Primary – 3 Literacy
Grades Primary-3
Literacy: Grades Primary-1
Play is an important way for children to explore and learn
Do one or two literacy ideas from any section each day. You can do these activities as many times as you like.
READING AND TALKING #1 (10-15 MINUTES)
Read to and read with your child as often as you can.
You can read lots of different things together. (books, recipes, lists, poems)
Read and talk about the following message from Book Bunny.
Hello Friends!
Today my brother and I were having a car race. You wouldn’t believe what happened when I went around a turn. I suddenly felt a bumpity bump. I started to slow down and realized one of my wheels fell off! It bounced up and down the road. What do you think happened next? Who do you think won the race?
Love,
Book Bunny
Try one or two of the following each time you read the message from Book Bunny:
● Point to the words: went, my, you, what, I, and
● Circle a sentence that is a question
● Find all the words that end in “ed”
● Tell someone your favourite word in the message and tell why
● Say the words bumpity and bump. What do you notice? Are there other words you know that start like these words?
● Clap, drum or tap the words: brother ,(broth-er) today (to-day), happened (hap -pened), started (start-ed) . What do you notice?
● Say the word race. Remove the r to make ace. Put other letters before ace to make new words. (lace, pace, face) Try other words like look, cat, bake.
● Say fell/bell. Say car/bar. Say race/lace/pace. These words rhyme.
● Say a rhyming word for turn, my, think.
● Write your name. Say the letters in your name. Find the words in the message that start with these letters.
TELLING AND MAKING STORIES #2 (10-15 MINUTES)
Look at the photo of the bunny and make up an adventure story. Don’t forget to tell what happened first, next, and last.
Who is the bunny? Give the bunny a name.
Where is the bunny going?
What happens along the way?
CREATING AND WRITING #3 (10-20 MINUTES) (The focus is a how-to piece of writing)
Follow these steps to make a ramp:
How to Build a Ramp
Materials: Things from around your house like cereal boxes, empty juice or milk containers, lego, dinkie cars, tape, etc.
Step 1: Make a pile using books or lego. (You can use something else you found.)
Step 2: Use cardboard or a book to make your ramp.
Step 3: Put the ramp on top of the books.
Step 4. Put something (dinkie) at the top and push it down.
Follow up questions and ideas to explore:
What did you notice?
Use more objects to discover what happens.
Which objects move farthest down your ramp?
Do some objects roll down your ramp while others slide?
Can you change your ramp so an object can move faster or slower?
Writing
Draw a picture of the ramp and label it. Write a story about how to build a ramp. Use these questions to help you write.
How to Build a Ramp
List the materials you used. (For example: cereal boxes, cardboard, toilet paper rolls, dinkies)
Step 1: What happened first?
Step 2: Then what did you do?
Step 3: What did you do next?
Conclusion: What happened when the object went down?
You could also try other “How to…” writing ideas:
How to make a bed; How to make a sandwich; How to brush my teeth.
MAKING WORDS # 4 (10-15 MINUTES)
Look at the letters in this big word (cardboard). This is a compound word. Use the letters to make smaller words that you know. (Example: oar, dad, car)
cardboard
Games # 5
1. Gather objects and put them in a pile. Close your eyes and have someone take one away. Can you guess which one is missing? Try having them take 2 objects away this time.
2. Play a guessing game. Think of an object, ask “yes” or “no” response questions to guess the mystery object. It could be an animal, household item, toy, etc.
Example: I gather nuts to eat. I live in trees, and I have a furry, bushy tail. I am a good tree climber, and I run fast.My name starts with “s.” What am I?
USING WEEKLY FLYERS #6 (10-15 MINUTES)
Cut out and sort objects that would be good for sliding and rolling.
Vowel Hunt (A, E, I, O, U)
Go on a vowel hunt and see how many vowels you can find on one page!!
Grade 2 - Literacy
Dear Grade 2 friends, you can do these activities every day! These activities will help you practise your skills in English and math. I hope you will like them! You can try the activities meant for other grades.
A message for you
Dear student,
I think about you often. Did you know that May 20 is World Bee Day? This day is meant to highlight the importance of these little insects. Maybe you could do a little investigation to discover why our bees are so important to the environment. I will do my own research and let you know what I found out in two weeks.
Kisses,
Book Bunny
For you :
● Find a word in my message of the day that rhymes with sea.
● Circle the words bees, insects and research.
● Find a word that starts with a capital letter.
CHATTING (20-30 MINUTES)
During a meal, discuss a different theme every day:
● A song that you love
● The daily weather
● A book you read
● Something that is worrying you
● Something that made you laugh today
*Don’t forget to look at the person you are speaking to.
YOUR READING GOAL (15-25 MINUTES)
Set a reading goal for yourself. Decide how many books you want to read in a week. Will you read 5? 6? Maybe 10? You can reread the same book many times! Every reading counts toward your goal. Here’s an example:
This week, I will read 6 books.
Draw a circle on a piece of paper for every book you will read to reach your goal.
Every time you read a book, fill in one of the circles you drew. Good luck!
WORD OF THE DAY (15-20 MINUTES)
● Write the word quickly three times.
● Write the word in a sentence.
● Draw the word.
● Write the word in the air or on your leg by tracing it with your finger.
WORD OF THE DAY LIST
book
daytime
hers
his
nighttime
ours
theirs
twelve
walk
when
A PHOTO OF YOU (10-15 MINUTES)
Find a photo of you when you were younger, before you started school. Describe what is happening in the photo. Was it a party? Were you playing with someone? How were you feeling?
SING THE RHYME (20-30 MINUTES)
● Sing the rhyme.
● Draw the rhyme.
● Find two words with the sound “ise”.
Teddy Bear’s Picnic
If you go down in the woods today
You’re sure of a big surprise
If you go down in the woods today
You’d better go in disguise!
For every bear that ever there was
Will gather there for certain
Because today’s the day the
Teddy Bears have their picnic
Grade 3 - Literacy
All students in Grades 3 can participate in the following activities every day to strengthen their skills in Literacy.
READING (15 MIN)
Read what you have in your home (books, flyers, magazines).
When you are reading, think:
What is this about?
What have I learned?
What surprised me?
How do I feel after reading this?
WRITING (15 MINUTE)
You can use what you have at home for writing; paper, cardboard.
Writing can look different every day (sentences, a list or a picture with labels).
Where do writers get their ideas?
Something that happened.
Something you like.
Something that excites you.
Something that you wonder about.
WORKING WITH WORDS (5 MIN)
How many words can you write in 5 minutes? Think of words you have learned in your classroom or words you use in your writing.
In addition, students in Grades 3 may choose to participate in 1-2 choice learning activities (15 minutes each) each day for literacy including:
Structures
What is a structure?
A structure is something built of parts, arranged in a special way, for a particular purpose. They include anything made to hold a load and to stay in place. Some structures are man made and include bridges, buildings, and towers. Other structures are made by animals or occur naturally in our environment like beaver lodges, beehives, and flowers.
Designing Structures
Structures can make our lives and work less difficult. People who work to design structures as part of their jobs are called engineers. If structures are to last, they must be strong and stable. The shapes and kinds of materials used determine the strength and stability of the structure. How the materials are joined together is also important.
Glossary
Purpose - the function of an object or structure.
Design - a plan of the shapes, sizes, colors, and building materials needed to create something.
Strength - the ability of a structure to resist a force.
Stability - the ability of a structure to keep its balance and stay in place.
Reading Comprehension
After reading Structures, practice the STP strategy (Stop, Think, Paraphrase):
Stop - stop reading; cover the text.
Think - What did I read?
Paraphrase - Put in your own words.
Text Features
Choose one of the words from the glossary found in Structures. Read the meaning of the word, then write a sentence using the word.
Text Features
Headings help us find information in text. A heading happens before a written passage and explains what it’s about. Use the headings in Structures to complete the following statement: “The people who design structures are called___________.”
Word Work
After reading Structures look for words that have: 3-4 syllables, words that rhyme, frequently used words and compound words.
Word Challenge
Make as many different words as you can using the letters from “environment”. How many two, three, and four letter words can you make?
Writing
Make a list of structures you can see in the room you are in. Look out a window and add other structures you can see. Now add additional structures in your community to the list.
When you have completed the list, put a H by human made structures, an A by animal made structures and N by those that occur naturally.
Design Challenge
Use materials available to you to make your own structure. Think about the purpose of the structure, then build it. Test your structure for strength and stability. Write down the steps you took to build it.
Structures In Your Community
Communities and cultures have structures that are important to them. For example, the Africville Museum. The museum is a replica of the church that was in the heart of the community. It celebrates the spirit of the community and shares it’s story.
Reflection Questions:
Can you think of important or meaningful structures in your community or culture?
Why are these structures important or meaningful to your community or culture?
Fill in a circle every time you do an activity:
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