITIONAL LANGUAGE GRADE 3 TERM 3
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3. Demonstrates understanding of oral vocabulary by pointing to objects in

the classroom/picture in response to questions/instructions from the
teacher, eg. “What is that” “point to the …” DBE p.:20
Phonics and 1. Distinguishes between different vowel sounds aurally e.g,”bird and bed”, 2 4
spelling ”ship, sheep and shop”, “son, sun and sin”, “fit and fat”, “ham, hem, him
and hum”, “job and jab”, “cat, cot and cut”, “tin, tan and ten”, “pin, pan and
pen”, “fin, fan ,fun” etc.
2. Recognises at least five new vowel digraphs e. g. “ai/ay”, “oi/oy” and
“ou”.
3. Builds and sounds out words using sounds learnt.
DBE p.:19.21
Shared 1. Answers short oral questions about the text. 4
Reading 2. Retells part of the story with the help of the teacher.
Group 1. Demonstrates comprehension and fluency when reading at own level 1
Guided with the teacher. group
Reading daily
Writing 1. Writes a paragraph of 4-6 sentences on a familiar topic. 3
2. Writes a personal recount.
3. Writes meaningful sentences using countable and uncountable nouns
with a “a” and the “the” with some accuracy.

6 Listening 1.Theme: Camping 4

and Continue to develop an oral vocabulary.
Speaking 2. Ask for clarification, for example, “I don't understand. Please say that
again.”
3. Responds to and make requests, for example, “Can I use the dictionary,
please?”
4. Identifies an object from a simple oral description, for example. Putting
pictures in the right order after listening to instructions on how to make a
mask (Sequencing).
5. Talks about objects in a picture or photograph in response to teachers'
instructions, for example, “What can you see in the photo/picture?” “Tell me
what you can see in the photo/picture?”
6. Understands and use language structures in context, for example
demonstrative pronouns, for example, “Please give me that.” “I like this.” ”
These are my books” “Those are their masks.” “It is their pictures.”
DBE p.:20, 24
Phonics and 1. Distinguishes between different vowel sounds aurally as in 2 4
spelling “bad/bid/bud/bed' and “ship/shop”.
2. Recognises some difference between sound/spelling relationships in
home and additional language eg “cat and icici”. 2.5%

65%
3. Builds and sounds out words using sounds learnt.
DBE p.:23,25

Shared 1 Reads a short story (a Big Book) or other enlarged text) with the teacher, 4
Reading using the title for prediction.
2. Answers literal questions about a story, for example.
3. Describes how a story made him/her feel, code switching if necessary.
DBE p.:22-24

Group 1. Reads aloud from own book in a guided reading group with the teacher. 1
Guided This means the whole group reads the same story or non-fiction text with group
Reading teacher. daily
2. Uses the strategies taught in Home Language to make sense and
monitor self when reading (Phonics and spelling, context clues, structural
analysis, sight words.
3. Reads with increasing fluency and expression.
4. Shows an understanding of punctuation when reading aloud.
5. Continues to build a sight word vocabulary from guide, shared and
independent reading.
Writing 1. Uses handwriting skills taught in Home Language. 3
ENGLISH FIRST ADDITIONAL LANGUAGE GRADE 3 TERM 3
 5

2. Writes a paragraph of 4-6 sentences on a familiar topic.

3. Spells common words correctly and attempts to spell unfamiliar words
using phonic knowledge.
4. Uses past tense with increasing accuracy.
4. Uses punctuation already taught in Home Language (full stops, commas,
question marks, exclamation marks and inverted commas).
5. Builds own word bank and personal dictionary.
6. Uses children's dictionary (monolingual and bilingual).
DBE p.:23-25
7 Listening 1.Theme: 4
and Continue to develop an oral vocabulary.
Speaking 2. Listens to a simple oral recount, for example when the teacher tells how
she made the scary mask: “First I drew the shape of my face. I drew the
eyes, nose etc.
3. Gives a simple oral recount
4. Listens to stories and personal recounts and answers comprehension
questions, eg “How did it happen?'
5. Predicts what will happen in story/what story is about.
6. Expresses feelings about the story e.g. “Did you like the story?
What/Whom did you not like?”
DBE p.:28
Phonics and 1. Recognises three-letter consonant blends at the beginning and at end of 2 4

67.5 %
spelling words, e.g. “str-” as in “strong/strict/struck/string/strap/street. and “scr-” as

2.5%
in “scrap/scream/scratch/script/scrum/scrub.
2. Builds and sounds out words using sounds learnt.
DBE p.:27-29
Shared 1.Story: 4
Reading 2. Reads a short story (a Big Book) or other enlarged text) with the teacher,
using the title for prediction.
3. Answers literal questions about a story, for example.
4. Describes how a story made him/her feel, code switching if necessary.
DBE p.:26
Group 1. Reads aloud from own book in a guided reading group with the teacher. 1
Guided This means the whole group reads the same story or non-fiction text with group
Reading teacher. daily
2. Uses the strategies taught in Home Language to make sense and
monitor self when reading (Phonics and spelling, context clues, structural
analysis, sight words.
3. Reads with increasing fluency and expression.
4. Shows an understanding of punctuation when reading aloud.
5. Continues to build a sight word vocabulary from guide, shared and
independent reading.
Writing 1. Uses handwriting skills taught in Home Language. 3
2. Writes a paragraph of 4-6 sentences on a familiar topic.
3. Spells common words correctly and attempts to spell unfamiliar words
using phonic knowledge.
4. Uses past tense with increasing accuracy.
4. Uses punctuation already taught in Home Language (full stops, commas,
question marks, exclamation marks and inverted commas).
5. Builds own word bank and personal dictionary.
6. Using the writing process (drafting, writing, editing and publishing).
7. Uses children's dictionary (monolingual and bilingual).
8. With guidance writes a personal recount: Yesterday…….
First ………..
Then ………
Finally ………
DBE p.:27,28,29
8 Listening 1. Gives an oral recount of a recent experience. 4
and Memorizes and performs simple poems, action rhymes and songs
Speaking DBE p.:30,32
2.5%

70%

Phonics and 1. Recognize three-letter consonant blends at the beginning and end of 2 4
spelling words eg. “str-“, “scr-“,”-tch” and” –nch”.
2. Recognises consonant digraphs in a word eg. “ph”,”ll”, “ss” and “ff”.
2. Builds and sounds out words using sounds learnt.
ENGLISH FIRST ADDITIONAL LANGUAGE GRADE 3 TERM 3
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DBE p.:31

Shared 1. Answers short oral questions about the text. 4

Reading 2. Retells part of the story with the help of the teacher.

Group 1. Reads a story in a guided reading group at own level with teacher. The 1
Guided whole group reads the same story. group
Reading 2. Uses sight words, Phonics and spelling and comprehension skills to daily
make meaning.
Writing 1. Writes meaningful sentences in the past tense with some accuracy. 3
2. With guidance writes a personal recount: Yesterday…….
First ………..
Then ………
Finally ………
DBE p.:31,33
9 Listening 1. Continue to develop an oral vocabulary using themes or topics. 4
and 2. Understands and uses language structures in context.
Speaking 3. Memorises and performs simple poems, action rhymes and songs.
4. Plays language games, for example, “ I spy with my little eye”
5. Listens to stories and personal recounts and answers comprehension
questions, eg “How did it happen?'
5. Predicts what will happen in story/what story is about.
6. Expresses feelings about the story eg, “Did you like the story?
What/Whom did you not like?” DBE p.:35,36
Phonics and 1. Recognises three-letter consonant blends at the beginning and at end of 2 4
spelling words, e.g. “tch-” as in “catch, patch, match, latch, fetch, ditch, witch, and
latch and “-nch” as in bench, stench and finch.
2. Builds and sounds out words using sounds learnt.
DBE p.:35
Shared 1 Reads a short story (a Big Book) or other enlarged text) with the teacher, 4
Reading using the title for prediction.
2. Answers literal questions about a story, for example.
3. Describes how a story made him/her feel, code switching if necessary.
DBE p.:36

72.5%
2.5%
Group 1. Reads aloud from own book in a guided reading group with the teacher. 1
Guided This means the whole group reads the same story or non-fiction text with group
Reading teacher. daily
2. Uses the strategies taught in Home Language to make sense and
monitor self when reading (Phonics and spelling, context clues, structural
analysis, sight words.
3. Reads with increasing fluency and expression.
4. Shows an understanding of punctuation when reading aloud.
5. Continues to build a sight word vocabulary from guide, shared and
independent reading.
Writing 1. Uses handwriting skills taught in Home Language. 3
2. Builds own word bank and personal dictionary.
3. Uses children's dictionaries (monolingual and bilingual).
4. Uses punctuation already taught in Home Language (full stops,
5. Spells common words correctly and attempts to spell unfamiliar words
using phonic knowledge.
6. Writes a paragraph of 4-6 sentences on a familiar topic.
7. Using the writing process (drafting, writing, editing and publishing).
7. Countable and uncountable nouns, for example, bottles/water,
umbrellas/raindrops.
DBE p.:34,35,37
10 Listening 1. Continue to develop an oral vocabulary using themes or topics. 4
and 2. With help from the teacher, gives a simple recount, for example, learners
2.5%

75%

Speaking tell the teacher about something he/she did.

3. Understands and uses language structures in context.
4. Memorises and performs simple poems, action rhymes and songs.
5. Plays language games, for example, “ I spy with my little eye”

ENGLISH FIRST ADDITIONAL LANGUAGE GRADE 3 TERM 3

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6. With the teacher's help, gives a simple summary of the non-fiction text.
DBE p.:38,39, 40
Phonics and 1. Recognises consonant digraphs in a word e.g. “ph” dolphin, phase, 2 4
spelling Phonics and spelling and “ll” as in pull, pill, fill, full, fall, tell, till, tall, ball, bill,
call, ha and ball, “ss” as in kiss, fuss and “ff” as in huff, buff, cuff and stuff.
2. Builds and sounds out words using sounds learnt.
Shared 1. Reads a short story (a Big Book) or other enlarged text) with the 4
Reading Teacher. Reads a short story (a Big Book) or other enlarged text) with the
teacher, using the title for prediction.
2. Answers literal questions about a story, for example.
3. Describes how a story made him/her feel, code switching if necessary.
DBE p.:38-41
Group 1. Reads aloud from own book in a guided reading group with the teacher. 1
Guided This means the whole group reads the same story or non-fiction text with group
Reading teacher. daily
2. Uses the strategies taught in Home Language to make sense and
monitor self when reading (Phonics and spelling, context clues, structural
analysis, sight words.
3. Reads with increasing fluency and expression.
4. Shows an understanding of punctuation when reading aloud.
5. Continues to build a sight word vocabulary from guide, shared and
independent reading.
Writing 1. Uses handwriting skills taught in Home Language. 3
2. Builds own word bank and personal dictionary.
3. Uses children's dictionaries (monolingual and bilingual).
4. Uses punctuation already taught in Home Language (full stops,
5. Spells common words correctly and attempts to spell unfamiliar words
using phonic knowledge.
6. Writes a paragraph of 4-6 sentences on a familiar topic.
7. Using the writing process (drafting, writing, editing and publishing)
With guidance writes a personal recount: Yesterday…….
First ………..
Then ………
Finally ………
DBE p.:38-41
TOTAL 50 25 75
% %

ENGLISH FIRST ADDITIONAL LANGUAGE GRADE 3 TERM 3