GUYANA

MINISTRY OF EDUCATION

CURRICULUM GUIDE

LITERACY

GRADE 3
 ACKNOWLEDGEMENTS

The following persons contributed greatly to the development of the Grade 3 LITERACY CURRICULUM GUIDE.

1. Bibi Ali, Head, Curriculum Development and Implementation Unit, NCERD

2. Dhanashwari Ramprasad, Headteacher, Rama Krishna Primary
3. Borgette Charles, Head teacher, St. Margaret’s Primary School
4. Landomae Fraser, Headteacher
5. Allison Thomas, Lecturer, Cyril Potter College of Education
 LITERCY – CURRICULUM GUIDE GRADE 3

TABLE OF CONTENTS
Acknowledgements 1

Contents 2

Preface 3

Introduction 4

Glossary of Terms 5

 Speaking 10

 Listening 17

 Reading 23

- Concepts of Print and Phonemic Awareness

- Decoding and Word recognition

- Reading Comprehension

 Writing 47

- Punctuation
- Penmanship
- Grammar
 - Written Expression
-
 Research and Study Skills 61

Appendix 63

- Curriculum Standards
 PREFACE

This Literacy Curriculum Guide for Grade 3 has been developed by specialists, consultants, and practicing teachers after
extensive evaluation of existing curricula materials. Several of the deficiencies identified have been addressed in this new
Guide. The content of the curriculum has been informed by the results of good literacy implementation in the Caribbean and
elsewhere. The new thrust of the Guide is to provide teachers with the requisite tools for effective teaching. These include:
 Establishing measurable standards for literacy.
 Defining clear and unambiguous objectives.
 Recommending a variety of teaching strategies, among them are phonics, phonemic awareness, language
experience, whole word approach, look and say, the integrated approach.
 Providing reading materials to support effective teaching – the Ralp Readers, Rainbow Readers, among others.
 Providing strategies for diagnostic evaluation.
 Providing suggested activities for a programme of remediation.

To support the literacy programme, a menu of measures to monitor the effective delivery of the curriculum has been put in place.
Periodic tests would be administered to determine attainment of the defined literacy standards the results of which will inform the nature
of intervention to support classroom instruction.

This Guide provides a sequential approach to the teaching of literacy using tried and tested methods of teaching. Teachers are urged to
make a comprehensive study of this guide and to work systematically through the literacy program.

Should you in the process encounter difficulties, the curriculum specialists at NCERD will be too happy to provide you with the
necessary assistance. Any major concern you may have can be documented and sent to NCERD for consideration.

I hope you will have a productive and exciting year of teaching.

Good Luck !!!Mohandatt Goolsarran

Director, NCERD.
LITERACY – CURRICULUM GUIDE GRADE 3

INTRODUCTION

This Grade 3 Literacy Curriculum Guide provides a general plan programme of what should be taught at
this level. This Guide is based on Curriculum Standards which indicate what a child should know and be
able do at this specific level. The standards and Benchmarks were interpreted and expanded to form the
Scope and Sequence Chart as the initial document. This was then structured in a detailed fashion to form
the Curriculum Guide.

This Guide aims to build on the foundation provided at the Grade Two level to meet the specific needs of
pupils at Grade 3. It is also designed to provide a balance with regard to listening, speaking, reading and
writing. It is therefore expected that pupils will listen, understand and respond to others, speak clearly and
fluently, read and write confidently and independently. Each lesson should cater for listening, speaking,
reading, understanding and writing. These skills are interrelated.

The Guide comprises the Topic, Objectives, Content, Learning Experiences, Resources and
Evaluation. These provide the necessary guidance that teachers need for planning their General Schemes,
Annual Schemes, Termly Schemes and Daily Notes to ensure that teaching is done in an organized fashion.

It is important for teachers to take into consideration the ability pupils and the communities in which they
live when they plan daily notes.
 GLOSSARY OF TERMS

This glossary lists and explains terms in this Grade 3 Literacy Curriculum Guide.

Consonant is a speech sound made by partial or complete closure of part of the vocal tract,
which obstructs the flow of air. Friction occurs to varying degrees. It is also a letter of the
alphabet that is used to represent the sound heard.

Consonant Blend/Cluster is a combination of two or three distinct consonant sounds in a word,

occurring before or after a vowel sound. There are initial as well as final consonants, for example,
cr as in crow and nd as in band.

Consonant Diagraph is a combination of two consonant letters representing a single speech

sound. For example, t and h in thin become /th/.

Decode - be able to translate a word from print to speech using sound-symbol correspondence.
The reader is able to sound out the word.
bag /b/ /a/ /g/ light /l/ /i/ /t/.
Note that gh is silent.

Decodable Text is a text that uses words with the sound-spelling correspondence, skills students
have already learned, along with a small number of sight words. This is done through systematic
instruction. Decodable text provides children with an opportunity to practise their knowledge of
sound-letter relationship in the context of connected reading. It allows children to develop a
strong understanding of written language.
Pat, the rat, ran from Nan. The bug had fun with the cub.

Differentiated Reading Instruction refers to the provision of varied learning situations, such as
whole class, small group, or individual instruction to meet the needs of students at different levels
of reading competence.
Dipthong is a vowel sound that is produced by two consecutive vowels. The tongue glides from
the first to the second sound.
Example: oi boil ai aisle.
Emergent Reader is a child who experiences his/her early unconventional attempts at reading,
writing and listening.
Environmental Print-print and other graphic symbols, in addition to books, that are found in the
classroom, school/community. These include street signs, labels, bill boards, names on buildings.
KFC TEXACO Weetabix Topco

Fluency is the ability to enunciate accurately and quickly, the words in printed material while
observing appropriate punctuation marks. There is absence of word identification problem.

Fluent Reader -an independent reader whose performance exceeds normal expectation with
respect to age and ability.

Genre means the kind, sort or style in literature. In fact books might be grouped into subgroups
such as nursery rhymes, folk tales, animal stories or adventure stories. The expository genre
provides information such as from non-fiction books. The procedural genre refers to notices or
lists of instruction or recipes. The reference genre refers to dictionaries, encyclopedias etc.
High Frequency Words are words which occur frequently in children‟s spoken language, reading
and writing. Some of these words are: a /am/ at
On one me we no said /you /the/ they.

Onset and Rime - the onset precedes the vowel and is usually a single consonant, a blend or a
diagraph.
p b, cr, bl, th, ch.

The rime includes the initial vowel and the consonant that follow:
et - bet
ack - black
ink - think
Phoneme is the smallest meaningful unit of sound in a word.
/h/, /t/, /ea/, /th/, /m/

Phonemic Awareness is the understanding that spoken words and syllables are made of
sequences of elementary speech sounds or phonemes.

Phonics is a method of teaching reading and spelling that involves that symbol-sound
relationships, used especially in beginning instruction.

Phonological Awareness is used to refer to word parts/syllables, rhyme, phonemes, onset and
rime.

Phrase Reading - the use of meaningful units or chunks that comprise more than one word but
smaller than a sentence.
The fat cat / sat on / the wet mat.

Two tiny chicks / pecked their food / slowly.

Print Awareness - the recognition by the emergent reader that written language has text
features and conventions.

Print Rich Environment is an environment filled with print for students to interact with. Here,
both reading and writing are modeled.

Segmenting means to break words into their individual phonemes or to break words into
syllables or onsets and rimes.

Sight Word - a word that is recognized by the whole word method. It does not require decoding
skills. It is learnt by seeing it frequently.
mother mango donkey parent

Word Families-groups of words with the same ending sound (rimes)

wet met net set
band hand land sand.
 SPEAKING
STANDARD I DEMONSTRATES GRADE OR AGE APPROPRIATE RECEPTIVE AND EXPRESSIVE
LANGUAGE SKILLS.
OBJECTIVES METHOD /
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Speaking Free Talk feely about Speaking fluently, Demonstration of News Period Listening to Speaking Social studies -
Expression. personal or group sequentially, confidence. - On my way to school I -------. events that independently or Talk freely about
experiences for independently and in occurred. in groups about Field trips.
development of groups. Stick to point when - The radio announcer said ----. Sequencing a personal or
free expression. speaking. events that group
- The field trip was ------. occurred. experience.
Show willingness to Asking
communicate orally - I like to ------ questions
his/her thoughts and pertaining to the
feeling to others. - Today‟s weather is ---------. experience.

Speaking
fluently to
audience about
personal
experiences.
Relating. Relate stories Relating stories heard Tell stories Story–Telling Choosing Relating the Science-relate
heard or read or read. convincingly and - Fiction/ favourite stories main idea of stories / Science
effectively for with enthusiasm. Non – fiction. heard or read to stories heard or Fiction.
positive Presenting the main relate. read.
development of idea of what was - Science fiction.
speech. heard. - Folk tales. Telling stories in
own words.
Identifying the
characters,
events, and
talking about
them.

Outlining main
ideas of stories.

Retelling stories
based on main
idea.
 OBJECTIVES METHOD /
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES

Making use of
pictures or
puppets to retell.
Conversation. Participate in Demonstrating Taking turns while Conversation Listening Role playing a Participate in
conversations on courtesy while participating in - Use of toy telephone to conduct friendly attentively and telephone conversations with
the telephone and conversing. conversation with conversations and for emergencies. speaking clearly conversation. the focus on
express courtesies others. and fluently - Mathematics
to facilitate Responding suitably - Use topics of interest. while using the Converse with
pleasant to other speakers. Speak slowly and telephone. stranger about - Science
conversations carefully while - Use polite words such as “Please” school life.
Using appropriate conversing “Thank you” “You‟re welcome”, “May I Taking turns to - Social Studies.
language to help you”. speak. Tell a stranger
communicate with about the
others. Participating in activities of the
dialogue. Student
Using appropriate Government.
tone while Recording the
conversing. dialogue. Conduct an
interview with
Replaying same. the President of
Having dialogue the Student
with a visitor to Government.
the classroom.
Reporting. Deliver oral Telling about Develop an Reporting on activities done in sequence Reporting on Give oral report Social Studies
reports to express experiences had. appreciation for the such as: activities of student Present report on
what was done or Using appropriate point of view of experienced. Government field trips.
state experiences vocabulary and others and respect for - Participation in sports. Committee
had. employing sequential the truth. Giving meetings held or Science
delivery. - Participation in fashion show. complaints in a activities done Present report on
- Participation in field trips. clear and by committees. experiment done in
sequential class room.
- Participation in other school manner. Give oral report
activities meetings. of rules Art and Craft
Telling how it formulated by Draw scenes from
Giving Complaints. was done and Student tours/field trips.
why it was done. Government.
- Speeches done by Resource. Persons.
Visiting places Give oral report
 OBJECTIVES METHOD /
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Use the past tense form of the Verb for of interest and of Sports.
reporting. reporting.
Days/Fun Days
held at school.
Using the „wh‟
questions to help
in reporting.

Reporting from
beginning to the
end.

Listening to an
oral report and
suggesting ways
of improving it.

Explaining. Explain in Explaining in detail Supply details by Simple every day tasks Example: Sharing Choose a topic Give explanation
sequential order how something is giving specific everyday and give an of processes
and in detail how done. examples to back up - Getting ready for school experiences with explanation of involved in the
something is done the main idea of the class. the process. core areas.
for clear Arranging ideas in a explanation. - Making a fruit drink.
understanding or sequential manner. Explaining the 1. How to - Mathematics
interpretation. Is resourceful. - Making kites/ fans. process step by paddle a canoe.
step verbally. Social studies
Terms to be used before, first, next, last, 2. How to wash
immediately after ----------. Doing practical a car. Science .
demonstration in
sequence 3. How to make
wherever a fruit salad.
possible.

Using examples
to
support/strength
en presentations.
 OBJECTIVES METHOD /
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Recite or read Reciting, interpreting Display appreciation Recite and memorize poems/verses. Understanding Recite a given Recite poems in
Reciting. poems/verses and memorizing of poetry and Participating in choral speaking. the rhythm and poem using the the core areas.
clearly, poetry in groups or literature. Speaking Arrangements tempo of the refrain - Science
independently and individually. poem/verses arrangement as a
as a group so that Display positive 1. The Refrain Arrangement (rhythm and group effort. - Mathematics
speaking voices group attitudes and The teacher or child recites the body of flow of words).
can be combined Synchronizing the realize that some the poem, and most of the class responds Clapping or Social studies.
as effectively as three language activities are better if with unison, with the refrain, or chorus beating out
singing voices in a elements such as they are performed as Example: rhythm of
choir. listening, reading and a co-operative effort. The wind. verses.
speaking in poetry.
2. The Line-a-Child or Line-a-Group Reacting to
Participate in Arrangement. different tempos
choral speaking One child or group of children reads one by using whole
and reading to line, another child or group reads the next bodies using
heighten children‟s line, and a third child reads the third line, instrument such
appreciation of etc. as drums.
poetry and
literature. (i) inflection rise and fall within a phrase. Using the voice
for choral
(ii) Pitch level-change within one phrase speaking.
and other.

(iii) emphasis-verbal pointing to the most

important word.

Speeches. Deliver brief, Speaking effectively Display ease and self Prepared speeches for Listing ideas for Give Deliver prepared
simple, effectively and confidently to confidence when  Greeting persons or groups on each type of Diwali/Christma speeches for
prepared speeches deliver speeches for a speaking. special occasions. speaking s greeting to -Mathematics
for different variety of purposes.  Welcome to school functions. activity. parents.
purposes; to Speak in standard  Introductions e.g. Resource person. Producing in - Social Studies
inform, entertain English for specific  Expression of congratulations. groups a specific Welcome
and persuade. occasions.  Saying thanks or farewell. prepared speech. parents to Open - Science.
Making Day.
Other short presentations for specific comments about
functions. how the speech Introduce a
 OBJECTIVES METHOD /
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
could be resource person
improved. to a Social
Studies class.
Pretending to be
the audience and
relating the
effect.
Speech Observe Skills for Using the voice Display appropriate Skills for Effective speech. Practising Production of Speaking and
Training. effective speaking paying attention to mannerisms when - Good Posture. appropriate choral poetry reading. Paying
and reading. manner, rate of speaking. skills while paying specific attention to the
speaking and Speak and read - Use of natural, easy manner. speaking. attention to the specific speech
intonation for effectively. skills outlined. training skills in
effective speaking - Use of suitable pitch. Standing upright the areas of
and reading. with shoulders - Mathematics
- Use of suitable loudness. square.
- Social Studies
- Use of appropriate intonation. Practising to use
the correct pitch. - Science.
-Use of good voice quality.
Practising to use
- Use of acceptable rate of speaking. the correct rate
of speech.
- Clear and distinct speech.
-Pronunciation Saying words
- Rhythm clearly with
-Appropriate appropriate
Vocabulary. rhythm.

Preparing
speeches and
using the
appropriate
skills for
effective
delivery.
 OBJECTIVES METHOD /
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Vocabulary Extend speaking Supplementing more Willingness to find Expression of vocabulary/acquisition of Preparing word Participate in Prepare word chart
Development. vocabulary appropriate words out the meaning of “new words” lists or word oral exercises with specialized
through the during speech. new/strange words -use of Antonyms, Synonyms, charts featuring designed to use vocabulary in the
acquisition of new and to use them Homonyms. different kinds new vocabulary core areas:
words. appropriately. of words or appropriately.
specialized Mathematics
Word Synonyms Antonyms vocabulary.
Building a word web to increase - Social Studies
vocabulary Using the
-Use of words with multiple meanings. dictionary and - Science.
the Thesaurus to
extend
pretty lovely knowledge of
words.
interesting Nice good
Participating
pleasant beautiful exercises with
words which
have multiple
meanings.

Vocabulary Identify new words Remembering words Show willingness to Words in relation to classroom, home, Preparing word Identify new New words
Sight Words. by sight in order to by certain features – use both auditory and community. lists or word words by sight encountered during
build a working length, shape, etc. visual skills to charts featuring from reading related activities in
vocabulary and memorise words. Parts of speech – nouns, verbs, of words related selections.
develop fluency in adjectives, adverbs. to the home, - Mathematics
reading. classroom,
Words from relevant topics as they arise community. - Social Studies
Example: Preparing word
Sports. lists or charts - Science.
 OBJECTIVES METHOD /
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
featuring
specialized
vocabulary.

Maintaining
individual
word/picture
dictionary.
Use of – Word
lists
Word Charts
Words attack
Skills.
 LISTENING:

LITERACY CURRICULUM GUIDE GRADE THREE

STANDAND I WRITING DEMONSTRATES GRADE OR AGE APPROPRIATE RECEPTIVE AND EXPRESSIVE LANGUAGE SKILLS.
OBJECTIVES METHOD /
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
ATTENTIVE Listen in order to Identify sounds made Accept that each Sounds in the environment - Listening to Listen to various Science – listen to
LISTENING discriminate by animals. sound in the Example: various sounds. sounds then sounds made by
sounds in the environment is Creatures – birds (chirping), dog - Identifying them. name the source. animals and other
Discriminative environment. different although (barking),donkey (braying),duck - Imitating the living things
Listening. they may have some (quacking) etc. sound made by without seeing
similarities. - Songs on the radio different birds and them then guess
- Raindrops on the roof. animals. what animals /
- Horns of vehicles living things.
- Thunder
- Drums.
Following Listen, interpret Listening and Listen attentively to Directions for completing tasks. -Listening to Use a chain of Mathematics
directions. and follow given responding to directions given and directions given by pupils to take a Listen and follow
directions to get directions given. respond How to: teacher/person in- message then steps to solving
staff task done. appropriately. 1. prepare for a subject charge. analyse what particular
was said at each problems.
Retell a sequence Repeating sequence Understand and 2. find the way to a particular room in - Repeating stage and
in order to grasp of directions given. remember the school. instructions. compare the Social Studies
the meaning and instructions given. actual message Find places in the
complete the task 3. get ready for assembly and dismissal - Listing the steps to the end community for
successfully. Exhibit alertness and after assembly. of a process as product. directions.
thoroughness. heard in the
4. play a game of cricket/tennis, etc. instructions. Art
5. use the telephone. Draw direction
- Recalling patterns.
6. use the content page of a book. instructions for
playing games and Craft
7. use the library. following same. Make models from
instructions heard.
8. make a special dish.
Science
9. brush teeth. Listen and follow
instructions on
how to perform an
experiment.
 OBJECTIVES METHOD /
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
-how to plant a
seed.

Sequencing. Organise thoughts Sequencing pictures Listen attentively Stories in which events are sequenced.
in a logical manner to tell a story. - The “Gingerbread boy”.
after listening ex- Sequencing sentences Display enthusiasm - Goldilocks and the Three Bears”. - Arranging
excises to develop of a story. - “The Dog and His Shadow jumbled pictures Composition
sequencing skills. Following - Poems/ Songs. and sentences to Writing
instructions given in -The Oldman Man make stories. Writing story
sequence to complete - Old McDonald had a Farm. based on pictures
a task successfully. - Head and Shoulders, Knees and r. - Listening arranged in
- John Brown‟s Baby. carefully to the sequential order.
beginnings of - writing recipes
chain stories to science -
continue the Completing food
sequence. chain.
Listen to
- Listening instructions to Mathematics
carefully to answer complete picture Completing
questions about story. number series.
what should
happen next. Compose poems Poetry
orally Composing poems
- Supplying lines (written).
of incomplete
poems, following
in the sequence. Answer, orally
question on
- Taking turns to stories read
complete a
drawing by - What will
listening to happen next?
sequenced
instructions.

- Completing
series for numbers,
letters and words.
 OBJECTIVES METHOD /
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Extracting main Listen then extract Listening, - Display confidence - News reports - Listening to Read given Science
ideas/ the main ideas comprehending, in the recognition of - Reports on Educational tours/Field details in news paragraphs then - examine
information. from presentations interpreting and words, Trips items, current identify the experiments to
to understand the extracting the salient - Story – telling events, stories, main idea. extract the main
central meaning of points. - Eager to tell what Experiences shared with class poems. idea.
what is heard. was understood after -Stories from reading Texts.
-Listening to identify listening to - Mathematics
significant details. information 1. Working together Asking/Answering Solve problem
questions to gain with various stages
- Show positive 2. A co-operative poultry Farm. specific – use the main
change in attitude ideas/information. idea.
towards attentive 3. Playing cricket
listening. - Comprehension passages - Who, why, when,
- Broadcast to Schools programmes. where, what if?
- Talks by Headtecher/ Resource
Person/ President of the Student - Sharing news
Government. items with others.
- Selected television programmes
- Significance of National Holidays. Sharing personal
experiences with
each other.

Answering
questions on
Broadcasts to
schools
programme.

Naming characters
of stories listened
to.

Discriminating Discriminate Identifying letter Willingness to Initial and final consonants table tablet Listening to letter Underline/Circle List content words
letter sounds. phonetic elements sounds- experiment with listen final sounds from CD/ specific word with specific
of speech used to - initial and final different letter Double consonant cassette recorder parts after sounds Example:
form words for consonant, double sounds. little spelling listening to leaf root
oral reading and consonants, initial sorry happy Listening to the given sounds.
speaking. and final blends. Positive reaction to sounds of letters as stem pollen gill
 OBJECTIVES METHOD /
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
Consonant digraphs the use of phonics to Initial / Final blends teacher says them. Make family mammals
vowel digraphs and read and spell blend crack trees with given amphibians
diphthongs. difficult words. Slash fresh Repeating the sounds.
sounds Social Studies
List words with
Consonant digraphs Looking at words specific sounds.
Cheese shoe and identifying Example:
specific sounds in Family
Where these them - blends, community
digraphs,
diphthongs. Poetry.
Vowel Digraphs Compose lines of
paid bead poems to end with
boat may given sounds.

Diphthong
boil thought bowl

Responsive Make meaningful Listening to others in Be communicative, Conversations: Talk about specific Repeat what was Poetry – Listening
Listening. contributions to conversations. supportive and - Topic events. topics in groups. said by any to poems.
conversations after receptive. - Hobbies other.
listening to others. Contributing Show interest in what - Games Listening to the Music – Listening
information to is said by others. - Stories heard/read. views of others. to music.
Participate in class conversions. - Family experiences.
discussions - Television programmes. Giving own views Physical Education
Sticking to the topic Display open- - Classroom discussions. on chosen/given –Listening to
Question speakers of the conversation mindedness to - National Holidays. topic. instructions and
in conversation to contribution of - Festivals. doing what is
gain clarity to Listening then asking others. Repeating what asked.
points raised. / answering questions was heard.
to clarify doubts.
Asking questions
to gain clarity.

Responding to why
where, when, how
what if questions
on discussions.
 OBJECTIVES METHOD /
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES

Critical Predict the Listening and Apply courteous Listen to the beginnings of stories and Listening carefully Pupils work in Physical
Listening Outcome of following a specific listening. predict what will happen next. to stories told. groups – One Education –
Predict listening activities sequence or plot in Be decisive and show Stories – Science Following the group begins a activities
Outcome. in order to promote order to predict the understanding. Act Fiction sequence of events story, another
creative and outcome responsibly. Fantasy by listening then ends the story Music – Songs –
critical thinking. Stories based on predicting the next and vice-versa. Writing songs –
“Managing Social and Sensitive stage. beginnings and or
Issues” Listen to a part endings.
Use given instructions to anticipate the Retelling the of an instruction
next move. beginning of and complete Poetry – Listening
Setting up experiments then predicting stories told. activity using to Poems and
the outcome before the end. initiative. criticize,
Identifying intonation, etc.
activities/feelings
of characters. Mathematics –
Predict the
Predicting measurement of
outcomes of stories specific containers
according to or article,
sequence of conclusion of a
events. concept.
Science – predict
outcome of
experiments.

Social Studies/
HFLE.
Talk about culture,
like and dislikes,
Rights and
responsibilities.
Appreciative Listen and react Listening and React positively to - Stories and poems in class texts. - Listening to Listen to poem Story – telling
Listening. positively to responding to stories, stories, poems, songs. stories and poems story / Rhymes /
stories, songs and poems and songs. - Rhymes and songs read by teacher/ Music and tell Poetry –
poems which are Respect individual children. the mood of the composing poems.
relaxing and Using appropriate differences in other - Music – prerecorded cassettes. particular item.
conducive to words to express people‟s personality - clapping rhythm HFLE
 OBJECTIVES METHOD /
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
enjoyment feelings after capability and - Listening Exercises in response to Identify poems Empathy, tolerance
listening to songs, culture.  Poetry sessions rhymes and songs. that cause and respect.
poems, stories,  Choral reading reactions of joy,
recorded music and Recognise that  Drama - Listening to sadness, anger,
conversations everyone is entitled  Music recitals and etc.
to his/her own empathizing with
opinion. - Empathy responses. characters/artists.
- Laugh - weep
Show/Display - sadness – anger
tolerance towards the - thoughtfulness
other person‟s taste
of music, stories,
television show, etc.
 CURRICULUM GUIDE - GRADE 3
Standard 3 DEMONSTRATES PROFICIENCY IN APPLYING RELEVANT DECODING AND WORD RECGNITION STRATEGIES
TO THE READING PROCESS AND USES THIS KNOWLAGE TO BECOME A FLUENT READER.

TOPIC OBJECTIVES CONTENT LEARNING EXPERIENCES RESOURCES / MATERIALS EVALUATION

Identifies all 3:1 3:1 cards with letters of - collecting, displaying and reading Assorted labels from cereal boxes, etc. 3:1 The child will:
alphabetical The child will the alphabet. letter names. identify / recognize names of the letter in
letters out of Use his Game: envelopes and smaller letters from a- the alphabet in order.
sequence. knowledge of - Game with letters in - sharing letters on labels, packages z. - rearrange words beginning with the
letters to the alphabet. Group with a friend. first letters in each word.
game with letter “M” as Crayons, markers, cardboard, pens, pencils,
re-arrange the the starting letter. - cutting out letters form signs, scissors, paste. - place letters correctly on Word Wall.
letters of the magazine and placing them in a
alphabet - Letters in signs, scrap book in alphabetical order. “Fun With Language”
correctly in newspapers, street Book 3,
different names and other - playing game “Alphabet battle” in Page 13
situations important places. Groups.

- writing letters on Word Wall.

Extends 3:2 3:2 names of pictures Discussing in groups vocabulary Word Wall. A. Follow directions / instructions
vocabulary in The child will e.g. radio, television, used in print in books, at home, in Word lists.
own speech. truck, furniture, swing, the shop/ market, etc. Word-picture books. Things in the home, - stay on task.
- use the words brushes, teeth, clothes we wear, fruits, foods I like at the
he sees in his stretchers. - creating predictable books store/ shop. Word / Flash / letter, cards with - complete task.
environment in Examples: blends, digraphs; predictable books with
both informal - know sight words I like ------ rolls. greeting cards. B. Explain task or role
and formal - vocabulary of words at I like -------ice-cream
conversations. home; in the shop / The drink I like is -------. “Fun With Language”, C. Work successfully in groups.
market. Creating word web based on Book 3
discussion. D. Report on given activity successfully.
- in books he reads at Other teacher resource materials
his independent level. E. READ.

-vocabulary related to
print, names of places,
etc.
3:6 3:6 3:6 Showing a letter, children produce Letter cards, C/D/ cassette player, Associate the correct sound with the
Knows most Show Every letter has a sound. Word cards symbol
of letter – knowledge of sound.
sound individual letter Review – consonant Isolate and name a letter in any context
 TOPIC OBJECTIVES CONTENT LEARNING EXPERIENCES RESOURCES / MATERIALS EVALUATION
corresponden – sound sounds, vowel sounds. and produce the sound
ce to sound correspondence
out words. by: producing Use of blends in words
the sound for - „br‟ words
each letter.
- short sounds
of the vowels.
Other blends.
3:7 3:7 3:7 Reviewing letter sounds on a “Fun With Language” Produce the source of any letter in
Blends The child: will Blend words in the frequent basis. Book 3, sequence in and out of context.
letters use the ability to reading text, word lists, Pages 13 and 19.
sounds to blend as an aid words in the children‟s Names things in his life.
decode to decoding daily lives. Other readers chosen by teacher.
printed words printed words. Games for blending and segmenting
at grade level. – sound a letter, sound a word, echo Library books New words learnt during
sounds. Reading words from given discussions, etc.
texts.

3:9 3:9
Segment the Segmenting
sounds in simple
printed words. 3 - 4 letter
words.

3:11 The child will: 3:11 - recognising blends and digraphs in Single letter cards. Recognize blends and digraphs in
Sounds out - recognize that Digraphs (common given situation. regular words.
regular words blends and word / ones) “Fun With Language”
including digraphs are Book 3,
those with formed when -ch, sh, th, ph, wh, kn, Cards with blends digraphs.
blends, letters work (k is silent) gu (in the - identifying blends and digraphs in
digraphs. together. beginning position). words. Sight words.
Teacher‟s Resource materials.
Digraphs are two letters Circling blends in words. Produce the sound of consonant blends
- distinguish together producing one brush. and digraphs correctly.
between blends sound.
and digraphs in Underlining digraphs in words shut. Use appropriate decoding skills.
different Blends are two letters
position in together producing one - selecting words with blends and
words. sound but each letter digraphs.
 TOPIC OBJECTIVES CONTENT LEARNING EXPERIENCES RESOURCES / MATERIALS EVALUATION
sound is heard.
- creating word lists with blends and
- recognize that digraphs.
not every letter
is heard in a
digraph.
3:12 3:12 3:12 1. Discussing the idea of something “Fun With Language” Child will:
Builds and The child will The onset / rime common to a word family. Book 3, Pages 19, 23, 43. -produce appropriate sounds.
easily reads - Understand principle.
word families. that word 2. Building Word families. Letter cards.
families have Ending for word Use appropriate decoding skills.
something in families. 3. Separating families into onset and
common. rimes. Phonogram cards. -recognize phonograms.
Rule! The onset comes Substituting suitable
- use the onset before the vowels s, bl, onsets rimes Substitute appropriate phonograms /
and rime sh. ue ab rimes.
principle to atch ill
build word The rime is the vowel all ike Make words based on the knowledge of
families and what comes after it ap ight word families.
Example: ee ain
s un et Word family lists.
b un
f un
3:13 The child will A contraction is a - Discussing the use of contraction Teacher Resource Materials. Locate and read sentences with
Reads and identify shortened form of the in speaking and writing. Cards with the apostrophe. contractions.
interprets contractions in verb. For example, we
contractions given situations. can say I am or I‟m; he -Using the contracted forms orally. Contractions word cards. Write sentences with contractions
is or he‟s; she is or sh‟s Sentences with contractions. correctly.
- Use Rule! When A vowel is - Reading the sentences in which Read sentences with contractions
contractions missing in a contraction contractions are used. fluently.
appropriately. an apostrophe („) is
used instead. - Using the contractions discussed in
Say the contraction for oral sentences.
I am
She is
He is
 TOPIC OBJECTIVES CONTENT LEARNING EXPERIENCES RESOURCES / MATERIALS EVALUATION

3:14 The child will: A. The Possessive Noun - reading rules governing possessive “Fun With Language” - use possessive nouns correctly in oral
Reads and is written with an nouns. Book 3, pages 95 and101. sentences.
Comprehends - Identify apostrophe („).
Possessive Possessive Example:
Forms. Nouns.- both John‟s hat Teacher Resource materials.
Singular and girl‟s bag. Discussing the use of the apostrophe - identify possessive nouns in sentences.
Plural in given and s in singular nouns.
situations. B. The apostrophe („) Other appropriate texts. Complete sentences with possessive
shows ownership or nouns.
- practise using possession.
the correct Example:
possessive form The hat belongs to
in given John. - forming possessive nouns orally.
sentences.
C. The apostrophe IS Differentiating between singular
- write sentences used before the s („s) possessive nouns and plural
using the for singular nouns. possessive nouns.
possessive form
correctly. D. The apostrophe and s Identifying the possessive nouns in
is used after the plural given situation.
noun.
Example:
Boys‟ bag
girls‟ pen.
3:15 - recognize a A word has parts. Looking at given root words - Word cards Differentiate between a suffix and a
Reads and prefix as a word example With root words. prefix.
comprehends part. 1. the root word act teach.
affixes. - Word card with prefixes, suffixes.
- recognize a 2. a prefix – at the Adding a suffix to act - actor Add a prefix or a suffix to a given root
- prefixes. suffix as a word beginning. /acting, teach – teacher /teaching - Game to apply prefix, suffix correctly. word.
part.
- suffixes. 3. a suffix at the end of - Match prefixes or suffixes to words
Understand that a word. Adding a prefix to accurately. Write sentences with the new word.
a prefix or suffix Example: tie – untie
adds meaning to
a word or actor clean-unclean
changes its
meaning. beautiful hook-unhook
 TOPIC OBJECTIVES CONTENT LEARNING EXPERIENCES RESOURCES / MATERIALS EVALUATION
- identify a washed
prefix or a suffix
in words. unkind
3:17 The child will: Grade level sight Reviewing sight words list Texts - read from basic sight word list fluently.
Identifies - identify basic words. regularly. “Fun With Language”
words sight words in Sorting sight words according to Book 3,
with/that context and Games: Go Fish. endings. Story books.
rhymes with a isolation.
given word. Memory Games. - sort words according to given criteria.
- read stories,
poem and Word Domino. - make and read a sentence with given
rhymes sight words.
accurately. Bingo / Wordo. Counting number of letters in a Appropriate poems with rhymes.
word.
Word Search. Teacher resource materials.
Listening for the number of sounds
Stories, pocus and in given words.
rhymes.
Identifying rhyming words in given
situation.

Reading poems with rhymes.

 STANDARD 4 COMPREHENDS, INTERPRETS AND EVALUATES AN UNDERSTANDING OF NARRATIVE AND
INFORMATIVE TEXT.
LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES EVALUATION
STRATEGIES
Reading Comprehension. 4:1 Commands  Observing Command cards Demonstrate
Recognize that print command/action meaning conveyed in
conveys meaning. 1. Stop, look and listen. words and phrases. given text.
2. Wash your hands before you  Guided/independent
take your meals. reading of words or
3. Jump three times. phrases.
4. Say a poem.  Identifying and
discussing the
required actions.
 Demonstrating the
required actions.
 Associating the
action with the
printed text.
 Noting the meaning
conveyed by the text.
Sense or No Sense  Guided independent Subject strips Classify simple
1. Tree a under sit I. reading of jumbled “Sentences that
4:2 2. When I feel. words in sentences. make sense and
Notice when simple 3. I swim in the pond when I feel  Saying whether or sentences that do not
sentences do not make hot. not a message is make sense”.
sense. 4. Sad I cry. conveyed.
5. Sit here.  Re- arranging words Predicate strips
so that the sentences
make sense.
 Adding subjects or
predicates so that
sentences make
sense.
 Comparing the
sentences before and
after rearrangement /
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES EVALUATION
STRATEGIES
addition.
 Reading a group of
sentences and
identifying those that
do not make sense.
 Saying why the
sentences do not
make sense.
 Noticing when a
sentence does not
make sense
4:3 A Birthday Party.  Guided/ independent Read a given
Re-read sentences and Read – Self question - re read- reading of sentences sentence/paragraph
paragraphs when meaning locate or paragraphs. then explain the
is not clear. mis-comprehension – reread -  Questions self about meaning.
explain details.
 Re -reading to clarify Sentence strips.
details. “Fun With
 Locating the point of Language”
mis-comprehension. Book 3,
 Re reading then Page 31.
explaining the
meaning of sentences
or paragraphs.

Comprehends, interprets and evaluates an understanding of narrative and informative text appropriate to the grade level.
Reading Comprehension. 4:4 Walk three rooms away from the  Listening to Listen to directions
Understand and follow Head teacher‟s Office. On your directions given by and complete a task.
two to three step oral right is the library. Go around the teacher or peers.
directions. library and look for the canteen.  Repeating directions
There is a big flag on the roof. and saying what the
required actions are:
 Following directions
step-by-step.
 Talking about the
completed task.
 Giving and following
each other‟s
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES EVALUATION
STRATEGIES
directions.
4:5 Jello  Guided/independent Instruction Read and accurately
Read and follow simple  Empty the contents of the reading of written cards. follow a given
written instructions. box into a bowl. instructions. instruction.
 Pour one cup of boiling  Re reading
water into the bowl. instructions and
 Stir the water until the discussing the
powder is mixed in well. required actions.
 Pour one cup of cold water  Reading instructions
into the bowl. and following same Recipe cards.
 Stir the water until the step-by-step.
powder is mixed in well.  Talking about what
 Pour one cup of cold water would happen if one
into the bowl and stir it in. refuses to follow or
 Put the bowl into the misses a step.
refrigerator and leave to  Writing instructions
chill. and giving others to
follow.
 Reading and
following each
other‟s instructions.
Reading Comprehension. 4:6 John’s Class  Guided/independent Read a story and
Identify some sequence of 1. How did the story begin? reading of the Sequence of write the events in
events in stories. First, Harry collected Roy and story/text. Events. sequence.
Charles and the three boys walked  Discussing the events text pattern.
down to the backdam. that occurred in the
story.
2. What happened next? Next  Arranging the events
they swam in the canal. in the order in which
they occurred.
3. Then, what happened? Then,  Using the “Sequence
Roy tried to catch fish with his of Events Text “Fun With
bare hands. Pattern” graphic Language”
organizer to record Book 3, page
4. Finally, the boys went home the events of the 98
when it was time for school to be story in the sequence
dismissed. in which they
occurred.
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES EVALUATION
STRATEGIES
 Using the terms first,
next, then and finally
to establish sequence.
Comparing sequences
with peers.
4:7 What did the boys do when they  Guided/independent “Fun With Tell the main events
Retell main events of a reached the canal? reading of the text. Language” of a story in
text in proper sequence.  Discussing details of Book 3, Page 98 sequence.
What did the boys do next? the text.
 Identifying the main
Then what did they do in the events of the text.
afternoon?  Answering questions
What did they do in addition to to establish the
that? sequence in which
the events occurred.
Finally, what did the boys do?  Retelling the main
event in the sequence
in which they
occurred in the text.
4:8 Arrange the sentences in sequence  Guided/independent Arrange sentences or
Organise picture and text to tell the story. reading of sentences. Sentences strips pictures in sequence
information to sequence a Finally, Mary left for school.  Discussing the and tell a story.
story. Then she had breakfast-Mary message/details
jumped out of bed and said her conveyed in the
prayers. Afterwards she brushed sentences.
her teeth. Next she took a bath.  Viewing each
Mary combed her hair. sentence as a part of
Arrange the Pictures to tell a story.
story.  Arranging the Picture cards
Mary going to sentences in sequence
school to tell a story.
 Reading the story in
Mary having proper sequence. “Fun With
breakfast  Observing and Language”
discussing pictures. Book 3, Page 8.

Mary getting out of  Constructing

bed sentences that explain
the pictures.
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES EVALUATION
STRATEGIES
 Viewing each picture
as a part of story.
 Arranging the
Mary brushing pictures so that they
her teeth sequence a story.
 Using the pictures to
tell the story.
Mary having a
bath

Mary combing her

hair

Reading Comprehension. 4:9 Christmas  Listening to a story Tape recorders. Lister to a story then
Retell parts of a story told 1. Who is the story about? told by teacher or retell same in your
orally peers or a recorded own words.
2. When did the story story.
happen/occur?  Observing and
discussing the
3. Where did it happen? sequence of events in
4. What happened? the story. Cassettes
 Talking about the
brevity of the story. “Fun With
 Modelling,, retelling Language”
the story using the Book 3, Page35.
“retelling frame”
(who, which, when,
where, why).
 Retelling the story
individually.
4:10 Practise and present a dramatic  Choosing to play the Costumes Act out a short story.
Dramatize stories or parts piece of Janet and Joe on role of a particular
of stories heard or read Christmas morning. character.
independently.  Thinking about,
focussing on and
discussing roles or Masks
actions of specific
characters.
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES EVALUATION
STRATEGIES
 Using props and “Fun With
costumes to make Language”
actions more Book 3, page 35
expressive.
 Using voice
effectively while
dramatizing stories.
 Reflecting on actions.
Reading Comprehension. 4:11 New Year’s Eve Party  Guided/independent “Fun With Write four things that
Recall facts and details of 1. How did the children get to the reading of the text. Language” are true about a given
text party?  Discussing what was Book 3 ,Page story after reading
read. 41 same.
2. What was on the table when  Listening to
they arrived at the party? statements and
identifying those
3. What did the children do after which express ideas
the band passed? that are true about the
text.
4. Who went to the party with the  Identifying the facts
children? of the story.
 Discussing details
Write two things that are true related to the facts.
about the story.  Noting facts and
details of the text.
4:12 New Year’s Eve Party  Guided/independent Main idea and Choose the sentence
Identify the main idea of a 1. What is the main idea? reading of the text. supporting that best expresses
given text.  Examining titles and details text the main idea of a
2. What evidence is there for it? headings carefully. pattern graphic given text.
 Stating the gist of a organiser
3. What applications are given? passage or selection
in sentences.
 Identifying the topic
sentences.
 Completing the
“Main idea and
supporting details
text pattern” graphic
organizer.
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES EVALUATION
STRATEGIES

Reading Comprehension 4:13 Story elements  Guided independent Comparison and Identify one way in
Identify and discuss - Characters reading of two contrast text which the settings
similarities and - Setting stories. pattern. from two stories are
differences in story - Problem  Discussing what was alike or different.
elements. - Events read in both stories.
- Resolution/ Ending.  Identifying and
Compare the elements of the story defining story “Fun With
“Jack‟s Holiday” with those of elements. Language”
“Ducky Duck‟s Magic Umbrella.”  Noting the story Book 3, Pages
elements for each 49 and 61
story.
 Talking about how
the elements in the
stories are alike or
different.
 Comparing and
contrasting the
elements of the two
stories using the
“comparison and
contrast Text Pattern”
graphic organizer.
Discussing findings from
the completed graphic
organizer.
Reading Comprehension. 4:14 Going to Party  Guided/independent “Fun With Answer literal recall
Demonstrate 1. What function was the reading of a story. Language” questions based on
understanding of literal invitation for?  Recalling details that the story.
meaning of a story. were stated in the Book 3, page
2. Who gave the invitation? story word by word. 119
 Searching in the story
3. When was the function held? for specific details in
order to answer given
4. What time did the function questions.
begin?  Identifying the main
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES EVALUATION
STRATEGIES
5. Where was the function held? idea as given in the
story.

Reading Comprehension. 4:15 The Lighthouse.  Guided/independent “Fun With Listen to or read a
Answer who, what, how,  Who helps to guide the ships reading of story or Language” story then locate
when and where questions safely to harbour? listening to a story Book 3, answers to specific
about stories read or read  What will happen if there is read aloud by the Page 124. questions from same.
aloud by the teacher. no guide light for the ships? teacher.
 How many steps are there  Discussing what was
from the ground to the tower read or heard.
of the lighthouse?  Reading or listening
 When do the pilots board the to the questions
ship? based on the story.
 Where is our lighthouse?  Thinking about
whether the answers
to the questions can
be located in the
story or if they have
to be inferred.
 Locating the answers
to the questions from
/ in the story.
 Answering the
questions.
4:16  Why do you think the  Guided/independent “Fun With Make inferences in
Answer why and what if lighthouse has a tower? reading of the text. Language” order to answer given
questions to discuss text.  What if a ship gets stuck on  Discussing the details Book 3, questions.
the sand bank at the mouth of the text. Page 124
of the river?  Reading questions
based on the text.
 Thinking about
whether the answers
to the questions can
be found in the text
or if they have to be
inferred.
 Making inferences
and answering
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES EVALUATION
STRATEGIES
questions using same.

Reading Comprehension. 4:17 Finding Answers.  Independent reading Grade level Read a text
Answer comprehension 1. Name and describe what is of the text. books. independently and
questions based on what seen in the picture.  Discussing what was “Fun With answer related
has been read read. Language” questions.
independently at grade 2. Where is the tower of the  Reading questions Book 3,
level lighthouse? based on the text. Page 124
 Using information
3. Describe the tower of the gathered from what
lighthouse. was read
independently to
answer questions.
 Making inferences
and using same to
answer questions.
 Sharing and
comparing answers to
questions.
Reading Comprehension. 4:18 A visit to the zoo.  Guided/independent Cause and Tell what happened
Identify cause and effect 1. What happened? Effect reading of text. Effect text in a story and why it
relationships in texts.  Peter fell into the pond.  Discussing the events pattern graphic happened.
Why? Cause in the text. organizer.
 Peter went too near to the  Viewing the “what “Fun With
edge. happened” as the Language”
2. What happened? Effect effect and the “why it Book 3, page
 The teacher scolded Peter. happened” as the 110
Why? Cause cause.
 Identifying and
discussing the causes
and effects in the
text.
 Writing the causes
and effects of events
in the text on the
“Cause and Effect
Text Pattern” graphic
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES EVALUATION
STRATEGIES
organiser.
 Recognising that a
single cause may
have more than one
effect.
 Recognising that it
was the character‟s
actions that give rise
to the particular
effects.

4:19 The teacher scolded Peter for not  Writing the causes
Analyse cause and effects staying with the class. and effects of events
relation ships in a text. in the text on the
Cause: Peter went too near to “Cause and Effect
the edge. text pattern.” Graphic
organizer.
Effects:  Recognizing that a
1 Peter lost balance. single cause may
2. Peter fell into the pond. have more than one
effect.
 Recognizing that it
was the character‟s
actions that give rise
to the particular
effects.
Reading Comprehension. 4:20 A visit to the Dentist  Guided/independent Prediction chart Make predictions
Predict and justify what David had a terrible toothache. reading of the story. about events in a
might happen next in His mother took him to the  Stopping at key “Fun With story as the story is
stories. dentist. The dentist made David points of the story to Language” being read.
open his mouth. make predictions. Book 3,
 Writing predictions Page 76
What do you think happened on the predictions
next? chart.
 Giving reasons for
Dr. Ram cleaned out the cavity predictions.
and filled it. The dentist showed  Identifying clues in
David some pictures of how to the story that helped
keep his teeth healthy and strong.
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES EVALUATION
STRATEGIES
the reader to arrive at
What do you think David did a particular
with this new knowledge? prediction.
 Reading on, then
confirming or
revising predictions.
Reading Comprehension. 4:21 Give an ending to the story of  Guided/independent Prediction Use given details to
Use details to predict David’s visit to the dentist. reading of the story. charts. arrive at an
outcomes.  Discussing the appropriate ending
information given in for a story.
each story.
 Thinking aloud about
a possible ending for
the story.
 Using details given to
arrive at an
appropriate outcome.
Reading Comprehension. 4:22 The story of a kite.  Guided/independent Word cards. Use new words in
Use context clues to First, John collects reading of a piece of correct context in
understand text. ------- and ------. He then crosses cloze. oral sentences.
two thin sticks to make the ------.  Thinking aloud about
John then fastens a piece of strong what the missing “Fun With
fish ----- around the frame with words could be. Language”
----- kite --------.  Using the familiar Book 3,
words surrounding Page 93
the deleted one as
clues in the cloze.
 Giving reasons for
selecting a particular
word/ words as clues.
 Completing the
cloze.
 Reading the text and
explaining the
meaning of same.
 Using the new words
in correct context in
oral sentences.
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES EVALUATION
STRATEGIES

4:23 Phagwah  Guided/impendent Decode

Use decoding skills to On Phagwah Eve, the night of full reading of the text. Unfamiliar words in
understand text. moon the pandit and others use  Identifying the “Fun With a given text.
coconut branches or bamboo to unfamiliar word. Language”
build a bonfire around the Holika.  Looking at all the Book 3,
When the Holika is burnt to ashes letters following a Page 71
it is scattered on relatives and left-to-right
friends in remembrance of the sequence.
burning of Holika and to show  Searching mental file
how good triumphs over evil. system for
information about
similar letter patterns
and the sounds
associated with them.
 Trying a
pronunciation that
matches that of a real
word you already
know.
 Using the context and
rereading the
sentence containing
the unfamiliar word.
If the meaning makes
sense with
pronunciation,
resume reading. If it
doesn‟t try again.
Chunk the word by
putting together
letters that usually go
together in known
words.
 Reading the text and
explaining the
meaning.
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES EVALUATION
STRATEGIES

Reading Comprehension. 4:24 The Masquerade  Guided/independent “Fun With Read a given story
Relate story information What does the story remind you reading of the story. Language” and write/talk about
to real life experiences. of?  Discussing the details Book 3, two things the story
of the story. Page 25 “reminds me of”.
What would you have done if you  Thinking and talking
were Janet or Joe? about what the story
“reminds me of”.
 Sharing personal
experiences that
relate to the
information in the
story.
 Talking about what
you would have done
if you were in the
character‟s position.
4:25 Mashramani  Learning the meaning Read a text and share
Connect life to text and Many people were standing on of the text-to-self text-to-self
text to life experiences in the street and on the Mall, waving code (T-S). Sticky notes connections.
stories read independently to the persons in the Float Parade  Reading a story aloud
or by teacher. on Mashramani Day. in groups of three.
Stop and write code.  Stopping at the part
of the story that Markers
They were dancing in their causes a personal
colourful costumes to the tune of reaction. “Fun With
calypsos played by the steelbands.  Writing the code Language”
Stop and write code. along with a few Book 3,
words that explain Page 67
your feelings,
thoughts or
Share comments and reactions connections on a
sticky.
 Attaching the sticky
to the spot in the text.
 Continuing process
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES EVALUATION
STRATEGIES
until the end of the
story.
 Returning to the
sticky notes and
sharing comments
and reactions with
peers.
Reading Comprehension. 4:26 There are different types of  Guided/independent Read text and group
Understand that there are texts. reading of extracts Different types as fiction or non-
different types of texts Storybooks – A written account from different types of texts fiction.
such as story books non- of something that happened. of texts. “Fun With
fiction, informative texts  Discussing the details Language”
and poems. Non-fiction – text that gives given in the text and Book 3,
information about real things, recognising that the Pages 21, 86
people, and events. texts are of different and 90.
types.
Fiction – Text about characters  Identifying and
and events that are not real. talking about the
qualities/characteristi
Information texts are those that cs of the different
give useful information. texts.
 Naming and grouping
Poems – set of short lines with a texts according to
noticeable rhythm and words that their characteristics.
rhyme.

4:27 Non-fiction texts give different  Guided/impendent Read non-fiction

Compare information kinds of information. reading of variety of Biographies texts and say how
across non-fiction texts. short non-fiction they differ.
Autobiography – texts in which texts.
the author tells the story of his  Discussing the
/her life. information given in Autobiographies
each text.
Biography – texts that tell  Using the Venn
someone‟s life story. diagram, graphic
organizer to compare
Informational books-texts that information given in Textbook
give facts and knowledge. the texts.
 Writing simple
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES EVALUATION
STRATEGIES
Biography sentences that explain
Mary John was born in Jamaica the similarities and
and she grew up in Guyana. She differences in the
attended Seaview Nursery, Parika graphic organizer.
Primary and Bartica Secondary  Giving oral
Schools. When she was 18 years explanations of how
old she became a teacher. Mary the texts differ.
John was never married and she
had no children. She died in 1989.

Autobiography
I am a Guyanese. My name is
Peter James. I attended St. Paul‟s
Primary and Grove Secondary
Schools. I went to work at
Bermine when I was 25 years old.
When I retired I began farming.
Now I sell newspapers for a
living.

Reading Comprehension. 4:28 Home  Guided/idependent Note cards Read a given text
Share new information hen – pen reading of the text. then share what was
from text in own words. bee – hive  Thinking about what “Fun With read in one‟s own
lion – den was read and Language” words.
pig – sty discussing same. Book 3,
bird – nest – tree  Jotting down what Page 90
people – house, cottage, shelter, was learnt in point
home form on note cards.
 Using points on note
cards to share what
was learnt from the
text, in one‟s own
words.
 Sharing what was
learnt from the text
without the use of
note cards.
 Using one‟s own
words to write
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES EVALUATION
STRATEGIES
sentences that inform
others of what was
learnt from the text.
Reading Comprehension. 4:29 At the Music Festival  Guided/independent “Fun With Read a section of a
Monitor own reading and reading of the text. Language” text and orally
self-correct misread Read – predict –integrate prior  Stopping at intervals Book 3, summarize what has
words. knowledge – check understanding to make predictions Page 113 happened in same.
– evaluate information – critically while reading.
consider – reread.  Integrating prior
knowledge with text
information while
reading.
 Checking
understanding by
summarizing the text.
 Evaluating
information by
confirming
predictions.
 Critically considering
the new information.
 Rereading and
correcting misread
words.

Reading Comprehension. 4: 30 Strategies to apply when  Guided/independent “Fun With Read a text and
Employ specific difficulties are encountered. reading of the text. Language” explain the meaning
comprehension strategies  Read and re-read.  Re-reading of the Book 3, of same.
when difficulties are  Backward –forward text. Page 115
encountered in searching.  Backward and
understanding texts.  Self – questioning forward searching for
 Locate point of answers to specific
mis-comprehension. questions.
 Substantiate information  Questioning self
from the text. about events.
 Locating point of
miscomprehension
and correcting self.
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES EVALUATION
STRATEGIES
 Checking predictions.

Reading Comprehension. 4: 31 Fact is a piece of information that  Guided/independent Classify information

Distinguish between fact is true. reading of text read as fact or
and fantasy. extracts that are fantasy.
Fantasy refers to an event that is either facts or
not likely to happen in real life fantasy. Two-story
characters, places and events are  Discussing details of graphic
strange. the events in the organizer.
extracts.
True or False  Talking about
All the schools took part in the whether or not the
verse speaking competition. The events could happen
children recited poems bravely for real.
and didn‟t make a mistake.  Highlighting the “Fun With
differences between Language”
Joan pressed the button. The top the elements in Book 3,
turned around with them and flew stories with factual Page 87 and 115
back to the garage. It whizzed information and those
through the air. It went down, of fantasy.
down and down. They climbed  Use the Two-story
out. graphic organizer to
compare two stories:
one with factual
information and the
other fantasy.
 Sharing and
comparing the
finished product.
Reading Comprehension. 4: 32 The little Duckling  Guided/independent “Fun With Read a selection and
Identify feelings of reading of a story. Language” identify the
characters in a reading How do you think the duckling  Identifying the Book 3, characters‟ feelings.
selection felt when she could not do the characters and Pages 55 and 56
things the other animals did? discussing details of
What made you think that way? the experiences they
How do you think the duckling encountered in the
felt when she could swim in the story.
pond and the other animals could
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES EVALUATION
STRATEGIES
not?  Connecting/relating
the characters‟
Give reasons for your answer. experiences to one‟s
personal experiences.
 Discussing how one
felt during a similar
experience.
 Talking about how
the characters must
have felt in the
reading selection.
 Give reasons for
opinions.
Reading Comprehension. 4: 33 Mosquito, moth, bee, ladybug,  Guided/independent Quiz cards. Read a given story
Identify a speaker or fly, cricket. reading of narrative then identify the
narrator in a reading texts. narrator.
selection. Leave on the light for me, and I‟ll  Discussing the event
come flying. that was narrated in
the texts.
I‟m the sweetest bug you can  Questions self about
catch. But watch out for my sting. who the narrator or
speaker could be.
I don‟t need a fiddle. I make  Relating the events in
music with my legs. the story to possible
places, objects and
When you look at me you‟ll see people.
spots.  Identifying/naming
the narrator of the
You might call me a vampire. I established
love to suck your blood. relationship.
 Giving reasons for
My name is the same as what I choice of narrator.
do.
 Comparing choice of
narrator with peers.
Reading Comprehension. 4: 35 Read aloud.  Listening as teacher Read a favourite text
Read aloud, text suited to Plant life. reads aloud a familiar fluently.
the grade level with An oak tree is a plant with one big text. Story books.
fluency and accuracy to main stem or trunk and many  Noticing the pattern
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES EVALUATION
STRATEGIES
convey the message to the branches. Oaks have broad, flat as teacher reads
listener. leaves that turn colourful during smoothly, making it Textbooks.
warm weather. The roots of an sound like talk and Story cards.
oak tree grow deep to find ground using intonation and
water for the tree. punctuation
effectively.
A cactus is from a family of  Describing how
desert plants. They need very fluent reading
little water to grow. These plants sounds.
have thick main stems, prickly  Reading aloud, along
spines and no leaves. They with teacher, in
sometimes have flowers. Their groups, then
roots spread out near the surface independently.
to collect rain.  Listening to dis-
fluent reading and
commenting on how
it sounds.
 Reading and re-
reading sentences in
order to develop
fluency.
 LITERACY CURRICULUM GUIDE GRADE THREE
STANDARD 5 WRITING CONVENTIONS STANDARD ENGLISH – PANS, COMPOSES AND RE-READS
SIMPLE SENTENCES
LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES/ MATERIALS EVALUATION INTEGRATION
EXPERIENCES
5:1 5:1:1 5:1:1 THE SENTENCE 5:1:1 “Fun With Language” 5:1:1 Reading corner
The simple sentence The pupil will:- A sentence is a group of words - Reading guided examples Book 3, - Read each line of words. Write sentences
– Parts of a sentence. - identify the which contains a subject and a of line of words. Pages 42, 43, 58, 63. and put in the
subject and predicate and expresses a -Write (s) if it is a corner.
predicate of a complete thought. - Comparing / contrasting sentence.
sentence so as to line of words to elicit Mathematics
be aware of PARTS OF A SENTENCE definition of sentence. Charts, work-cards - On the table. Write statements
complete. A simple sentence has two for problems.
sentences. parts. -Oral discussion to identify - Returned to the party.
(i) Subject – naming part subject or predicate of Science
sentences. - Many things from the Write facts,
(ii) Predicate – stating part. table. observations
- Explaining what the
subject is and what the - He looked funny. Social Studies
predicate is. Write facts.

-Identifying the subject and Music/Poetry

predicate of sentences. Compose songs,
poems, skits etc.
- Dividing given sentences
into two main parts. Health and family
Life
- Supplying suitable Express feelings
subjects and predicates. orally and in
- Proof reading / Editing writing.

5:1:2 5:1:2 5:1:2

- recognize the HOW TO FIND THE Divide each sentence into
parts of a sentence. SUBJECT Subject and Predicate.
To find the subject I must:
- explain how the (i) Find the verb. The children ate cake and
subject is found in sweets.
a sentence. (ii) Put who or what before the
verb and ask the question. David played many games
- identify the Example:
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES/ MATERIALS EVALUATION INTEGRATION
EXPERIENCES
subject in (“Fun With Language”
sentences. Book 3
Page 42)
Subjec Predicate
t
Tommy went to the
party
(who) (what he did)
The Sat under
dog the table
(what) (what the
dog did)
5:1:3 5:1:3 5:1.3
Use complete Use a suitable subject to Use a suitable subject or
sentences when complete. predicate to complete.
speaking or The bond went ----.
writing. ------ walked down the road. Tammie went to
Use a suitable Predicate to ------ -----the road.
complete.
----- into the yard.
The food was -----.

5:2 5:2:1 Kinds of Sentences - Making sentences about “Fun With Language” A variety of excises. Drama
Kinds of Sentences. The pupil will: Sentences may be grouped objects, people and places. Book3, Example: Reading/Acting
- use different according to their purpose. Pages 6 – 7 and 45. plays, skits, etc.
kinds of sentences - Reading sentences in
to enrich writing. There are four kinds of pairs/small groups. “A Basic English Course” – A. Read each sentence
sentences. Primary level I carefully. Social Studies
5:2:2 (i) Declarative /Telling - Discussing the purpose of Pages 15 – 16 State what kind of sentence Interviews to get
Use correct - identify and write Sentences. each sentence. Pages 13 – 19 – 20 it is. Put in the full stop or information.
punctuation marks different kinds of A declarative/telling sentence - Identifying different Pages 24 – 25 question mark. Example:
for each kind of sentences. makes a statement or gives us types of sentences. Pages 28– 29 Festivals.
sentence. information. It ends with a full Page 33 1. He grows fruits and
- distinguish stop. (.) -Noting facial expressions Pages 37 – 38 vegetables Mathematics
between the Example: I am Janet. and vocal intonations of Page 42 Creating word
different kinds of spoken sentences. Pages 50 – 51 2. When do we celebrate problems.
sentences (ii) Interrogative/Asking Pages 59 to61 Labour Day in Guyana Writing statements
Sentence - Making sentences. for worded
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES/ MATERIALS EVALUATION INTEGRATION
EXPERIENCES
An interrogative/asking 3. Who made the birthday problems.
5:2:3 sentence seeks to get cake
- demonstrate an information. It ends with a
understanding of question mark. (?) 4. My friend is very
the different kinds Examples: Who are our intelligent
of sentences. neighbours on the left? Health and
5. There are thirty-five Family Life
(iii) Command/Request pupils in our class Ask questions/give
(Imperative sentence) answers when
A command gives an order B. Write three telling discussing topics.
Example: Speak the truth. A sentences and three asking
request is a sentence which sentences of your own.
asks for something politely.
C. Match each asking
Example: sentence with the
Please, close the gate. corresponding telling
sentence.
A command/request ends with
a full stop (.) Asking Telling
Sentence Sentence
Where is She is
(iv) Exclamatory Sentences Katie? painting a
An exclamatory sentence picture.
expresses strong feelings. It What is she Katie is in
ends with an exclamation mark doing? the classroom.
(!)
Example:
The house is on fire!

Note carefully.
Types (i) and (ii) must be
taught formally.

Type (iii) and (iv) should be

taught incidentally in Reading
and Poetry lessons.

Uses Grade Level Punctuation.

5:3:1 The pupil will 5:3:1 Using guided examples to “Fun With Language” Several exercises Reading Corner
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES/ MATERIALS EVALUATION INTEGRATION
EXPERIENCES
Punctuation (The full - write meaningful The Full stop. identify the uses of the full Book 3, Examples: Charts/Books with
stop sentences paying The full stop is used at the end stop, question marks and Pages 6 – 7 and 45. Put in capital letters, full correct
- The Question attention to of a telling sentence. capital letters. stops and question marks punctuation.
Mark). appropriate end Examples: “A Basic English Course” – where necessary.
marks. My friend has a pet. -Observing the use of full Primary Level I
stop, question marks and Pages 50– 51
The Question Mark capital letters in passages Pages 54 – 55 (1) last tuesday, terrence
5:3:2 - The question mark is used at from the readers. Page 119 and I visited gloria
Capitalisation. - apply appropriate the end of an asking sentence. Charts. Mathematics
marks at the end of Who has a pet? - Discussing the uses of the 2. on sunday we go to Write worded
sentences. full-stop, question mark christ church problems.
5:3:2 and capital letters.
- show awareness Capital letters 3. why did balram cross the Science
of full stops being Capital letters are used in these - making sentences orally demerara harbour bridge Write,
placed at the end ways. and in writing. observations from
of declarative 4. every friday the scouts experiments.
sentences and (1) To begin each sentence. meet at the georgetown
question mark at club Social Studies
the end of asking My teacher is kind. Write facts
sentences. 5. what do you like about correctly.
(2) To begin the names of Guyana
persons.
The pupil gave the book to Draw a circle around the Health and family
Krishna. letter which is near the Life
sentence which has all the Ask questions and
(3) To begin the names of capital letters in the correct give answers when
places. places. discussing life
The capital of Guyana is skills.
Georgetown. (A) John and david are
My class went to the National friends.
Park yesterday.
(B) The old woman lives
The tour guide showed us the on Camp street.
Kanuku Mountains.
(C) Uncle Joseph works at
My cousin lives on Regent St. Mary‟s Secondary
Street. School.
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES/ MATERIALS EVALUATION INTEGRATION
EXPERIENCES
(4) To begin the names of
special holidays and festivals.

Mashramani is celebrated each

year.

Each year we also celebrate

Easter.

(5) To begin the names of days

of the week and months of the
year.

Examples:
A special meeting for parents
will be held on the first
Thursday in May.

(6) To write the word I.

Sometimes I play basketball.
5:3:4 The pupils will: Commas are used for clear - Observing the use of Books, Charts, etc. - Write dates using commas Mathematics
The Comma. - use commas expression of ideas. (They are commas in sentences and correctly. Write shopping
when writing to used to represent a pause in letter writing. “Fun With Language” lists
represent a pause speech). Book 3, - Write greetings to friends
in speech or to - Putting in commas where Pages 120 and 121. and relatives. Art and Craft
indicate items in a Commas are used to separate necessary in series. Make patterns.
list so as to items in a series.
produce coherent Examples: - Writing letter outlines. Science
writing. Mother bought oranges, List items for
cherries, guavas and plums - Preparing lists for experiments.
- use commas from the market. shopping.
effectively in Social Studies
sentences and - Listing items in sentences Write notes on
letter writing. topics.
- Using commas in a
Develop variety of exercises.
willingness to
experiment with
commas.
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES/ MATERIALS EVALUATION INTEGRATION
EXPERIENCES
5:3:5 The pupils will: The apostrophe is used to show - Observing the use of .“Fun With Language” Form contractions from Reading Corner
The Apostrophe. - punctuate where letters are left out in contractions in guided Book 3, given pairs of words. Write sentences
sentences with the words‟. sentences. Pages 94 and 95 and other books, Examples: using contractions.
apostrophe - Discussing how charts. Was not - wasn’t Read passages and
appropriately for When the apostrophe is used to apostrophes are used in Did not – didn’t poems with
the purpose of make words smaller this is contractions. Graphics of dialogue, chalkboard contractions.
meaningful writing called a contraction. and coloured chalk. Use selected contractions
and reading. - Forming contractions in sentences. Poetry
Examples: from given pairs of words. Write poems and
- identify and use Is not – isn’t rhymes
the apostrophe We are – we’re - Reading sentences with contractions.
appropriately. I am – I’m contractions.
Health and
- punctuate, Family Life.
writing Write expressive
appropriately. notes to family
members and
friends.
5:4 Identifies and Uses. Possessive Forms of Nouns Correctly.
Possessive Nouns – The pupil will: Possessive Nouns show - Observing the uses of the “Fun With Language” Using the apostrophe Social Studies
Singular and Plural. -use the apostrophe ownership. apostrophe. Book 3, correctly in given phrases or Write request,
to show possession Pages 93, 102 and 133. sentences. reports and charts..
when writing An apostrophe is used before - Formulating rules. .
sentences in order the s (‘s) to show ownership or - Doing a variety of exercise Science
to produce possession of singular nouns Placing the apostrophe in “A Basic English Course” – from the prescribe texts. Experiments and
meaningful Examples: the correct space/ place. Primary Level I observations
sentences. The kite belongs to John. Pages 68– 70
It is John’s kite. Writing sentences using Books, charts. Physical
- identify and use the apostrophe. Education
the apostrophe to The book belongs to Peter. Play games.
show possession. It is Peter’s book.

- show willingness The tail of the dog is short. Music

to accept and The dog’s tail is short. Writing songs.
observe the use of
the possessive If the plural noun ends with s.
forms. The possessive form of the
nouns is formed by putting the
- punctuate writing apostrophe after the s.
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES/ MATERIALS EVALUATION INTEGRATION
EXPERIENCES
appropriately using Examples:
the possessive The bags of the boys – the
forms. boys‟ bags.

The pens of the girls.

The girls’ pens.

The tails of the donkeys

The donkeys‟ tails.
Parts of Speech – The pupil will: Nouns are naming words. Reading guided sentences “Fun With Language” Picking out nouns from Reading
Nouns. - identify nouns to pick out naming words. Book3, given sentences. Charts with
and use them They name persons, places, Pages 16 and 17 sentences, Books
appropriately in animals and things. - Defining nouns. Inserting suitable nouns to
sentences to “A Basic English Course” – complete sentences. Social Studies
present complete 1. The boy opens the door. -Identifying nouns in Primary Level I Information cards
sentences sentences. Page 2, objects in the classroom. on places,
2. Petal arrives at the class late. monuments, land-
- write sentences - Inserting suitable nouns marks, national
using the correct 3. Keith went to Lethem last in their correct positions holidays, etc.
grammatical Saturday. within sentences.
structures and Science
word forms. (Note well! All parts of Games,
speech must be taught in experiments
- be aware that sentences).
word forms and Health and
grammatical Family Life.
structures can be Write food choices
found in sentences. Write events about
family members..
Types of Nouns - The pupil will Proper Nouns are special - Reading passages and “Fun With Language” Picking oat nouns from Social studies
Proper and identify proper and names. selecting proper and Book 3, given sentences. Write names of
Common. common nouns The begin with capital letters. common nouns. landmarks,
and use them Example: “A Basic English Course” – Inserting appropriate proper countries, national
appropriately in Ruth Esther and Rachel are - Selecting suitable proper Primary Level I or common nouns to holidays, etc.
sentences. sisters. and common nouns to Pictures, charts. complete sentences.
complete sentences. Spelling
- Write proper and Common nouns are general Games, crossword
common nouns names.
with appropriate
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES/ MATERIALS EVALUATION INTEGRATION
EXPERIENCES
letters. Example:
The dog is in the kennel.
Types of Nouns – - be aware that Common nouns are general “Fun With Language”
Proper and proper nouns are names Book 3
Common. special names. Examples: Page26, 27 and 32
The dog is in the Kennel.
Nouns – Number. The pupil Will: When a noun refers to one Completion Exercises
person or thing, it is singular in
- identify patterns number. “A Basic English Course” –
in singular and Primary
plural nouns. When a noun refers to more Level I
than one, it is plural in number. Pages 77 and 78
- recognize Observing patterns in Objects, pictures, books. Art and Craft
singular and plural RULES. singular and plural nouns. Forming Plural Nouns. Drawing single
nouns. (1) The regular way to form the Examples: objects and
plural of a noun is to add s. - Forming rules Write the plural of these: collection of
- develop the One bag – two ---- objects.
ability to change Changing singular nouns One cherry – three --.
singular nouns to Examples: to plural and vice versa.. Science
plural and vice One dog; many dogs. Talk freely about
versa. One pencil; six pencils. - Completing exercises. scientific things in
the environment.
- show awareness 2. The plural of some nouns is
of singular and formed by adding es. Nouns Social Studies
plural nouns. Ending in –s x , z, ch and Name and identify
sh by adding villages towns,
- es. cities and
countries.
One bus; two buses
One box, three boxes Health and
One waltz, several waltzes. Family Life
Education
One trench – five trenches Sharing values (s)
One bush – many bushes. of oneself and
others.
3. The plural of nouns ending
in y following a consonant is
formed by adding the y to i and
adding –es.
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES/ MATERIALS EVALUATION INTEGRATION
EXPERIENCES
One city – four cities
One spy – two spies.

4. The plural of nouns ending

in y following a vowel is
formed by
adding s.

One turkey – five turkeys.

One essay – twelve essays.

Parts of speech – The pupil will: A verb is a word that expresses - Using guided examples Pictures, charts “A Basic English Course” Music
Verbs. action or otherwise helps to to define verbs. Primary Level I, Sing action songs.
- define the verb. make a statement. “Fun With Language” Page 6 c.
Bryan kicks the ball.(action) - identifying verbs in Book 3, Poetry
- identify verbs in The girl is fat. sentences. Pick out verbs from Read and compose
sentences. (makes a statement) “A Basic English Course” sentences. poems.
Every sentence must have at - Miming actions and Primary Level I
- use verbs least one verb. guessing them. Example: Science
appropriately in Joseph is kind. Write instructions
sentences Constructing sentences for experiments.
using simple patterns. The horse gallops along the
- group verbs that road. Social Studies
show action and Example: Write
those that do not. N + V – Birds fly. Write sentences using words facts/important
V + N – Come Rita. as verbs. details.
- show willingness
to observe and - Participating in drills
experiment with using all forms of the verb
verbs. “to be”. Creating
sentences using
substitution charts.
-
Standard: Uses the Present, Past and Present Continuous Tenses Correctly.
Tenses of Verbs. The pupil will: Verb change form to show the -Identifying verbs in Pictures substitution charts, books. Change verb forms in All Subjects
-use the correct time of the action or the idea sentence and noting the given sentences.
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES/ MATERIALS EVALUATION INTEGRATION
EXPERIENCES
verb form to they express. time indicated. Use the
indicate tense in The time indicated by the form Complete sentences by appropriate tenses
order to produce of a verb is called its tense. -Discussing the use of using the correct verb in speech and
sentences which The Simple Present Tense. specific tenses. forms. writing in all
tell the specific This tense is used: -Formulating rules about subjects.
time. To express action or make a verb forms. “Fun With Language”
statement about something Book 3,
- use suitable which is happening now. - Using the Simple Pages 22, 23, 37, 51, 52,
tenses in given (at the moment). present, Present 53, 68, 69, 126, and 133.
situations. Continuous and Simple
It is used to: Past Tenses orally and in
- change Simple (i) Show habitual or repeated writing.
Present Tenses to actions.
Simple Past tense - Using substitution charts
or Simple Present Examples: to make sentences.
Tense to Present David drinks milk everyday.
Continuous Tense. Satti reads every morning. - Dramatising actions and
making sentences using
(ii) express a general truth: appropriate verbs.
Ice is a solid.
- Using pictures/puppets
The Present Continuous to bring out the use of
Tense. tenses.
This tense is used to show an
action which takes place at the - Changing the tense of
moment but will eventually sentence.
stop/end. Example:
I eat a meal.
The Present Continuous Tense (Simple Present)
is formed by I am eating a meal.
Using am, is or are with a (Present Continuous)
present participle. I ate a meal.
(-ing part of the verb) (Past Tense)
Example:
1. I am making roti.
2. The gardener is
weeding the yard.
3. The pupils are
playing cricket.
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES/ MATERIALS EVALUATION INTEGRATION
EXPERIENCES

The Simple Past Tense

This tense is used to express an
action which has already
happened.

Present Past
The The visitors
visitors climbed the
climb the mountain.
mountain.
The maids The maids
fry fish. fried fish.
I hug my I hugged
teacher. my teacher.
Irregular Past Tense
Fisherme Fishermen
n catch caught
fish. fish.
We eat We ate
fruits. fruits
Using Verbs correctly / Subject –Verb Agreement.
Subject – Verb The pupil will: A verb must always agree with - Reading guided “Fun With Language” Doing exercise as outlined Reading Corner
Agreement. -use the correct its subject. examples: Book 3 in texts
verb to agree with - Discussing the pattern. Write sentences on
the subject. We use the verb is with “A Basic English Course” Primary strips of cardboard.
singular subjects. - Forming rules. Level I. Compose reading
- apply the correct passage using
usage or capital We use are with plural - Making sentences orally. Other Texts. structures.
drawings. subjects.
- Doing exercises. Mathematics
- apply the correct Singular Plural Writing statements
usage. Subject Subject for worded
The boy is in The boys problem.
- develop the habit school. are in
of using verbs to school. Social Studies
agree with the Where is she Where Write facts on
subject. going? are they topics
Example;
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES/ MATERIALS EVALUATION INTEGRATION
EXPERIENCES
going? Community
workers.
Parts of Speech- The pupil will: Adjectives describe nouns and - Describing persons, Pictures, objects, books, charts. Underline adjectives in Reading
Adjectives. -identify and use pronouns. objects pictures. sentences/paragraphs Composition
adjectives and use “Fun With Language” poems, rhymes.
adjectives to Adjectives tell - Using guided questions Book3 Drama
produce writing (i) what kind to get the functions of Page 83 Complete sentences with Write dialogue
that creates a vivid Examples: adjectives. suitable adjectives using descriptive
image and use Blue shirt. Examples: language.
adjectives. Cold weather. - Identifying adjectives in “Fun With Language”
given Book3 Social Studies
- identify (ii) which one sentences/paragraphs. Page 89 Use adjectives to
adjectives that tell Examples: describe.
what kind, This boy. - Defining adjectives. Use the senses to Example:
how many and That shop. land marks, the
which ones. - Writing sentences using Describe a person, object, weather,
(iii) how many words as adjectives. animal or picture. community
- display an Examples: workers.
interest in the use Two mangoes. - Using patterns to Compose a rhyme or
of words. Many people. complete phrases and poem using adjective. Science
sentences Describe the
Examples: environment,
Adj + N. animals, habitat of
Blue sky animals, etc.
V + N + Adj + N
Give Ryan two apples. Health and
Family Life
- Composing rhymes, Describe
poems, letters and relationships,
compositions. hobbies, eating
habits, etc.
- Describing persons,
animals, objects and
pictures using the
appropriate adjectives.

- Grouping adjectives
according to sense for
composition writing.
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES/ MATERIALS EVALUATION INTEGRATION
EXPERIENCES

-
Adjectives- The pupil will: Articles Listening to recorded Tape recorder/ CD player, objects, Construct sentences using Use the article
(Articles). -use a , an and the The most frequently used vowel and consonant pictures, phrases and sentences or a, an and the. appropriately in all
as adjectives adjectives are a, an and the. sounds and imitating strips of cardboard subjects.
appropriately for them. “Fun With Language” Complete phrases or
effective writing. They little words are usually Book 3 sentences using a or an
called articles. - Discussing the use of a, “Fun With Language”
- use a and an an and the in guided Book 3,
appropriately in Indefinite Articles examples. Pages 19 and 46.
sentences. A and an are indefinite articles.
- Describing persons,
- enjoy using a/an The refers to one of a general animals, pictures and
before words and group. objects using a and an.
in sentences. A is used before words which
begin with a consonant sound. - Writing and reading
sentences using a, an and
An is used before words which the.
begin with a vowel sound.
- Inserting a or an to
Examples: complete phrases and
A lady helped me. sentences.
I ate an orange.

Definite Article
The is the definite article. It
indicates that a noun refers to
someone or something in
particular.

The lady helped me.

I ate the orange.

Comparison of The pupils will:

Adjectives. - use comparative
 LEARNING
TOPIC OBJECTIVES CONTENT RESOURCES/ MATERIALS EVALUATION INTEGRATION
EXPERIENCES
and superlative Adjectives change forms when -Identifying adjectives in Objects that can be compared. Using the correct form of Art and Craft
forms of adjectives they are used to compare. phrases and sentences. Examples: the adjective to complete Make patterns
to produce Three lengths of sticks, pictures, phrases and sentences. using comparative
effective writing. There are three degrees of - Using the comparative books. language.
comparison – positive, and superlative forms to -Write sentences to show Examples:
- use the comparative and superlative. show comparisons/ comparative and Draw a big circle.
comparative and differences. superlative forms. Draw a bigger
superlative forms Examples: circle around that
of adjectives. Dave is tall. (positive) -Completing exercises one.
Kester is taller than Dave. with comparative and Draw the biggest
- show willingness (comparative) superlative forms. circle .
to use the Benjamin is the tallest of the Science
comparative and three boys. - Formulating rules. Write/Give
superlative forms (Superlative) instructions using
in different - Making sentences with comparative
situations. given adjectives. language.
Physical
Education
Games.
 STANDARD SIX GRADE 3 READS TO LOCATE, SELECT AND USE INFORMATION FROM A VARIETY OF SOURCE
TOPIC OBJECTIVES CONTENT LEARNING EXPERIENCES RESOURCES / MATERIALS EVALUATION
6:1 The child will: Sorting items according to : - sorting items individually Items with 5 colours for sorting. - identify the items by
Sorts, groups and - sort, group and colour or size.
sequences a variety sequence a variety of - colour, size, shape. - sequencing items appropriately. - shoe sizes.
of items. items correctly.
- discussing why this was done. -rulers, books,
- say why he did the Dramatic Play with sizes of bags, etc.
sorting in a specific way. Boys and Girls Play-act in Groups - the
height, size of peers.
6:2 - use a calendar to The current calendar - locating information on the Calendar. - write the names of the
Locates and identify months of the calendar. Map f Guyana. months of the year.
interprets information year; days of the week, (Natural Regions) - colour the dates of the
on a calendar, map or the date. Chart or pictograph. month in specified
simple chart. colours.
- identify on the map the
natural regions of Map of Guyana showing Natural -colour and name the
Guyana. Regions. - discussing and identifying the Natural Regions on a
specific features of the Natural map outline.
- read and interpret a - build of the land. Regions.
pictograph. - distinct features. - write the information
-reading and interpreting from a pictograph or
- pictograph of any kind. information on a pictograph or chart.
chart.
- Chart.
6:3 - record information on a Excursions help learning. - discussing activity. Log sheets. Complete log activity.
Records information given log or chart after Record information on a log. Interview sheet.
in a variety of an excursion, viewing a Write a T.V. Log. View a film and - recording on given materials.
formats such as logs, film on interviewing record simple information.
chart. person in the -reading information from log or
community. chart.
6:4 - review parts of a book A. Parts of Book back, front, title Naming the parts of a book. Word cards with parts of a book.
Uses parts of a book by naming same. page, table of contents.
back, front, title page, - identifying the tile page and Story books to the grade level.
table of content, - identify the title page B. The index gives an naming same.
glossary, index. of a book and name the understanding of words. It is - identifying and reading the table “Fun With Language”,
book. written in alphabetical order. of contents in a book. Book 3

- identify the table of C. Glossary explains the meanings

contents and read same. of some words.
- Locate simple
 TOPIC OBJECTIVES CONTENT LEARNING EXPERIENCES RESOURCES / MATERIALS EVALUATION
information from the
index.

- understand and use the

glossary of a book.
6:6 The child will: 1. The dictionary is set up in - reviewing the letters of the - Picture Dictionary. Write words in
Comprehends and - identify alphabetical alphabetical order. alphabet by naming each letter in A-B-C order by first
employs alphabetical sequence by first and sequence. - Simple Dictionary. letter.
sequence by first and second letters. 2. The dictionary gives us
second letters. information. - using and noting the alphabetical - Word Cards.
- Use alphabetical - pronunciation of words. order of words in the dictionary -write words in A-B-C
sequences by first (first letter). “Fun With Language” order by second letters.
second letters to order - meaning of words. Teacher Resource.
words. - noting and naming alphabetical - rearrange given words
3. Words in the dictionary by first sequence of words by 2 letters. in A-B-C order.
- Practice alphabetical letters, second letters.
sequence in given - identifying words in sequence by - find simple given
situations. first and second letters. words in the dictionary.

- Locate information Writing words in A-B-C order by: - make up a picture

from the dictionary. 1. first letter. dictionary.
2. second letter.
6:7 The child will: The use of the library is important. Asking the librarian to help him to The library
Understands the locate specific information. - national.
purposes of reference Develop library skills. The library has all types of - class.
materials. Use the library correctly. information. Using the card catalogue to find -school.
The library promotes study. story books and other information.
- Library skills. Locate information using Books of all kinds
the card catalogue. Touring the sections of the Pencil, crayons, paper.
Types of books National library.
Classify simple books -Texts
individually. - Stories or fun books
-Simple books on information

Appendix
 LITERACY STANDARDS – GRADE 3
STANDARD BENCHMARKS/LEARNING OUTCOMES
Standard 1 Listening and Speaking
Demonstrates grade or age  Listening
appropriate receptive and 1.1 Responds to sounds
Expressive language skills. 1.2 Repeats Sequence of directions
1.3 Retells Sequence in order to grasp the meaning.
1.4 Listens and organizes pictures/sequence
1.5 Listen interprets and extracts salient points
1.6 Speaks fluently, sequentially, independently and in groups
1.7 Explains in detail how something is done
1.8 Speak effectively and confidently to deliver speeches for a variety of purposes
1.9 Supplements more appropriate words during speech
1.10 Listens then extracts the main ideas from presentations
1.11 Recalls information given by others
1.12 Listens and repeats letter sounds
1.13 Listens and responds to stories, poem, songs.
1.14 Expresses feelings about a poem, story or piece of music using appropriate descriptive words
1.15 Expresses feeling about a poem, story or piece of music
1.16 Listens and shares opinions
1.17 Listens courteously and takes turns to speak.
1.18 Relates stories heard or read.
1.19 Expresses opinions on a variety of topics and logically supports opinions.
1.20 Critically listens, predicting outcomes
1.21 Listens to distinguish between main idea and others.
1.22 Information in oral communication
1.23 Listens to identify and understand contracted forms of words in oral communication.
1.24 Recites poems, rhymes, songs and stories
1.25 Retells stories including characters, setting and plot

STANDARD BENCHMARKS/LEARNING OUTCOMES

Standard 2 Oral Reading
Reads and interprets a variety of literacy forms Reading – Word attack skills, sight words, structural analysis, phonics, vocabulary
appropriate to the grade level. 2.1 Shows an interest in books and reading.
2.2 Knows and uses the parts of a book appropriately.
2.3 Names some favourite book titles and authors.
2.4 Locates and identifies title, author, table of contents, and illustrator of a book.
2.5 Participates in rhyme, chant and song activities..
2.6 Understands that the sequence of letter sounds in a written word represents the sequence of sound in a spoken word.
2.7 Counts syllables in words accurately.
2.8 Identifies and describes a story read with beginning middle and end.
2.9 Responds to characters or situations in a story read.
2.10 Identifies and reads words that appeal to the senses or that involve direct or indirect comparisons.
2.11 Reads and performs rhymes.
2.12 Reads and responds to a variety of literature, Guyana Caribbean and other cultures.
2.13 Reads literature to understand places, people, events and vocabulary.
2.14 Reads and describes the role of authors and illustrators.
2.15 Reads the author‟s point of view.
2.16 Reads and demonstrates an understanding of the theme of the author‟s message in fiction and nonfiction.
2.17 Reads basic grade level sight words in context and in isolation.
2.18 Demonstrates appropriate use of vocabulary and sentence structure.
2.19 Reads fluently with expression, any appropriate grade level text.
2.20 Corrects miscues when reading orally.
2.21 Reads in isolation, as well as in text, basic sight words appropriate to grade.
2.22 Reads aloud with fluency and with natural speech, expository narrative text appropriate to be grade.
2.23 Reads orally and monitors their own reading by correcting miscues.
2.24 Uses contextual and picture clues to determine the meaning of words.

STANDARD BENCHMARKS/LEARNING OUTCOMES

 2.25 Demonstrates appropriate book orientation when reading.
2.26 Reads books which provide pleasure, entertainment and information.

Standard 3 3.1 Readily identifies all alphabet letters out of sequence (dictionary skill).
Demonstrates proficiency in applying relevant 3.2 Extends vocabulary in own speech.
decoding and word recognition strategies to the 3.3 Demonstrates use of newly taught words (vocabulary)
reading process and uses this knowledge to 3.4 Demonstrates interest in learning new words.
become a fluent reader. 3.5 Blends letter sounds to decode printed words at grade level.
3.6 Reads regular words and nonsense words fluently using print – sound correspondence to sound out words.
3.7 Knows most/all letter sound correspondences.
3.8 Blends letter sounds to decode printed words.
3.9 Segments the sounds to decode printed words.
3.10 Sounds out regular one – syllable words and nonsense words fluently.
3.11 Sounds out regular words including those with blends, digraphs etc.
3.12 Builds and interprets contractions.
3.13 Reads and interprets contractions.
3.14 Reads and comprehends possessive forms.
3.15 Reads and comprehends affixes.
3.16 Reads decodable text accurately and fluently at grade level.
3.17 Identifies words with the same beginning and ending consonant sound.
3.18 Identifies words that rhyme with a given word.
3.19 Identifies initial and final consonants (single and double) sounds and blends them to read words.
3.20 Identifies variable consonant sound in words - gift, gem, cent, walked, lived and uses them to read words.
3.21 Identifies initial and final consonant sounds short (CVC) and long (CVCV) vowel sounds and blends these sounds to read words.
3.22 Identifies words with vowel diagraphs (CVVC)
3.23 Identifies words with vowels modified by r, l, and w.
3.24 Identifies words with dipthongs oi, oy, ou, ow.
3.25 Identifies words with silent letters – (w, k, b, l, l write, knife, comb, calm, listen.)

STANDARD BENCHMARKS/LEARNING OUTCOMES

3.26 Identifies consonant blends(2 and 3 letters) in the initial and final positions in words and blends them to
read Words.
3.27 Identifies consonant digraphs in the initial and final position in words and uses them to read words.
3.28 Identifies consonant digraphs in the initial and final position in words and uses them to read words.
3.29 Identifies words with the phonemic part “qu”.
3.30 Identifies words with the regular vowel combination au, ea, ie.
3.31 Knows and uses complex word families.
3.32 Identifies compound words and separates them into their constituent parts.
3.33 Applies rules of syllabication to identify words with multiple syllables.
3.34 Uses knowledge of synonyms, antonyms, homographs to determine word meaning.
Standard 4
Comprehends, interprets and evaluates an 4.1 Recognises that print conveys meaning.
understanding of narrative and informative text 4.2 Understands and follows two to three step oral directions.
appropriate to the grade level. 4.3 Reads and follows simple written instructions.
4.4 Retells parts of a story told orally.
4.5 Identifies some sequence of events in stories.
4.6 Retells or dramatizes stories or part of stories read independently or by the teacher.
4.7 Recalls facts and details of text.
4.8 Identifies the main ideas of a given text.
4.9 Identifies and discusses similarities and differences in story elements.
4.10 Identifies some sequences of events in stories.
4.11 Retells main events of a text in proper sequence.
4.12 Notices when simple sentences do not make sense.
4.13 Demonstrates understanding of literal meaning of a story.
4.14 Answers „who‟ „what‟ „how‟ „where‟ questions about stories read or read aloud by the teacher.
4.15 Answers „why‟ and „what if‟ questions to discuss text.
4.16 Identifies cause and effect relationships in texts.
4.17 Answer comprehension questions based on what has been read independently at grade level.
4.18 Predicts and justifies what might happen next in stories.
4.19 Uses context clues to understand text.
4.20 Uses decoding skills to understand text.
4.21 Relates story information to real life experiences.
4.22 Connects life to text and texts to life experiences in stories read independently or by the teacher.
4.23 Understands that there are different types of texts such as story books, non-fiction informative texts and
poems.
4.24 Compares information across non-fiction texts.
4.25 Shares new information from text in own words.
4.26 Monitors own reading and self – corrects misread words.
4.27 Re-reads sentences and paragraphs when meaning is not clear.

STANDARD BENCHMARKS/LEARNING OUTCOMES

4.28 Employs specific comprehension strategies when difficulties are encountered in understanding text .
4.29 Organises information (picture, text) to sequence of as story.
4.30 Uses details to predict outcomes.
4.31 Analyses cause and effect relationships in the story.
4.32 Distinguishes between fact and fantasy.
4.33 Identifies feelings of characters in a reading selection.
4.34 Identifies a speaker or narrator in a reading selection.
 4.35 Reads aloud, text suited to the grade level with fluency and accuracy to convey the message to the listener.
4.36 Reads silently at independent level and shows understanding of what is read.

Standard 5 Writing Conventions of Standard English

Uses conventions of written Standard English 5.1 Plans composes and re-reads simple sentences.
at grade level to compose and organize in 5.2 Uses grade level punctuation and capitalization.
coherent text for a variety of purposes. 5.3 Writes legibly (manuscript)
5.4 Uses a style of writing that is fluent and legible (cursive manuscript)
5.5 Observes appropriate spacing between letters, words and sentences.
5.6 Uses lines and margins and observes appropriate spacing.
5.7 Plans composes and rereads fairly readable first draft.
5.8 Correctly spells previously taught irregular words in own writing.
5.9 Produces a variety of types of compositions such as stories, descriptions, directions and poems.
5.10 Independently uses process steps when writing.
5.11 Discusses ways to refine own writing.
5.12 Confers with teacher to revise, edit, clarify and refine own writing for publication.
5.13 Uses the conventions of grammar and syntax, capitalization and punctuation in written standard English at
grade level.
5.14 Given organizational help, writes informative and well structured reports.
5.15 Writes various genres such as stories, reports, correspondences etc.
5.16 Demonstrates sensitivity to using formal and informal language as appropriate in own writing.
5.17 Focuses on central theme and supporting ideas in own writing.

STANDARD BENCHMARKS/LEARNING OUTCOMES

 5.18 Correctly constructs declarative, interrogative, imperative and exclamatory sentences in written language.
5.19 Identifies and correctly uses plural and possessive forms of nouns.
5.20 Replaces proper nouns with appropriate subject and object pronouns.
5.21 Uses verb correctly in written composition.
5.22 Uses appropriate subject/verb agreement.
5.23 Uses adjectives and adverbs appropriately.
5.24 Uses link words to join sentences.
5.25 Uses the present, past, future and present continuous tenses correctly.
5.26 Uses the negative form in simple and compound sentences.
5.27 Uses prepositions appropriately.
5.28 Identifies and correctly uses contractions.
5.29 Identifies and correctly uses singular possessive nouns.
5.30 Uses subject and object forms of personal pronouns correctly.
5.31 Uses comparative and superlative forms of adjectives correctly.
5.32 Uses passive verbs correctly.
5.33 Distinguishes between Creole and standard English usage correctly.
5.34 Use conventions of capitalization in written composition.
5.35 Identifies and uses declarative, interrogative and exclamatory sentences.
5.36 Uses correct pronunciation at the end of sentence.
5.37 Uses correct spelling to complete written tasks.
5.38 Correctly spells basic sight words and other commonly used words in written composition appropriate to the grade.
5.39 Uses phonics and word structures to spell phonetically regular words in written composition appropriate to the grade.
5.40 Demonstrates literal understanding of the topic.
5.41 Uses pre-writing strategies to generate and organize ideas.
5.42 Develops appropriate facts and ideas based on the topic.
5.43 Organises content appropriately.
5.44 Writes freely in response to stimuli, pictures, objects, stories, songs, poems.

STANDARD BENCHMARKS/LEARNING OUTCOMES

 5.45 Begins to show negative form in stories.
5.46 Creates paragraphs to include a topic sentence, supporting details and concluding sentence.
5.47 Uses consistently, an appropriate form of paragraphing.
5.48 Makes lists, records observations and personal experiences.
5.49 Writes a variety of purposes including description.
5.50 Uses the dictionary to help in spelling of polysyllable words.
5.51 Writes personal and formal letters with the date, salutation, body, closing and signature and thank you notes and invitations.
5.52 Uses correct spelling of high frequency and phonetically regular words.
5.53 Uses titles and subheadings to organize ideas.
5.54 Labels where appropriate, and uses visual representations to reinforce message.
5.55 Uses format appropriate to their purpose for writing (e.g. letter, notice, menu, poem, email).
5.56 Uses a style of writing that is fluent and legible.
5.57 Uses links and observes appropriate spacing between letters and words.

STANDARD BENCHMARKS/LEARNING OUTCOMES

Standard 6 Research and Study
Reads to locate, select and use information 6.1 Sorts, groups and sequences a variety of Items.
from a variety of sources. 6.2 Locates and interprets information on a calendar, map, chart or simple graph.
6.3 Records information in a variety of formats such as logs, journals, tables, charts etc.
6.4 Uses parts of a book, back, front, title page, table of contents, glossary and index.
6.5 Locates information from grade level reference material.
6.6 Comprehends and employs alphabetical sequence by first, second letters.
6.7 Understands the purposes of reference material.
6.8 Comprehends and employs alphabetic sequences.
6.9 Locates information from a dictionary and other reference material.
6.10 Locates information using a table of contents, titles, chapter, headings, glossary and indexes.
6.11 Classifies items to a given category.
6.12 Researches and writes the origins of given words.
6.13 Looks at words critically and conducts research on unfamiliar words.
6.14 Researches words origin in the various core areas.
6.15 Builds sentences on specific theme/topics.