Time2Read Grade 3 Language Workbooks (Set of 3)

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Unlike the more traditional approach which breaks the various parts of language into separate subjects, the grade 2 T2R workbook uses an integrative language approach. Language instruction is rather presented holistically and interdependently. This means that children can start to master more than one skill at a time (i.e. grammar and comprehension), which saves our teachers time and helps deepen a more intuitive understanding of the English language.

PHONICS

Phonics skills are developed through :

• word building,
• reading a word list: the list consists of a variety of grade-appropriate words containing the spelling choice of the week. These include common and rare spellings in short and multi-syllable words. All multi-syllable words are syllabified.*

*research finds that the sound centre in the brain processes multi-syllable words in syllables rather than as whole words. Therefore a syllabilified approach to reading instruction is recommended.

COMPREHENSION

With every sound that the children are learning, a comprehension is included. Its style and structure are written according to what the children have previously learnt in creative writing. This gives children the opportunity to consolidate word identification in connected text as well as to practice new vocabulary. After reading, children are required to answer some basic questions as well as questions that will nurture higher order thinking.

CREATIVE WRITING

A variety of writing structures are introduced. The following strategy is used to help children move from dependent to independent writing systematically:

• WHOLE CLASS writing – the teacher takes the leading role to model the writing process. Children contribute their ideas during brain storming.
• SMALL GROUP writing – children are divided into small groups to collaborate towards writing. The teacher is present to facilitate wherever necessary.
• INDIVIDUAL – finally all responsibility is on the individual child to write independently. This piece of writing can be used for assessment.

After reading the ‘model text’ written in a certain writing structure, children discover and learn the attributes of that writing structure by completing a graphic organiser. Then children use the same graphic organiser to plan their writing. They use their planning to draft their text. Once edited, they are ready publish and illustrate.

GRAMMAR

Teaching and learning grammar during the junior primary years can be frustrating for teachers and confusing for children. For this reason, T2R uses the method of discovery for learning. Rather than telling children what they need to learning, the children tell the teachers what they observe and discover. Hence, the learning phase happens through manipulatives which are provided in the Teacher Guide. The T2R workbook acts as a consolidation tool. Vocabulary from the word list and comprehension is used for teaching parts of speech.