3 Instructional Planner Grade3 Term1 2016

English
Bridge to Success Instructional Planner 2016-2017
Grade 3 Resources: Cambridge Bridge to Success Coursebook

Week 1: 28th August Cambridge Bridge to Success Workbook
Unit 1: Working Together Cambridge Bridge to Success Teacher Guide

Period
1-7
Unit / Lesson /
Page
Skills
Language/Lexis
Standards and SLOs
Introduction to Curriculum / Class rules etc.

*Instructional planners are to be used only as a guide for teaching and learning. Teachers are responsible for making an informed decision on what to cover in order to meet
the student learning outcomes.

Ministry of Education English Curriculum_2016
English Bridge to Success Instructional Planner 2016-2017

Week 2: 4th September Cambridge Bridge to Success Workbook

Period Page
1
U1-L1

LB: 6-7
AB: 4
TG: 12-14
Audio 1,2,3,4
Skills
Reading
Read a poem/song

Listening
Listen, point, and say
Listen and follow instructions
Language/Lexis
- Lexis related to Books & parts of
books

- Singular/plural nouns e.g. There
is/ there are

U1-L1
LB: 7
AB: 5
TG: 12-14
Reading
Read and answer questions

Writing
Write personal information (name, age,
favorite color)
- Lexis related to Colors/Numbers

- possessives
U1-L2
LB: 8-9
AB: 6
TG: 14-16
Reading
Preview and predict book covers.
Read and match picture to book
chapter.
Identify fiction and nonfiction books

Speaking
Speak about book preference

- Lexis related to books & parts of

books

- like + -ing? e.g. I like reading
fiction/nonfiction books

Standards and SLOs

3.1.1.1.3 Listen and respond to instructions of one
or two steps, presented orally, or through media and
supported by teachers demonstration
3.3.5.1.7 Describe characters in a story (e.g., their
traits, motivations and feelings), describe how they
respond to major events.
3.2.1.1.12 Explain personal ideas drawing on the
topic under discussion.
3.4.3.1.1 Use grade-appropriate language structures:
there is and there are
3.3.5.1.5 Ask and answer questions to demonstrate
understanding of a text, referring to what the text
explicitly says.
3.4.1.1.1 Write legibly in print progressing from left
to right; space letters, words, and sentences
appropriately.
possessives
3.3.5.1.6 Determine the main idea of a text and retell
the key details.
3.3.6.1.1 Recognize and identify the basic features of
narrative text genres (e.g., stories and fairy tales)
and information text; use various text features (e.g.,
headings, subheadings, maps, charts) to locate key
facts in a text.
I like; Verbs

U1-L2
LB: 9
AB: 7
TG: 14-16
U1-L3
LB: 10
AB: 8
TG: 16-18
U1-L3
LB: 11
AB: 9
TG: 16-18
U1-L4
LB:12
AB: 10
TG: 18-20
Reading
Read and circle days of the week.
Circle/ cross out things you do or dont
do at school
Circle/ cross out subjects you study or
dont study at school

Speaking
Speak about your school
Listening
Listen to a song
Sing and clap when you hear vowels
Listen and match pictures with vowels
you hear at the beginning

Speaking
Say a sentence about a picture
Reading
Spell words with short vowels and
match them to pictures (How do you
spell?)

Speaking
Listen and count numbers 1-15
Listen and point
Listening
Listen to answer whose backpack?

Speaking
Practice the conversation using mine/
yours and compound words like
backpack, lunchbox, and classroom

3.2.1.1.12 Explain personal ideas drawing in the

topic under discussion
- Lexis related to school
2.3.7.1.5 Connect the information and events in a

text to life experiences.
- Revisit: Singular/plural nouns, and 3.2.1.1.12 Explain personal ideas drawing on the
like + -ing
topic under discussion.

singular and plural nouns; Id like; Verbs (present
continuous)

- Lexis related to books

- Short vowel sounds in initial and
middle position
-Vowels and consonants sounds:
sh,ch,th
3.1.1.1.3 Listen and respond to instructions of one or

two steps, presented orally, or through media and
supported by teachers demonstration.
2.2.1.1.1 Participate in class songs and games taking
turns and responding individually as required
3.3.3.1.2 Apply knowledge of consonant blends and
common spelling patterns.

- Articles e.g. a banana , an apple
3.3.3.1.1 Decode and read unknown words using

knowledge of syllable patterns.
articles
explicitly says.
- Lexis related to clothes and

personal possessions

- Possessive pronouns e.g. mine,
yours/ Genitive s
-Which one? e.g. the ___ one
-Compound nouns e.g. lunchbox
classroom
3.1.1.1.3 Listen and respond to instructions of one or

two steps, presented orally, or through media and
3.1.1.1.7 Ask and answer questions about what a
speaker says; provide elaboration and details.
pronouns; possessive pronouns; common and
proper nouns


th
Week 3: 11 September Cambridge Bridge to Success Workbook
Period Page
1
U1-L4

LB: 13
AB: 11
TG: 18-20
U1-L5
LB: 14-15-16
AB: 12
TG: 20-23 Audio 10
Skills
Reading/Speaking
Look at pictures to answer What has
she got in it?
Memory game to recall information
Write sentences with a capital and full
stop.
Language/Lexis
- Lexis related to clothes and
personal possessions

- have got+ noun e.g I have got a
pencil
Reading/Listening
Preview and predict from title and
illustrations
Identify fiction or nonfiction
Listen, read and sing
Match pictures with books

- Revisit: like + -ing? e.g. I like
reading
Standards and SLOs

3.3.5.1.8 Pick out key words and phrases to make
and confirm predictions about forthcoming
information.
3.2.1.1.6 Maintain exchange of information through
using a variety of questions forms in present, past,
and future.
have got+ noun (nouns; possessives)
or two steps, presented orally, or through media and
3.3.5.1.8 Pick out key words and phrases to make
and confirm predictions about forthcoming
information.
singular and plural nouns; Id like; Verbs (present
continuous)



th
Unit 1/2: Working Together/ Good Neighbors Cambridge Bridge to Success Teacher Guide
Period
1

2 & 3
Lesson / Unit /
Page
U1-L5
LB: 17
AB: 13
TG: 20-22
U1-L1-6
LB: 6-19
AB: 4-15
TG: 12-23
Audio 90
U1-L6
LB: 18
AB: N/A
TG: 22-23
Skills
Language/Lexis
Standards and SLOs
Speaking
-Ask about unknown words

Writing
-Answer questions like How do you say
__ in English?
-Write and sing a song verse


- Use of rhyming words e.g. kings ,
things- book , look
3.2.1.1.11 Ask and answer questions to clarify

information about topics and texts under
discussion; make comments that contribute to the
discussion.
2.2.1.1.1 Participate in class songs and games
taking turns and responding individually as
required
3.3.8.2.5 Identify the meaning of unknown words
using a known word as a clue.
2.4.3.1.2 Write complete simple and compound
declarative, imperative, and exclamatory
sentence in response to prompts

Review Unit 1
Writing
Make a poster about things we like
reading about

- Revisit: like + -ing? e.g. I like reading
3.4.5.1.1 Conduct short research on a topic of

interest; identify the research questions, locate
information in print or digital sources, record,
organize, and present information choosing from
a variety of formats.
3.4.3.1.1 Use grade-appropriate language
structures: singular and plural nouns; Id like;
Verbs (present continuous)
3.4.1.1.1 write legibly in print progressing from left
appropriately

U1-L6
LB: 19
AB: N/A
TG: 22-23
Speaking
Ask your partner questions and
introduce him/her to the class
- Revisit Lexis related to books

- Revisit language taught
U2-L1
LB: 20
AB: 16
TG: 25-26 Audio
11,12
Listening
Listen for information

Reading
Read to identify true and false
information
- Lexis related to people and places in

a community

U2-L1
LB: 21
AB: N/A
TG: 25-26 Audio
13
Listening
Listen, point and say

Speaking
Answer questions when, who, and how
many?
Talk about your family
- Lexis related to Extended family

- Question Forms

-Present continuous

discussion; make comments that contribute to
the discussion.
3.2.1.1.9 Engage in short conversations and
collaborative discussions, one-to-one, in groups,
and teacher led, making simple comments, asking
and answering simple questions (e.g., yes/no,
either/or, and simple wh-type questions).
3.2.1.1.1 Build upon possessives
3.1.1.1.1 Understand main idea and key details in
short factual accounts, reports, events and stories
that happened in the past, presented orally, or
through other media and supported by teacher
demonstration.
3.3.5.1.5 Ask and answer questions to
demonstrate understanding of a text, referring to
what the text explicitly says.
appropriately
speaker says; provide elaboration and details
3.2.1.1.3 Build upon the ability to talk and ask
about actions happening now: present
continuous tense for future plans in positive and
negative statements
discussion
structures: wh-questions


th
Unit 2: Good Neighbors Cambridge Bridge to Success Teacher Guide
Period
Unit / Lesson /
Page
U2-L1
LB: 21
AB: 17
TG: 25-26
Skills
Language/Lexis
Standards and SLOs
Writing
Answer questions about family
Write a family tree

- Lexis related to Extended Family

-Question forms
U2-L2
LB: 22
AB: N/A
TG: 27-28 Audio
14,15
Reading
illustrations

Listening
Listen and read a letter
Answer questions about places
- Lexis related to places in the

world

- Revisit: Question Forms

structures: comparatives and superlatives
structures: wh-questions
appropriately
demonstration.
3.3.5.1.9 Read and respond to informal letters and
postcards from friends
3.2.1.1.1 Build upon wh questions (question
forms)
U2-L2
LB: 23
AB: 18-19
TG: 27-28
U2-L2
LB: 23
AB: 18-19
TG: 27-28 Audio 16
Formative Assessment: Dictation- Reading Aloud-Speaking
Reading
Identify continents
Use ordinal numbers to describe floors of
a building

Writing
Write a letter to a friend
- Lexis related to places of the

world

- Ordinal numbers
3.3.6.1.2 Identify the organizational features of a

text
explicitly says.
structures: numerals

U2-L3
LB: 25
AB: 20-21
TG: 28-30
Listening

Speaking
Ask and answer questions
Interview your teacher
- Lexis related to jobs

-verbs into nouns e.g. teach
teacher

rd
Present simple 3 person s
U2-L4
LB: 26
AB: 23
TG: 30-32 Audio 17
Reading
Following directions
Read clues to locate shops
Give directions using prepositions

-Lexis related to shops

-Prepositions of locations
-Right/Left
U2-L4
LB: 27
TG: 30-32 Audio
18,19
Listening

Speaking
Say a clue and point to the map to find
locations
Guessing game
-Lexis related to shops

-Prepositions of locations
- Right/Left

3.4.2.1.2 Produce simple short narratives,

descriptions and informal letters
3.1.1.1.6 Listen and respond to multi-step
instructions presented orally or through other media
information about topics and texts under discussion;
make comments that contribute to the discussion.
structures: simple present tense
explicitly says.
structures: prepositions (locations)

3.1.1.1.6 Listen and respond to multi-step
instructions presented orally or through other media
structures: prepositions (locations)



rd
Week 6: 3 October Cambridge Bridge to Success Workbook
Unit 2: Good Neighbors Cambridge Bridge to Success Teacher Guide
Period
1
Skills
Language/Lexis
Standards and SLOs
Reading
Read a poem

Writing
Answer questions about personal
information
Listening
Listen and read a song

Reading
Match pictures to content
Read and draw
- Lexis related to Extended Family

- Use a lot of
- Prefix un-

explicitly says.
3.3.3.1.4 Read words with prefixes and suffixes,
irregular contractions, and possessives.

world

- Plural nouns
U2-L6
LB: 32
TG: 34-35
Writing
Make a book about people in our
community OR do a class survey OR draw
a map
- Lexis related to everything

covered

- Revisit language needed
U2-L6
AB: 26-27
Review

demonstration.
structures: plural nouns
3.4.5.1.1 Conduct short research on a topic of
interest; identify the research questions, locate
information in print or digital sources, record,
organize, and present information choosing from a
variety of formats.
appropriately

Mid-Term Exam
Unit / Lesson /
Page
U2-L5
LB: 28-30
AB: 24
TG: 32-34 Audio 20
U2-L5
LB: 31
AB:25
TG: 32-34 Audio 21


th
Unit 3: Ready, Steady, Go! Cambridge Bridge to Success Teacher Guide

Period
Unit / Lesson /
Page
Skills
Language/Lexis
Guided Reading Programme
2

3


U3-L1
LB: 34-35
AB: 28
TG: 37-39 Audio
22,23
Reading
Read, listen and following instructions

Listening
Listen, point and say action words
Identify body parts
- Lexis related to action verbs and

parts of the body

- Imperative
U3-L1
LB: 35
AB: 29
TG: 37-39 Audio
24,25
- Lexis related to body parts and

numbers

- Yes, I can/ No, I cant
U3-L2
LB: 36
AB: N/A
TG: 39-40 Audio 26
Reading
Count as you do actions
Read and circle answers like can or cant

Writing
Fill in the missing words
Speaking
Activate prior knowledge about birds

Reading
Read a passage
Identify true and false statements
Use determiners to complete sentences
- Lexis related to action verbs

- Use can and cant
-Determiners all, most, some
Standards and SLOs

or two steps, presented orally, or through media
and supported by teachers demonstration.
speaker says; provide elaboration and details.
structures: imperatives
explicitly says.
structures: I can/I cant
about actions happening now using the present
continuous tense; use the present continuous form
to express future plans in positive and negative
statements.
explicitly says.
structures: I can/I cant; quantifiers

U3-L2
LB: 37
AB: 30
TG: 39-40
Writing
Write sentences using can and cant
Write about birds

- Use can/cant for ability
-Conjunctions (and, but, or)
U3-L3
LB: 38
AB: 32
TG: 40-42 Audio
27,28

Listening

Writing
Listen for the sound in the middle of the
words and identify the long vowel. Listen
for silent e
- Lexis related to objects

- Long vowel sounds and spellings:
silent e
3.4.3.1.2 Write simple and compound declarative,

imperative, and exclamatory sentence in response
to prompts.
structures: I can/ I cant (ability)
3.4.3.1.3 Use coordinating conjunctions (e.g., and,
but)
common spelling patterns
appropriately



th
Period
Unit / Lesson /
Page
Skills
Language/Lexis
2

3

U3-L3
LB: 38
AB: 32
TG: 40-42
Audio 29
Listening
Listen to check letters that make ai and
ay (long a sound)

Writing
Practice spelling
- Lexis related to objects

- Long vowel sounds and spellings:
ai, ay

U3-L3
LB: 39
AB: N/A
TG: 40-42
Audio 30
Listening
Act out a feeling word
Listen and sing a song

Speaking
Make up and sing new verses
- Lexis related to feelings

(adjectives)

- Prefix un-
Standards and SLOs

common spelling patterns
appropriately

3.3.3.1.4 Read words with prefixes and suffixes,
irregular contractions, and possessives.
collaborative discussions, one-to-one, in groups, and
teacher led, making simple comments, asking and
answering simple questions (e.g., yes/no, either/or,
and simple wh-type questions.
3.3.6.1.2 Identify the organizational features of a
text
U3-L3
Reading
- Lexis related to feelings
LB: 39
Reorder letters to make feeling words
(adjectives)
AB: 33


TG: 40-42
Writing
Match beginning of a sentence to the
best ending

- Prefix un-
U3-L4
LB: 40
AB: N/A
TG: 42-44
Speaking
Preview pictures and act out sentences

Listening
Listen and guess actions


- Present continuous e.g he is
hitting, they are playing, I am
dancing
U3-L4
LB: N/A
AB: 34-35
TG: 42-44
Writing
Write sentences about actions in a
picture

Reading
Use He is, She is or They are
Practice spelling when adding -ing

- Present continuous + dropping
the e when adding -ing

structures: prefixes
appropriately

about actions happening now using the present
continuous tense; use the present continuous form
to express future plans in positive and negative
statements.
structures: verbs (present continuous)
explicitly says.
common spelling patterns.


rd
Period
Unit / Lesson /
Page
Skills
Language/Lexis
2

3
U3-L4
LB: 41
AB: N/A
TG: 42-44
Speaking
Discuss likes and dislikes using correct
form
Interview partner about likes and dislikes

Writing
Write sentences about their likes and
dislikes

- I like/dont like +verb+ -ing
U3-L5
LB: 42-45
AB: N/A
TG: 44-45
Audio 31
Reading
Preview illustration of a play talking
about animals

Listening
Listen and discuss the play
- Lexis related to animals and

action verbs

- Present continuous
Standards and SLOs

3.2.1.1.7 Provide personal information and introduce
self; ask and answer questions about name, age
address, family, ability, and likes and dislikes.
3.4.2.1.1 Write a simple paragraph of three or more
coherently sequenced simple sentences, using
simple past, present simple and continuous, and
future tenses; state the topic, provide details and a
conclusion.
demonstration.
explicitly says.


5

U3-L5
LB: 42-45
AB: N/A
TG: 44-45
Speaking
Answer questions about the play
Act out the play

action verbs

- Present continuous
U3-L5
LB: N/A
AB: 36-37
TG: 44-45
Reading
Preview picture
Answer questions using given words

Writing
Write sentences about what animals can
or cant do

action verbs

- Use can and cant
U3-L6
LB: 46
AB: N/A
TG: 45-46
Speaking
Lead on an action game

Writing
Write a riddle
- Lexis related to parts of the body

and action verbs

- Use can and cant

explicitly says.
conclusion.
structures: verbs (action); I can/I cant
appropriately

conclusion.
structures: I can/I cant


th
Unit 4: The Big Sky Cambridge Bridge to Success Teacher Guide

Period
Unit / Lesson /
Page
U3-L6
LB: N/A
AB: 38-39
Audio 92
U4-L1
LB: 48-49
AB: N/A
TG: 48-50 Audio
32,33
34
Skills
Speaking
Look at pictures to answer What is the sky
like?

Listening
Listen and point to the pictures
Listen, point, and say
- Lexis related to weather and

shadows

- Time expressions e.g. in the
morning/ at midday/ at night
U4-L1
LB: 49
AB: N/A
TG: 48-50

shadows

- Revisit imperative
U4-L1
LB: N/A
AB: 40-41
TG: 48-50
Reading
Read and follow instructions to make a
sundial

Writing
Write steps of making a sundial
Reading
Read and follow instructions

Writing
Write a sentence
Put instructions in order
1-2
Language/Lexis
Standards and SLOs
Review Unit

shadows

- Past simple of be : is -was

demonstration.
2.2.1.1.4 Talk about days, months and times
3.3.5.1.2 Read and follow multi-step instructions
with sequential organisation
3.4.2.1.3 Write multi-step instructions for making
simple things or giving directions
structures: imperatives
3.4.2.1.3 Write multi-step instructions for making
simple things or giving directions
structures: verbs (simple past)
7



Week 11: 6th November Cambridge Bridge to Success Workbook

Period
Unit / Lesson /
Page
U4-L2
LB: 50-51
AB: 42
TG: 50-51
Audio 35
Skills
Language/Lexis
Standards and SLOs
Reading
Read and listen to an information text.
Activate prior knowledge

Listening
- Lexis related to day and night:

sun, moon, starts, planets

- Present simple
U4-L2
LB: 51
AB: 43
TG: 50-51
Audio 36
Writing
Write informational sentences
- Lexis related to day and night:

sun, moon, starts, planets

- Present simple
U4-L3
LB: 52
AB: 44
TG: 51-53
Audio 37,38
39
Listening
Listen, point, and spell

Speaking
Listen to and read a poem to identify
rhyming words
- Revisit Lexis related to day and

night

- Long i sound(-ite, -ine, -ight)/
rhyming words

demonstration.
explicitly says.
structures: verbs (simple present)
conclusion.
common spelling patterns: rhyming words

U4-L3
LB: 53
AB: 44
TG: 51-53
Reading
Find words which make up compound
words
Form compound words

Writing
Write words with long i sound
Write sentence using time expressions
- Revisit Lexis related to day and

night

- Compound words
-Time expressions e.g.
midnight/daytime/night-time
U4-L4
LB: 54
AB: 46
TG: 53-54 Audio
40
Listening
Listen to the poem and do the action

Speaking
Find verbs ending with ed
- Lexis related to Movement verbs

- Past simple

explicitly says.
structures: compound sentences (words)
declarative, imperative, and exclamatory sentence in
response to prompts
2.2.1.1.4 Talk about days, months and times



Period
1
Unit / Lesson /
Page
U4-L4
LB: 55
AB: 46
TG: 53-54
Audio 41
U4-L4
LB: 55
AB: N/A
TG: 53-54
U4-L4
LB: 55
AB: 47
TG: 53-54
U4-L5
LB: 56-58
Skills
Language/Lexis
Standards and SLOs
Reading
Use past simple to complete sentences

Writing
Write sentences using past simple

Listening
Ask and answer questions about yesterday

Speaking
Interview a partner


- Past simple
Reading
Answer questions about what did you do
yesterday.

Writing
Write sentences using past simple
Reading

- Question Forms
3.3.8.2.2 Recognize relationship among words

declarative, imperative, and exclamatory sentence in
response to prompts
demonstration.
3.2.1.1.4 Talk about past events and actions using
regular and irregular verbs in negative and positive
statements.
structures: verbs (simple past); wh questions
explicitly says.
structures: verbs (simple past); wh questions

- Past simple question forms

world
2.3.5.1.7 Make and confirm predictions about

forthcoming information


AB:
TG: 55-56
Audio 42
U4-L5
LB: 56-58
AB: 48-49
TG: 55-56

illustrations

Writing
Match verbs (present/past) & Mark
differences
Reading
Read for information

Writing
Fill in with missing words

- Revisit: present and past simple

structures: verbs (simple past, simple present)

world

- Revisit: present and past simple
2.3.6.1.1 Recognize and identify the basic features

of information texts
explicitly says.
structures: verbs (simple past, simple present)
appropriately





Period
1-2
Unit / Lesson /
Page
U4-L6
LB: N/A
AB: 50-51
Audio 93
U4-L6
LB: 60
AB: N/A
TG: 56-57
U4-L6
LB: 61
AB: N/A
TG: 56-57
U4-L1-6
LB: 48-61
AB:40-51
Skills
Language/Lexis
Standards and SLOs

Review Unit 4
Listening
Make a game:
Read time expressions to use past simple

Speaking
Make up sentences
Writing
Write a poem using movement verbs
U4-L6
LB: 60
AB:
TG: 56-57
Listening/Speaking
Make a game:
Read time expressions to use past simple
Make up sentences
U4-L6
Reading/Writing
LB: 61
Write a poem using movement verbs
AB:
TG: 56-57
Formative Assessment: Dictation- Reading Aloud-Speaking




Period
Unit / Lesson /
Page
Skills
Language/Lexis
Standards and SLOs


Week 15: 4th December Cambridge Bridge to Success Workbook

Period
1
Unit / Lesson /
Page
Reinforcement
material

Reinforcement
material

Reinforcement
material
Skills
Language/Lexis
Standards and SLOs
Reading
Read for information

Writing
Fill in with missing words
Reading
Read and follow instructions

Writing
Write a sentence
Put instructions in order
Reading
Activate prior knowledge about animals

Speaking
Talk about animals.
- Lexis related to what was

covered in the four units

- Revisit: covered tenses

structures: verbs (simple past, simple present,
present continuous)
- Lexis related to what was

covered in the four units

- Past simple of be : is -was


- Use can and cant
-Determiners all, most, some

3.2.1.1.10 Follow agreed-upon rules for discussion
and carry out assigned rules
structures: I can/I cant (+ determiners)



Week 16: 11th December Cambridge Bridge to Success Workbook

Period
Unit / Lesson /
Page
Skills
Language/Lexis
2
3
4-5

Revision
Assessment
Standards and SLOs


3 Instructional Planner Grade3 Term1 2016

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Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook

Standards and SLOs

Introduction to Curriculum / Class rules etc.

English Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook

- Lexis related to Colors/Numbers

- Lexis related to books & parts of

Standards and SLOs

English Bridge to Success Instructional Planner 2016-2017

3.2.1.1.12 Explain personal ideas drawing in the

3.1.1.1.3 Listen and respond to instructions of one or

- Lexis related to school

3.3.3.1.1 Decode and read unknown words using

- Lexis related to clothes and

3.1.1.1.3 Listen and respond to instructions of one or

English Bridge to Success Instructional Planner 2016-2017

Grade 4 Resources: Cambridge Bridge to Success Coursebook

- Lexis related to books

Standards and SLOs

English Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook

Standards and SLOs

- Lexis related to school

3.2.1.1.11 Ask and answer questions to clarify

- Lexis related to books

3.4.5.1.1 Conduct short research on a topic of

English Bridge to Success Instructional Planner 2016-2017

- Revisit Lexis related to books

- Lexis related to people and places in

- Lexis related to Extended family

3.2.1.1.11 Ask and answer questions to clarify

English Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook

Standards and SLOs

- Lexis related to Extended Family

- Lexis related to places in the

4.4.3.1.1 Use grade-appropriate language

Formative Assessment: Dictation- Reading Aloud-Speaking

- Lexis related to places of the

3.3.6.1.2 Identify the organizational features of a

English Bridge to Success Instructional Planner 2016-2017

- Lexis related to jobs

-Lexis related to shops

-Lexis related to shops

3.4.2.1.2 Produce simple short narratives,

English Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook

Standards and SLOs

- Lexis related to Extended Family

3.3.5.1.5 Ask and answer questions to demonstrate

- Lexis related to places in the

- Lexis related to everything

3.1.1.1.1 Understand main idea and key details in

English Bridge to Success Instructional Planner 2016-2017

Grade 3 Resources: Cambridge Bridge to Success Coursebook

Guided Reading Programme

Guided Reading Programme

- Lexis related to action verbs and

- Lexis related to body parts and

- Lexis related to action verbs

Standards and SLOs