Grade 3 English Scope and Sequence - United States …pdf.usaid.gov/pdf_docs/PA00N2P7.pdfGrade 3...

Ministry of Education

Grade 3 English

Scope and Sequence

Grade 3 English

Scope and Sequence

DISCLAIMER This document was produced with support from the U.S. Agency for International Development through the USAID/ Ethiopia READ TA Project under Cooperative Agreement No. AID-663-A-12-00013.

This publication was produced for review by USAID and was prepared by RTI International. The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

1

Scope and Sequence Grade 3 Semester One

Theme: School

Week: 1

Topic: First Day at School

Learning outcomes:

o Listen to short passage about people and/ or objects and answer questions

o Talk about classroom objects and where they are located

o Read short and simple passage about people and objects and answer questions

o write about classroom objects where they are located

Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5

Listening

1. Predicting based on title

and illustration

2. Listening and labeling

names of classroom objects

-

-

Speaking

Modeling greetings (e.g.,

good morning, good

afternoon)

2. Introducing oneself (as in

Good morning! My name is/I

am Selam)

3. Practicing in pairs

1. Asking and showing objects

(show me a duster)

2. Asking and answering about

where things are (use

prepositions)

3. Asking and showing/locating

classroom objects

-

Word study Children identify the letter

and the first consonant

sound/ , read words correctly

(e.g., c in clean, in class and

clock)

as /k/

Reading Comprehension

-

1. Indicating events in the

story

2. Reading and

answering questions (specific

information, details)

Reading Fluency

Reading with appropriate

accuracy and expression

1. Modeling reading;

2. Practices reading aloud in

pairs

Reading with appropriate rate

1. Modeling and practicing

reading aloud

2. Calling out answers to

questions

2

Vocabulary

-

1. Teaching thematic words

(e.g. enter, clean, sit, touch)

-

Pronunciation focus

1. /ð/ as in this, that, these, and

those

2. Practicing saying “rubber,

duster, ruler, door, chair”

correctly in context 3. Practicing in pairs

-

Language Items

-

-

Exemplifying present

simple in context (e.g., is as

in That/this is my pen.)

Teaching and practicing

prepositions (e.g., on, under,

in, near, in front of)

Practicing using the

imperative (e.g., show,

point, touch, tell, look)

-

-

Writing process

Conventions

1. Writing down the end marks

that are frequently used(e.g., full

stop, question mark)

2. Completing sentences using

taught prepositions

Assessment Turn and talk; follow up;

asking and answering

Follow up; asking and

answering; Turn and talk

Rising words; Follow up

Exit cards Observation

Turn and talk

Observation


Asking and answering

Resources/Texts Students’ stationery materials, pictures/drawings; flash card

Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement

3

Theme:: School

Week: 2

Topic School days

Learning outcomes

o Listen to a text about school days and fill in blank spaces

o Talk about what they do in the school days

o Read short texts about school day and answer questions

o Write short sentences about school days


Listening

1. Teaching words from

text through question and

answer (e.g., Monday,

Friday)

2.: Telling details

-

-

-

-

Speaking

1. Greetings (e.g., Hi, hello)

Introducing oneself (as in

Hi! My name is/I am

Selam)


-

-

1. Exemplifying (orally) this

and that in a context;

2. Practicing individually and

in a chorus;

3. Naming and showing or

locating classroom objects

-

Word study

-

1.Children identify the first

consonant letters in the words

Monday, Tuesday,

Wednesday, … Sunday; -lk in

the words walk, talk, chalk.

-

-

-

Reading

Comprehension

1.: Predicting by looking at

title of a text

2. Filling in table with names

of days

3.answering questions

(specific information, details)

Reading Fluency




2. Practicing reading aloud

in pairs



reading aloud;

2. Calling out answers to

questions

4

-

-

Vocabulary

-

1. Teaching thematic words in

groups ( e.g., Monday,

Tuesday, Wednesday,

Thursday, Friday, study)

2. Match sentences with days

of school (e.g., It is the first

day of school)

-

A focus on /ð/ as in this, that,

these, and those 1. Pronouncing each word

-

Language Items

Present simple

constructing sentences what

they do in school days

-

Writing process

Conventions

1. Naming (orally) school days

2. Listing days of school days

3. Writing short sentences what

they do on Monday Tuesday etc.






Exit cards; Observation

Turn and talk

Observation




Notes for Teachers: Make sure students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support and encouragement

5

Scope and Sequence for Grade 3

Theme: School

Week: 3

Topic: What we do in school

Learning outcomes

o Listen to a text and talk about what they must or mustn’t do at school

o Talk about what they do and do not do in the classroom

o Read a passage and answer questions

o Write short sentences about what they do at school


Listening

1. Activating experience on

what they do in school

2. Completing missing

information

3. Answering questions

(specific information)

-

-

-

-

Speaking

1. Must., mustn’t

2. Practicing giving

suggestion/pieces of advice

(using should, shouldn’t) in

groups

3. Oral report

-

-

1. Brainstorming about the use

of can

2. Asking for(can I…?) and

giving(yes, you…)

permission

3. Asking and answering

questions about school

rules

-

Word study - Children identify the last

letters; -mp in the words

stamp, tamp and lamp.

- - -

Reading

Comprehension

-

1. Predicting based on title

and picture

2. Matching/ labeling while

reading


(specific information, details)

Reading Fluency




2. Practicing reading aloud in

pairs



2. Answering general questions

6

Vocabulary

-

1. Teaching thematic words

(e.g., timetable, periods,

learn, play, clean etc.)

2. Constructing sentences

using these words

(indicating time and/or order

using first, second, third)

-

Pronunciation focus

1. Practicing /k/ as in card,

classroom, etc.

2. Practicing saying together,

classroom, call, timetable″ 3. Practicing in pairs

-

Language Items

-

-

Must/mustn’t and adverbs

(every day, always, every

morning) as in e.g., We must

come on time every day.

Practicing giving

suggestion/advice in context

(e.g., We shouldn’t be late.)

Practicing asking for

permission (Can/may I…?)

and reply properly in short

(e.g., A: can I enter class?

B: Yes, you can/No, you

can’t.)

-

-

Writing process

Conventions

-

-

-

-

1. Writing school rules

2. Checking spelling,

capitalization and end marks







Turn and talk

Observation





7


Theme: Family

Week: 4

Topic: People in a Family

Learning Outcomes

o Listen to a text about family and tell family ties

o Talk about their family where they live

o Read a text about family and answer questions

o Write about their family where they live


Listening

1. Guessing word meanings

(e.g., aunt, uncle, etc.) based

on title of text

2. Writing down key details

3. Answer different questions

-

-

-

-

Speaking

1. Introducing others

Modeling as in This is my

friend. His name is Jemal.

2. Practicing in pairs/group

of three

-

-

1. Reminding expressions to

introduce others

2. Asking and giving personal

information about their family

3. Introducing others and giving

information

-

Word study Children identify the letters

and the first consonant and

vowel sounds, read words

correctly(e.g., f as /f/ in

father, u as/ǝ/ in uncle etc.,

practice three letter

sounds/thr-& str-/

Reading

comprehension

-

1. Exchanging personal

experience about family

members

2. Completing family tree


(specific, details)

Reading Fluency



Practicing reading aloud in



reading aloud

8

pairs 2. Answering questions

Vocabulary

-

1. Teaching family related

words like (e.g., sister,

brother, father, mother,

uncle, aunt, , grandfather,

grandmother, nice, nephew)

using family tree

2. Preparing own family tree

-

1. Practicing pronouncing in

/ð/ as well as the last sound in

brother, father, and mother in

context


-

Language Items

-

-

present simple

1. Regular verbs (e.g., live,

learn, etc.)

2. Wh-words (e.g., where,

how many …?)

-

-

Writing process

Conventions

-

-

-

-

1.Reviewing present simple

learnt week 1, and Week 2,

Day 3

2.Writing short sentences about

family using present simple

tense

3. Checking capitalization,

spelling and the full stop







Turn and talk

Observation





9


Theme: Family

Week: 5

Topic: Family Roles

Learning Outcomes

o Listen to a text about family and describe their roles

o Talk/write about their family roles

o Read a text about family roles and answer questions

o Write short sentences about their family roles


Listening

1.Predicting looking at the

title of a text/illustration

2.Filling tables/matching


-

-

-

-

Speaking

1. Listing roles of family

2. Exchanging ideas about

family roles using wh-words

(e.g., What does your

brother work?

How many days does your

sister/s work?)

3. Writing sample exchanges

-

-

1. Reminding wh- words used

for asking questions

2. Asking for information using

wh- words and giving response

about their family roles

3. Saying one or two things

about roles of family

members

-

Word study Practicing syllable parts(e.g.,

family, sleepy, gently, baby,

hungry, etc)

Reading

comprehension

-

1. Exchanging personal

experience about family

roles

2. Completing tables about

family roles/ matching roles

with pictures


(specific, details)

Reading

Fluency

1.Reading (a paragraph

from the reading text) with

appropriate accuracy and

expression

2.Practicing reading aloud

-



reading aloud

2.Answering questions

10

individually/in pairs

Vocabulary

-

1. Teaching words(e.g., cry,

hungry, sick, sleepy)

2. Constructing sentences

individually using these

words

-

2.Practicing pronouncing aunt,

uncle, grandfather, and parents


-

Language Items

-

-

present simple

1. Regular verbs (e.g., clean,

work, cook

2. Wh-words (where, how

many …?

-

-

Writing process

Conventions

-

-

-

-

1.writing short sentences about

family roles using present

simple


spelling and end marks







Turn and talk

Observation





11


Theme: Family

Week: 6

Topic: Helping our Family

Learning Outcomes

o Listen to a text / story how we help our family and answer questions

o Talk about how we help our family

o Read a text / story how we help our family and answer questions

o Write sentences about helping family


Listening

1. Predicting by looking at

title(e.g., helping, love,

etc.) of family

2. Listing 2-3 uses of helping

a family


-

-

-

-

Speaking

1. Pre-teach key words used

for advising (tells, asks,

advises) in context, as My

father tells me to read stories.

2. Exchanging (in pairs) what

their parents tell them to do

3. Reporting results to the

whole class

-

-


their family ask them to help

2. Exchanging (in group) about

the importance of obeying

their parents

3. Making a list of the reasons

-

Word study Practicing word formation

using inflection for

singular(e.g., tell +s= tells;

ask + s =, asks)

Reading

comprehension

-

1. Predicting what the text

will be about based on the

title and illustration

2. Fill in missing

information


(specific, details)

Reading Fluency Reading (a paragraph from Reading with appropriate rate

12

the reading text) with


expression


pairs

-


reading aloud

2. Answer general questions

Vocabulary

-

1. Teaching words from the

text (e.g., advice, obey, help)

using action and translation

-

1. Practicing words: important /

1.using words such as because,

important, mistake, telling,

listening, etc., in sentences

-

Language Items

-

-

present simple

1. (e.g., has/have)

2. Regular verbs (e.g., talk,

advise, obey, listen)

3. Wh-words (e.g., What do

parents tell/advise, why

should we obey/listen… to

our parents…?)

-

-

Writing process

Conventions

-

-

-

-

1. Reminding about the texts

they read and listened

2. Writing short sentences

about the use of helping their

family

3. Collaborative writing to

compile the importance of

their family







Turn and talk

Observation





13


Theme: Food

Week: 7

Topic: Fruits and Vegetables

Learning Outcomes:

o Listen to a text and tell types of fruits and vegetables

o Ask for quantities of items and describe their basic shapes

o Read short sentences about fruits and vegetables and match them with pictures

o Write short sentences about what they have and don’t have


Listening

1. Naming fruits and

vegetables (e.g., orange,

banana, cabbage etc.)

2. Telling details

-

-

-

-

Speaking

1. Listing colors and shapes

of fruits

2. Identifying and naming

fruits by looking at pictures

3. Describing color, shape,

etc. of fruits and vegetables

-

-

1. Talking in pairs about fruits

and vegetables

-

Word study Children identify the letters

and the first consonants and

substitute to read word (e.g.,

color, cover, circle, c as /s/ in

circle, as /k/ circle in the

middle skin,, soft,/kn/

&/wr/(know, wrong, write,

knif, wrist, etc.)

Reading

comprehension

-


will be about

2. match the descriptions

with pictures of fruits


(specific, details)

14

Reading Fluency




expression



-



reading aloud


Vocabulary

-

1. Teaching words ( e.g.,

curve, red, round, green,

yellow) drawing/realia

2. Matching descriptions

with fruits

-

2. Practicing pronouncing the

first sounds /s/ and /k/ as in

circle, carrot and cabbage and

last sounds of orange and

cabbage (i.e.,/ʤ/) and potato

and tomato (i.e., /ǝʊ/) 2. Practicing in pairs

-

Language Items

-

-

1. Adjectives (shapes and

colors) e.g., A banana has

yellow color;

2. Making short sentences

using words to do with

shapes and colors

-

-

Writing process

Conventions

-

-

-

-

1. Ask and answer about the

names of fruits and vegetables

in the reading text


about the kind and

amount/number of fruits and

vegetables they want

3. Use end marks,

capitalization and commas

correctly







Turn and talk

Observation



Resources/Texts Students’ stationery materials, pictures/drawings; flash cards


15


Theme: Food

Week: 8

Topic: In the garden

Learning Outcomes

o Listen to a text and talk about vegetables

o Ask for vegetables and talk about common colors

o Read short sentences about vegetables and match them with pictures

o Write short sentences about what they have and don’t have at the garden


Listening

1. predict about the story

2. Telling details and

specific information

-

-

-

-

Speaking

1. Listing one or two

activities people often do in

gardens (e.g., digging,

watering, etc.)

2. Asking and telling what

people do in gardens

-

-

1. Reviewing words to do with

vegetables


vegetables a gardener has

-

Word study Children identify the sound

of the suffix - ing as /ŋ / in,

planting, watering and read

words substituting the sound

Reading

comprehension

-


will be about

2. Completing tables with

descriptions vegetables


(specific, details)

Reading Fluency

1. Reading (a paragraph



expression


-



reading aloud

16


Vocabulary

-


soil, hoe, cabbage, carrot,

axe, water, watering, plant,

planting, dig) action/

realia/picture

2. Matching descriptions with

vegetables

-

2. Practicing pronouncing

numbers 51- 55)


-

Language Items

-

-

1. Quantifiers (some and

any). A teacher models

She has some books.

2. Practicing using some and

any in context /writing

and/or speaking (pictures)

-

-

Writing process

Conventions

-

-

-

-


about vegetables they have

read using their own words


spelling, and end marks







Turn and talk

Observation




Notes for Teachers: Make sure Students have own textbooks; read the story about the girl fluently; group/pair students in advance; give enough support

and encouragement

17


Theme: Food

Week: 9

Topic: In the market

Learning outcomes

o Listen to a text and talk about what people do in the market

o Ask for and identify the prices of items in the market

o Read short sentences about the market and match prices with items

o Write short sentences about items in the market


Listening

1. make prediction

2. Matching items with prices

3. Telling details

-

-

-

-

Speaking

1. Listing items and possible

price tags

1. Describing items at the

market using prices (e.g.,

how much is the price of a

kilo of orange?)

3. Role play(asking and

answering about the items

and their price)

-

-

1. Request

Customer: Can I have a kilo of

oranges?

Shopkeeper: Yes.

Customer: How much is it?

Shopkeeper: It is 20 birr

2. Exchanging ideas about items

that people buy at the

market.

-

Word study Children identify the sounds

of the first letters: screen,

screw, square, squad.

Reading

comprehension

-

1. Guess meanings of words

in context (i.e., based on the

title)

2. Matching with pictures


(specific, details)

Reading Fluency




expression


speed


reading aloud

18



-

Vocabulary

-


price, sell, buy, fruits,

customer , shopkeeper) in

context

2. completing sentences with

correct word

-


customer , shopkeeper,


-

Language Items

-

-

1. Practicing using some and

any in context /writing

and/or speaking

-

-

Writing process

Conventions

-

-

-

-

1. Asking and answering about

items in the market


about items in the market


spelling, and end marks







Turn and talk

Observation





19


Theme: Activities

Week: 10

Topic: Classroom Activities

Learning Outcomes

o Listen to a short passage about classroom activities

o Talk about the activities they do every day

o Read a text about classroom activities and answer

o Write short sentences about their daily activities


Listening

1. Telling (e.g., listening to

stories, doing class work,

etc.) classroom activities

they do regularly

2. Order list of activities


-

-

-

-

Speaking

1. Pre-teach key words used

for advising (class work,

group work) in context

2. Exchanging (in pairs) a

series of activities along

with whom and when each

activity is done.

-

-

1. Saying one or two things their

teachers and classmates ask

them to do

2. Exchanging ideas about the

things teachers ask them to

do in the classroom

-

Word study Children identify the sounds

of last consonant in the

words watch, match, catch,

fetch.

Reading

-




2. List a series of activities

which are mentioned in the

text


(specific, details)

Reading

Fluency

Reading (a paragraph from




20


expression


pairs

-

reading aloud


Vocabulary

-


text (e.g., follow, copy,

write, note, ask, answer)

2. Working out word

meanings from the context

3. Sentence construction

using the words

-

1. Practicing saying breakfast,

lunch, dinner in context.

2. Practicing using the words

using time of the day

-

Language Items

-

-

sequence words

1. (e.g., next, then, first,

second, last) 2. Wh-questions (e.g., What

do we have in the first

period?

3. Practicing asking and

answering about what

activities they do in the class

-

-

Writing process

Conventions

-

-

-

-

1. Reminding about sequence

words in context


about their daily activities

using sequence words.

3. Collaborative writing to put

a series of activities







Turn and talk

Observation





21


Theme: Activities

Week: 11

Topic: My weekly duty

Learning Outcomes

o Listen to a short passage/text about what they usually do in a week

o Talk about what they do from Monday to Friday

o Read a short passage/text about weekly plan of a student and answer questions

o Write sentences about what they do at weekends


Listening

1. Listing activities what they

do on Monday (e.g., doing

homework, study, etc.)

2.Matching to pictures

3.Telling details

-

-

-

-

Speaking

1. Saying things about what

they do on weekends

2. Exchanging experiences

about their plan

3.Oral report

-

-

1. Practicing Yes/ No questions

in dialogue

(e.g., A: Do you study English

on Monday?

B: Yes, I do.

A: Do you play football on

Friday? B: No, I don’t

Word study Practicing blending and

segmenting of compound

words ( e.g., homework=

home+ work; football= foot+

ball) in pairs

Reading

comprehension

-

1. Predicting details of the

text looking at the title

2.Labeling/Matching with

pictures


(specific, details)

Reading fluency




expression


-



reading aloud

22


Vocabulary

-


study, homework, class

work, club) in context

-


homework, football, breakfast


-

Language Items

-

-

1. Present simple with

frequency adverbs (e.g., she

always reads English book.

He usually does his

homework at night. 2. Constructing short

sentence about the activities

they do after school

-

-

Writing process

Conventions

-

-

-

-

1. Listing the activities they do

on Friday 2. writing short sentences about

what they do on Monday


spelling and end marks







Turn and talk

Observation





23


Theme: Activities

Week: 12

Topic: People at work

Learning outcomes:

o Listen to a short text about people at work and answer question

o Talk about what people are doing

o Read a text about what people do and answer questions

o Write short sentences about what they would like to do


Listening

1. Pre teaching words (e.g.,

watering, driving, etc.

2.Completing a table with

characters on one column and

the activities they do on the

other column

3.Telling details

-

-

-

-

Speaking


the activities people do

2. Permission (e.g.,

A: Can you tell me your

father’s job please?

B; Yes, he is a police

officer?)

-

-

1.practicing Yes/ No questions

in dialogue

(e.g., A: Do you help your

family after school?

B: Yes, I do.

A: Do you fetch water from a

river?

B: No, I don’t

-


using inflection –‘ing’

(planting, watering, smelling,

ring, king, sing and CVC in

the word digging

Reading

comprehension

1. Sharing experiences


(specific, details)

Reading Fluency





speed


24

expression



-

reading aloud

Vocabulary

-


washing, cleaning, , planting,

digging, making, etc.) action,

pictures, in context

2.Making short sentences

looking at pictures

-


(washing, cleaning, planting,

watering, digging, doing, etc.)


-

Language Items

-

-

1. Present continuous (e.g.,

A man/woman is planting

trees. A girl is watering

trees.)

2. Contractions? (as in I’m

reading

3. Constructing short

sentences

-

-

Writing process

Conventions

-

-

-

-

1. Spelling numbers 56-60

2. Writing short (2-3) sentences

using pictures

3. Checking capitalization, the

full stop, spacing, etc. Interactive writing with

teacher. Encourage children to

write as much as possible.







Turn and talk

Observation





25


Theme: Social issues

Week: 13

Topic: What I like

Leaning outcomes:

o Listen to a text about what they like/dislike and answer the questions

o Express about what they like/ dislike

o Read a text about what they like/ don’t like

o Write short sentences what they like and don’t like


Listening

1.making prediction

2.Answering

questions(telling details/

main ideas)

-

-

-

-

Speaking

’

1. Telling about what they

like


what they like and dislike

1. Exchanging ideas about what

they like and dislike (dialogue)

2 practicing in pairs/ groups

Word study Practicing reading by

segmenting and blending

prefix with root word (e.g.,

dis+ like= dislike, dis + obey

= disobey the first letters and

sounds(e.g., p as /p/ in

porridge

Reading

Comprehension

-


text (e.g., dislike, like, etc.)


(specific, details)

3. Transferring information

Reading Fluency




expression




26

individually/in pairs -

Vocabulary

-


food, porridge, tea, soft

drinks) in context

2.making short sentences

about food and drinks using

like and dislike

-

2. Practicing pronouncing (food,

cook, tea, animal etc.)


-

Language Items

1. Present simple


sentences about the food

and/ or drink they like and/

or dislike.

Writing process

Conventions

-

-

-

-

1. Listing down 3/4 thematic

words they like and/or dislike)


using the thematic words


spelling, and the full stop







Turn and talk

Observation





27



Topic: Let us keep our house clean

Week: 14

Learning Outcomes

o Listen to a text about how we make our house clean and answer the question

o Express how we Keep our house clean

o Read a text about how we make our house clean and answer the question

o Write short sentences about how we make our house clean

Lesson

Component Day 1 Day 2 Day 3 Day 4 Day 5

Listening

1. predicting looking at the

title

. Answering different

questions

Speaking

1. Pre-teach words (keep,

clean

2. Exchanging (in pairs)

about how to clean our

house

3. Reporting orally

-

-

1. Describing one or two things

the materials they use to

clean our house

2. Exchanging (in group) about

the materials they use to

make our house clean

3. presenting orally

-

Word study

-

Practicing reading words

such as clean, collect, scarf,

scan

-

-

-

Reading

comprehension

-

1. Exchanging about with

whom they make their house

clean

2. Filling in a table with

missing information


(specific, details)

Reading

comprehension




expression




reading aloud


28

pairs -

Vocabulary

-

1. Teaching key words from

the text (e.g., paper, basket,

floor, broom, ceiling, etc.)

2. Match/ labeling with

pictures

-

1. Practicing pronouncing words

such as floor, roof, morning,

broom, etc and meanings

2. Writing floor, roof

-

Language Items

-

-

Asking for repetition

1. Practicing Excuse me,

what does … mean? In

context)

2. Conjunctions: and/but,

Sentences:

I use broom to clean my

floor.

-

-

Writing process

Conventions

-

-


about the materials they use to

clean house

2. Collaborative writing to join

sentences using ‘and’ and ‘but’







Turn and talk

Observation





29



Week: 15

Topic: Helping others

Learning Outcomes

o Listen to a text about helping others and answer questions

o Talk about why they help other person/s

o Read a text about helping others and complete tables

o Write short sentences about what they help others


Listening

1. Predicting words that may

appear in the text(e.g.,

money, repair

2. Listing the kind of help

doing in the text


(specific, details)

-

-

-

-

Speaking


what students do and feel

when they help others

3.Oral presentations

-

-

1. Saying one or two things they

help others

2. Practicing asking for

repetition (in groups) using

excuse me, please, pardon

3. Reporting group members’

hobbies

-

Word study Practicing pronouncing the

words spoon, stop, study,

sport, smart, smell and small

Reading

comprehension

-




2. Listing what (a)

characters’ help others


(specific, details)

Reading fluency




expression




reading aloud


30

pairs

-

Vocabulary

-

1. match words from the text

(e.g., fetch, clothes, hut, etc)

2. working out word

meanings from pictures


using the words

-

1. Practicing saying (gate,

neighbor, alone) in context.

2. Practicing using the words

excuse me for repetition

-

Language Items

-

-

Present tense 1. Wh-questions (e.g., How

do you help persons? Why

do you do it? 2. Practicing

through asking and

answering what they do in

their spare time using

-

-

Writing process

Conventions

-

-

-

-

1. Reminding about the use of

helping others


about what they help others

3. Checking spelling, full stop







Turn and talk

Observation





31


Theme: Time

Topic: Days of the Week

Week: 16

Learning Outcomes

o Listen to texts about events in the days of the week

o Talk about the days of the week and events in a week

o Read texts about events in the days of the week

o write about the days of the week and events in a week


Listening

1. Saying what day it is and

the days before and after

it (e.g., What day is today?

Yesterday was… Today

is…

2. Answering different

questions

-

-

-

-

Speaking

1. Pre-teach key words like

‘was’, ‘on’ as in I was born

on Thursday?


what day each was born 3. Reporting when one and a

partner was born

-

-

1. Reminding the words week,

day and timetable

2. Planning an after-school

activity for each day of the

week

-

Word study Practicing reading

segmenting and blending

compound words(e.g., week+

end =,weekend; week + day=

weekday ,etc)

Practicing in pairs

Reading

comprehension

1. Defining the words

‘week’, ‘day’, ‘hour’ and

‘minute’

2. Putting days and activities

in categories

3.Answering

32

- questions(specific, details)

Reading Fluency




expression


pairs


1. Practicing reading a

paragraph aloud


Vocabulary

-


the text (e.g. time, noon,

sun, moon)

2. Matching words with their

meanings


using the words

-

1. Practicing saying numbers 60-

67

2. Practicing saying each day

along with a regular activity

-

Language Items

-

-

How many…?

1. Asking and answering

how many minutes, hours,

days … an hour, a day, a

week has

2. Practicing greeting (Hi…

how many …and departing

(thank you, bye!)

-

-

Writing process

Conventions

-

-

-

-

1. Reminding the days of the

week and timetable

2. Prepare (individually) a

study plan (subjects or

activities) for each day

3. Checking capitalization and

spelling of words in each plan







Turn and talk

Observation





33


Theme: Time

Week: 17

Topic: Months of the Year

Learning Outcomes

o Listen to a text about events in the months and answer questions

o Talk about months of the year

o Read a text about events in the months and answer questions

o Write short sentences about events that happen in different months of the year


Listening

1. Telling one or two months

of the year

2. Listing months of the year

3. Answering different

questions

-

-

-

-

Speaking

1. Naming events (the New

Year) in different months of

the year


about events happen in

months of the year

3. Written report

-

-


about holidays in the months of

the year

2. practice asking and answering

questions about holidays.

-

Word study Practice pronouncing the

words spit, spleen, spring and

string

Reading

comprehension

-

1. Predicting what the

text/poem will be about

based on the title


(specific, details)

Reading fluency


the reading text/poem) with


expression


pairs

-



reading aloud


1. Teaching key words from 1. Practicing (holiday, , October,

34

Vocabulary

-

the text (e.g., holiday;

celebrate, delicious, fasting,

holidays, etc.)

2. Working out word



using the words

-

December, etc.) using months of

the year in context (e.g., The

New Year is (celebrated) in

September.)

2. Practicing these words using

sentences in groups.

-

Language Items

-

-

simple present

1. (am/is/are…e.g., June,

July and August are rainy

months) 2. Wh-questions (e.g., What

holiday do we have in

September?


answering about events in

the months of the year

-

-

Writing process

Conventions

-

-

-

-

1. Writing months of the year

2. write short sentences about

what you do during the

different months.

3. Check for capitalization

spelling, and commas







Turn and talk

Observation





35


Theme: Time

Week: 18

Topic: Seasons of the Year

Learning Outcomes

o Listen to a text about events in the seasons and answer questions

o Talk about seasons of the year

o Read a text about events in the seasons and answer questions

o Write short sentences about events that happen in different seasons of the year


Listening

1. pre teaching the words

(e.g., Autumn, Spring,

Summer, Winter)

2. Matching seasons with

related events


-

-

-

-

Speaking

1. talk about what is

happening by looking at

pictures

2. practice asking and

answering questions about

what you do in the summer

-

-


about seasons of the year

2. Exchanging ideas (in groups)

about what people in the

country side do in different

seasons

3. Reporting results

-

Word study Identify the last letter of

words and its sounds,

read words substituting

the sound ( e.g., y as /j/ in

sunny, windy, rainy)

practicing in pairs

Reading

comprehension

-


text/poem will be about

based on the illustration and

its title

2. Completing table


(specific, details)

Reading Fluency






reading aloud

36

expression


pairs

-


Vocabulary

-


the text (e.g., cloudy, windy,

sunny, hot, wet, dry, etc)

2. working out word


-

1. Practicing saying (Autumn,

Winter, Spring, and Summer in

context

2. Practicing (in groups) these

words using sentences.

-

Language Items

-

-

1. Reminding the use of ‘in’

before months and seasons

simple present

2. (am/is/are…e.g., Summer

is a rainy season in

Ethiopia.)

-

-

Writing process

Conventions

1. Writing seasons of the year


using seasons of the year

3. Checking capitalization and

spelling







Turn and talk

Observation





37


Theme: People

Week: 19

Topic: Clothes in our area

Learning Outcomes

o Listen to a short text about clothes and identify features

o Describe clothes people wear

o Read a text about people and their clothes and answer questions

o Write short sentences about clothes people wear


Listening

1. make prediction and talk

about clothes


-

-

-

-

Speaking

1. Naming the types of

clothes in their

community/society


about the colors and names

of the clothes they wear

-

-

1. Role play (a dialogue on

giving and replying to

compliments)

2. Practicing giving and replying

to compliments (e.g., You

look good/pretty…Thanks)

-

Word study Pronounce the last consonant

sound in the words laugh,

cough, rough and enough

Reading

comprehension

-

1. Predicting what the text by

looking at title of text and

illustration


(specific, details)

Reading Fluency




expression


pairs



reading aloud


38

-

Vocabulary

-


the text (e.g., different,

similar, scarf, shorts, shirt,

sweater, jacket)


sentence using the words

-

1. Practicing (clothes, trousers,

sweater, shorts, scarf,)



-

Language Items

-

-

Simple present

1. Present tense


about what the people are

wearing in pictures

-

-

Writing process

Conventions

-

-

-

-

1. Reminding words to do with

clothes (jacket, shorts, socks,

skirt)


about the types and colours of

clothing


spelling, comma, and the full

stop







Turn and talk

Observation





39


Theme: People

Week: 20

Topic: Clothes of holidays in our area

Learning Outcomes

o Listen to a short text about clothes and identify when people wear

o Describe clothes people wear in different holidays

o Read a text about clothes which are worn in holidays and answer questions

o Write short sentences about clothes people wear in holidays


Listening

1. Make prediction

2. Talk about traditional

clothes


-

-

-

-

Speaking

1. Dialogue practice

2. Create similar dialogue

and practice about holidays

-

-

1. Talk about what people are

wearing using pictures

2. Practicing giving and replying

to compliments about clothes

(e.g., You look

good/pretty…Thanks)

-


using inflection for

plurals -s (e.g., clothes,

holidays, shops, sandals)

Reading

comprehension

-

1. Predicting what the text is

about by looking at title

2. Listing 2-3 names of

clothes which are worn in

holiday


(specific, details)

Reading Fluency




expression


pairs

-



reading aloud


40

Vocabulary

-

1. Pronounce words correctly

(clothes, dresses, trousers)



-

1. Practicing (but, however,

traditional , Ramadan.

occasions)

2. Writing sentences using two

of these words

-

Language Items

-

-

1. Present continuous tense

(describing what people are

wearing )

3. Describing traditional

clothes

-

-

Writing process

Conventions

-

-

-

-


clothes (jacket, shorts, socks,

skirt)


about the items of clothes

people wear for traditional

ceremonies



stop







Turn and talk

Observation





41


Theme: People

Week: 21

Topic: Uses of clothes

Learning Outcomes

o Listen to a short text about clothes and identify uses

o Describe the uses of clothes

o Read a text about uses of clothes and answer questions

o Write short sentences about uses of clothes


Listening

1. Make prediction


information


-

-

-

-

Speaking

1.Talking about the purposes

of clothes

2. Exchanging ideas (in

pairs) about the use of

different clothes

-

-

Practice asking and answering

questions about clothes people

wear

-

Word study Add comparison marker –er

to read as one word (e.g.,

tall= taller, cold =colder,

long= longer

Practicing in pairs

Reading

comprehension

-


about by looking at title of

text and illustration


(specific, details)

Reading Fluency


the reading text with




reading aloud

42

expression


pairs

-


Vocabulary

-


text (e.g. jacket, coat, light,

heavy)



-

1. Practicing (uniform, jacket,

coat, light, cool, warm)


sentences.

-

Language Items

-

-

Comparison

1. (Creating context e.g.,

Afar is hotter than Addis

Ababa, so the people live in

Afar wear light clothes;

Almaz’s skirt is shorter than

Fatuma’s

2. Constructing comparison

sentences.

-

-

Writing process

Conventions

-

-

-

-

1. Reminding words to do with

clothes (jacket, shorts, blanket,

skirt)

2. Writing 2-3 short sentences

about items of clothing people

wear



stop







Turn and talk

Observation





43


Theme: Jobs

Week: 22

Topic: Jobs of family members

Learning outcomes:

o Listen to texts about families’ jobs and answer questions

o Talk about families’ jobs

o Read texts about families’ jobs and answer questions

o Write short sentences about their families’ jobs


Listening

1. Make prediction

2. Completing table

3.Telling details

-

-

-

-

Speaking

Talk about jobs of family

members.

-

-

1. Practicing questions in

dialogue

(e.g., A: Is your father/mother a

Doctor?

B: Yes/no

A: What other things does he

do? What is his job?

B: He accompanies me to school

in the morning. He is a

mechanic.

-



words (e.g., police+man =

policeman, shopkeeper, shop

+ keeper)

Practicing in pairs

Reading

Comprehension

-


about based on title and

illustration


(specific, details)

Reading Fluency 1.Reading (a paragraph Reading with appropriate rate

44



expression



-


reading aloud

Vocabulary

-

1. Teaching words

(e. g. farmer, cook, dentist,

waitress, waiter, etc.) In

context (e.g. Abebe works in

a restaurant. He is a waiter/

Jemila works in a restaurant.

She is a waitress.)

2. Looking at pictures and

making short sentences

-

2. Practicing pronouncing (Last

sound (as in teacher, farmer,

doctor, carpenter)


-

Language Items

-

-

1. Present simple (e.g., My

mother is a nurse. She treats

patients.)

2. Writing 2-3 short

sentences about jobs of their

family

-

-

Writing process

Conventions

-

-

-

-

1. Listing words


about family jobs

3. Checking punctuation (the

full stop, comma, question

mark, etc.)







Turn and talk

Observation





45


Theme: Jobs

Week: 23

Topic: Family members’ workplaces

Learning Outcomes

o Listen to a text about jobs and workplaces and answer questions

o Talk about their families’ jobs and workplaces

o Read a text about professions and workplaces and answer questions

o Write about their families’ jobs and workplaces


Listening

1. Make prediction


information


-

-

-

-

Speaking

1. Talk about jobs of family

members

2. Talk about family

members’ workplaces

-

-

1. Requests (e.g., A: Can you

show me the director’s office?)

B: Yes, it is in front of section

D.

2. Studying a picture of people

engaged in different

activities


answering about where

people and what they are

doing

-



word(e.g. workplace,

policeman)

Reading

comprehension

-




2. Filling in missing

information


(specific, details)

-

Reading fluency Reading (a paragraph from Reading with appropriate rate

46



expression


pairs

-


reading aloud


Vocabulary

-


text (e.g., school, clinic,

police station, hotel, office)


sentences using the words

-

1. Practicing (near, in front of,

opposite, next, ground floor,

first floor



-

Language Items

-

-

Simple present

1.Describing where people

are/work

2.Write sentences using

table

-

-

Writing process

-

-

-

-

1. Reviewing words of jobs


about people they know and

where they work



stop







Turn and talk

Observation





47


Theme: Jobs

Week: 24

Topic: What we do at home

Learning Outcomes

o Listen to texts about things we do at home and fill in information

o Talk about things people do at home

o Read texts about things we do at home and answer questions

o Write short sentences about the things people do at home


Listening

1. Make prediction


information


-

-

-

-

Speaking

1. Talking about jobs

2. Talk about the jobs

students can and cannot do at

home

-

-

1. Describing pictures of people

engaged in different jobs)


answering (in pairs) about

the pictures

-

Word study Practice reading the words

sweep, sweet, sweat and

swim

Reading

comprehension

-

1. Make prediction

2. Filling in table with

missing information


(specific, details)

Reading Fluency


the reading text/poem/story)

with appropriate accuracy

and expression


pairs

-



reading aloud



text (e.g. repair, bake,

1. Practicing (plant, water, cook)


48

Vocabulary

-

spin, remove)



-


-

Language Items

-

-

Simple present (e.g., We

wash dishes after we eat

Constructing simple

paragraph

-

-

Writing process

Conventions

-

-

-

-


things we do at home


about things we do at home



stop







Turn and talk

Observation





49


Theme: Domestic Animals

Week: 25

Topic Foods of Domestic animals

Learning Outcomes

o Listen to short texts about foods of domestic animals and completing tables

o Talk about foods of domestic animals

o read short texts about foods of domestic animal and answer questions

o Write short sentences about foods of domestic animals


Listening

1. Make prediction


information


(specific, details)

-

-

-

-

Speaking

1. Talk about domestic

animals

2. Talk about domestic

animals and their foods

-

-

Talk about domestic animals

(goat, sheep, camel, cow) using

pictures

-

Word study Practice pronouncing the words

green, grass, goat, grain, gnaw

and gnome.

Reading

comprehension

-




2.Answering questions (specific,

details)

Reading Fluency




expression


pairs

-



reading aloud


50

Vocabulary

-

1. Teaching key words from the

text (e.g. hay, grass, meat,

maize, wheat, barley) using

action, realia, picture

2. Matching sentences with the

corresponding animals

-

pronunciation

1. Practicing saying singular

and plural forms of animals

2. Practicing the last sounds of

/z/ as in camels, cows, , mules.

-

Language Items

-

simple present

1. Saying/writing foods of

domestic animals l (e.g., A

cow eats grass.

A camel eats leaves of

trees.)

2. Write a short paragraph

-

-

Writing process

Conventions

-

-

-

-


domestic animals


about domestic animals


spelling, comma, and full stop







Turn and talk

Observation





51


Theme: Domestic Animals

Week: 26

Topic: Products of domestic animals

Learning Outcomes

o Listen to/ read short texts about animal products and answer questions

o Talk about animal products

o Read short texts about animal products and answer questions

o Write about animal products


Listening

1.Make prediction 2. Fill in gaps


-

-

-

-

Speaking

1.Study dialogue

2. Create similar dialogue

about what products we get

from animals.

-

-

Describing pictures(e.g., A

woman/man milks a cow; a

hen lays an egg; a man

slaughters a sheep/ goat)

-

Word study Identify the last sounds in the

words knowledge, edge,

judge and poriadge

Reading

comprehension

-

1. Make prediction

2. Completing table


(specific, details)

Reading Fluency


the reading text/poem/story)

with appropriate accuracy

and expression


-



reading aloud


52

pairs

Vocabulary

-


the text (e.g. hen, cock,

slaughter, wool, leather)



-

1. Practicing (cows, goats, oxen,

camels)



-

Language Items

-

-

Simple present (e.g., A cow

gives us milk and meat. A

hen produces eggs. It also

gives us meat.)

Wh-questions (e.g., what

does a hen give us? Where

does a camel live?)

-

-

Writing process

-

-

-

-

1. Listing some products of

domestic animals

2. Writing short sentences of

products of domestic animals

3. Checking spelling







Turn and talk

Observation





53


Theme: Domestic animals

Week: 27

Topic: Uses of Domestic animals

Learning Outcomes write about domestic animals

o Listen to short texts about domestic animals and answer questions

o Talk/write about domestic animals

o Read short texts about domestic animals and answer questions

o Write about domestic animals


Listening

1. Making prediction

2. Filling gaps


(details, main ideas)

-

-

-

-

Speaking

Talking about the uses of

domestic animals they know

well

-

-

Looking at drawings of animals

being used in different activities

-

Word study

-

Practice pronouncing the

words blank, bank, plant,

pant, lift and left

-

-

Reading

comprehension

-



of text and illustration

2. Filling in gaps with

missing information


(specific, details)

-

-

-

Reading Fluency




expression


pairs

-



reading aloud


Vocabulary

-


the text (e.g., plough, thresh,

pull, farm, and food) using

pictures and action

-

1. Practicing saying singular and

plural forms of animals (e.g., a

cow vs four cows. This is a cow.

These are cows.)

54


sentences using the words 2.Writing sentences -

Language Items

-

-

Ability

(e.g., A dog can guard our

homes. A cow can plough.

She can climb a tree

-

-

Writing process

Conventions

-

-

-

-


domestic animals


about the uses of domestic

animals they know well

3. checking capitalization,


stop







Turn and talk

Observation





55


Theme: Health and Safety

Week: 28

Topic: Brushing ones teeth

Learning Outcomes

o Listen to short texts about how to keep our teeth clean and answer questions

o Explain how we keep our teeth clean

o Read short texts about how to keep our teeth clean and answer questions

o Write short sentences about how to brush our teeth


Listening

1. Make prediction

2. Filling gaps



-

-

-

-

Speaking

1. Offering advice (e.g.,

Health is very important for

us, so let us keep our teeth

clean. How do you give

advice to your friend? You

should brush your teeth; you

should wash your body.)


-

-

Talk about what is happing in

the picture

-

Word study

-

Identifying the the first

letter of the word and its

sound, toothbrush, brush,

health) practice in pairs

-

-

Reading

comprehension

-



and illustration


(specific, details)

-

-

-

Reading Fluency




expression


pairs

-



reading aloud


1. Teaching key words from 1.Practice pronouncing words

56

Vocabulary

- the text (e.g., stick,

brush, toothbrush, using

actions and realia


sentences using the words/

matching sentences with

pictures

-

(teeth, toothbrush, healthy)

2.Constructing sentences using

these words

-

Language Items

-

-

Imperatives use to give

advice (e.g., Brush your

teeth after you eat),

Giving advice using

should/shouldn’t (e.g., You

should use stick to clean

your teeth.)

Practicing by constructing

simple sentences

-

-

Writing process

Conventions

-

-

-

-

1. Reviewing words about

brushing teeth


about brushing their teeth



stop







Turn and talk

Observation





57



Week: 29

Topic: Cleaning our school

Learning Outcomes

o Listen to short passages/ texts/stories about keeping school compounds clean and answer questions

o Explain the importance of making the school clean

o Read short passages/ texts/stories about keeping school compounds clean and answer questions

o Write short sentences how to clean our school


Listening

1. Make prediction

2. Completing gaps



-

-

-

-

Speaking

1.Obligation using must (e.g.,

You must put dirty papers in

the basket; You must clean

windows, floor, roof and

dusks.)

2. Talk about items used to

clean classroom

-

-

Talking in groups about pictures

-

Word study

-

Identifying the the first

letters of the words and

its sound to read (e.g.,

‘b’ as /b/ in broom, and r

as /r/roof, door, wood,

etc) with long ‘o’

practice in pairs to read.

-

-

Reading

comprehension

-


text/story is about by

looking at title of text

and illustration


missing information


(specific, details)

-

-

-

Reading Fluency






reading aloud

58

expression


pairs

- 2. Answer general questions

Vocabulary

-


text (e.g., floor, sweep,

broom, and roof) using

realia and action



-

Pronouncing words (e.g., desks,

windows, ceiling) realia

Matching these words with

pictures

-

Language Items

-

-

1. Must and mustn’t (e.g.,

you must clean your

classroom. You mustn’t put

dirty things on the floor.)

2. Completing tables

-

-

Writing process

Conventions

-

-

-

-


cleaning school

2. Writing short sentences how

to clean their classroom



stop







Turn and talk

Observation





59



Week: 30

Topic: Let us save ourselves from danger

Learning Outcomes

o Listen to short passages about save ourselves from danger and answer questions

o Talk about why we save ourselves from danger

o Read short passages about save ourselves from danger and answer questions

o Write short sentences about keeping themselves from danger


Listening

1. Make prediction


missing information


(specific, details)

-

-

-

-

Speaking

1. Practice dialogue

2. Talk about what is

happening in the pictures

-

-

Talk about how people to stay

safe when using sharp objects

-

Word study Practicing pronouncing words

using suffix –s for

plurals(e.g., razor,

needles, forks) in pairs

Reading

comprehension

-




2. Ffilling in gaps with

missing information


(specific, details)

Reading Fluency




expression


pairs



reading aloud


60

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Vocabulary

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Teaching key words from the

text (e.g., razor, needle, fork,

saw) in relation to save

ourselves from danger

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1. Practicing pronouncing the

words knife, scissors, garbage,

pieces, collect.

2.Practicing saying the words in

context

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Language Items

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Offering advice

1. Offering advice using

should/shouldn’t (e.g., This

is muddy. We shouldn’t

play here.)

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Writing process

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1. Review words to do with

safety measures


about how people can stay

safe



stop







Turn and talk

Observation





Grade 3 English Scope and Sequence - United States …pdf.usaid.gov/pdf_docs/PA00N2P7.pdfGrade 3...

Documents

Transcript of Grade 3 English Scope and Sequence - United States …pdf.usaid.gov/pdf_docs/PA00N2P7.pdfGrade 3...