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Adjectives and Adverbs

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  • Adjectives and Adverbs

Adjectives and Adverbs

  • Date November 21, 2020
Grade 3 – Language Arts Skills Adjectives and Adverbs
Topic:  Adjectives and Adverbs
What are adjectives?
Adjectives are words naming an attribute of a noun, in  essence they are words that describe a noun or pronoun.
http://localhost/dca/wp-content/uploads/2020/10/Adjectives-Describing-Words-For-Kids-_-English-Grammar-_-Grade-2-_-Periwinkle.mp4
Here are more examples of adjectives

1. Manu is a smart boy.
 
2. The poor shoemaker worked hard to support his family.
 
3. There are twenty apples in the basket.
 
4. Sania is my best friend.
 
5. We have bought enough milk.
 
6. They don’t have much money.
 
7. She has many friends in Mumbai.
 
8. Only a few students took the exam.
 
9. He has a beautiful daughter.
 
10. He was wearing a blue shirt.
 
11. You didn’t each much food.
 
12. She has a golden necklace.
 
13. Have you got any oil?
 
14. There are some roses in the garden.
 
15. Loud music gives me a headache.

Answers

1. Manu is a smart boy. (Adjective of quality)
 
2. The poor shoemaker worked hard to support his family.
(Adjective of quality)
 
3. There are twenty apples in the basket. (Adjective of number)
 
4. Sania is my best friend. (Adjective of quality)
 
5. We have bought enough milk. (Adjective of quantity)
 
6. They don’t have much money. (Adjective of quantity)
 
7. She has many friends in Mumbai. (Adjective of quantity)
 
8. Only a few students took the exam. (Adjective of quantity)
 
9. He has a beautiful daughter. (Adjective of quality)
 
10. He was wearing a blue shirt. (Adjective of quality)
 
11. You didn’t each much food. (Adjective of quantity)
 
12. She has a golden necklace. (Adjective of quality)
 
13. Have you got any oil? (Adjective of quantity)
 
14. There are some roses in the garden. (Adjective of quantity)
 
15. Loud music gives me a headache. (Adjective of quality)


Adjectives of quality means that we can see what is being
described while Adjectives of quantity means it can be
counted or measured.
Adverbs
Are a word or phrase that modifies or qualifies an adjective,
verb, or other adverb or a word group, expressing a
relation of place, time, circumstance, manner, cause,
degree, etc. (e.g., gently, quite, then, there ).

http://localhost/dca/wp-content/uploads/2020/10/Introduction-To-Adverbs-_-English-_-Grade-34-_-Tutway-_.mp4

Examples of adverbs

1. He swims well.
 
2. He ran quickly.
 
3. She spoke softly.
 
4. James coughed loudly to attract her attention.
 
5. He plays the flute beautifully. (after the direct object)
 
6. He ate the chocolate cake greedily. (after the direct object)


			
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TERM 1 The Grade Three students, having completed Grades One and Two, are being exposed to various strategies and skills of Language Arts, that will further their understanding of how language works. In this unit, the students will be given opportunities to practise their listening and speaking skills through a variety of engaging activities. In reading, they apply previously learnt skills to improve word recognition and vocabulary. As students improve fluency, they apply the strategies learnt to increase their comprehension. They will also demonstrate their understanding through the use of graphic organizers and outlines. They use self-questioning strategies to engage in active reading. Students incorporate the use of negative forms of the verbs “to be” and “to do”, and the use of the conjunction “but” in a range of contexts to show the opposite or conflicting ideas. Their writing incorporates the use of descriptive adjectives to show comparison when comparing two or more things. Students continue to use the structures of the English Language to write simple Language Experience Stories. They develop their pre-writing skills with the aid of graphic organizers. Their drafts are more detailed and application of skills learnt across strands is evident.
Rules for speaking and listening
Listening and Retelling
Long “Aa” sounds
Words with consonant blends in the final position
Words with consonant blends in the final position
“Rr” controlled vowels
Syllables
Irregular plural nouns
Demonstrative pronouns and Adjectives
Superlatives
Listening to identify main ideas
Paraphrasing and Summarizing
“Aa”, “Au”, “Aw” words
“Augh” and “Ough” words
Inferences in reading
Adjectives and Adverbs
Past tense of regular and irregular verbs
Subject verb agreement
Story writing
TERM 2 After completing one term in Grade Three, the students are now equipped with the necessary skills that will allow them to become more independent as learners. They will continue to apply previously learnt skills across the strands. In this unit, further opportunities are given for students to share opinions, to ask and answer questions using the listening and speaking skills. There is emphasis on application of skills and concepts learnt that will better enable them to decode and encode words to increase fluency and understanding. They continue to use the writing process to express their ideas and utilise a variety of prewriting strategies in the selection of topics and organization of ideas. They write fully developed paragraphs that reflect essential paragraph elements. Writing checklists are used to edit documents for the traits of quality writing. On completion of this unit, the students would have been exposed to activities that would have allowed them to scaffold on learnt skills and concepts that will greatly impact the development of the language skills.
Planning and delivering speeches
Identifying and pronouncing digraphs
“Rr” controlled vowels
Syllables
Root words and Affixes
Synonyms and Antonyms
Homonyms and Homographs
Proper nouns, Common nouns and Distinction of gender when using nouns
Possessive nouns
Interviews
Writing a paragraph
Types of communication
Graphemes, Phonemes and Digraphs
What is a poem?
Verbs – Irregular and Regular
Negative forms of verbs
Questions
Conjunctions
Letter writing
TERM 3 As students approach they end of Grade Three, they show signs of maturity and are becoming more responsible for their own learning. In listening and speaking they use the SJE to clarify information and to justify their response to instructions and information. In Word recognition and fluency, there is greater focus on structural analysis, with the purpose of using encoding and decoding skills to acquire meaning. As they interface with text, they continue to make connections with self, text and the world. There is in depth investigation of text features in non-fiction texts. As students communicate through writing, they employ the skills learnt in process writing. They are exposed to varied strategies that can be used to edit documents. In this unit, the students are given many opportunities to review and revise their writings before publishing. At the end of this unit, the Grade Three students would have completed three years of the Language Arts Programme at the primary level. They would have exhibited mastery of listening and speaking skills; be exposed to a range of encoding and decoding skills to increase fluency and derive meaning; demonstrated the use of varied reading strategies to gain understanding and used the structures and mechanics of the SJE learnt, to communicate their ideas through different formats. Thus, the Grade Three students would have been adequately prepared to begin the Grade Four Language Programme.
Asking questions
The letter “Xx”
The letters “Ww” , “Ll” and “Rr”
Silent letter (“Ww”, “Ll”,”Bb”,”Tt”,”Kk”,”Uu”,”Hh”)
Text features
Text to text, text to self , text to world connections
What are facts and opinions in text?
Exclamation and Quotation marks
Future tense of verbs using will
“To have”, “To be”, “To do”
Revision for editing checklist
Writing a book report
PRACTICE QUIZ
Language Quiz 1
Language Quiz 2
Language Quiz 3
Return to Grade 3 – Language Arts Skills
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