e d and

s
Revi aligned
S
CAP

Grade
Name:
R

ENGLISH
Aa Bb Cc Dd Ee Ff
Gg Hh Ii Jj Kk Ll Mm
ENGLISH
GRADE R – BOOK 3
TERM 3
ISBN 978-1-431507-11-5
THIS BOOK MAY NOT BE SOLD. Nn Oo Pp Qq Rr Ss Tt Book
14th Edition
Uu Vv Ww Xx Yy Zz 3
1 2 3 4 5 6 7 8 9 10 Term 3
 Mrs Angie Motshekga, Dr Reginah Mhaule,
Minister of Basic Education Deputy Minister
of Basic Education
These Reception year (Grade R) Rainbow Workbooks form part of the Department of Basic
Education’s strategy to boost South African children’s school performance. Research shows that
for every year that children are exposed to stimulating activities before Grade 1, they perform
better academically in later years – throughout their primary and secondary schooling. Hence
this strong focus on learning in Grade R.
The Foundation Phase curriculum requires that Grade R learners are given the opportunity
to develop their pre-reading, pre-writing and pre-mathematics skills and outlines the skills they
will need to get a solid educational foundation so that they find it easier to learn in Grade 1 and
beyond.
The Grade R workbooks therefore aim to assist children in developing these skills and the
key initial concepts they need to lay a solid foundation for learning. They are packed with
opportunities for children to develop and practise the skills that will prepare them for formal
schooling.
Before children formally learn to read they need to find out how to hold a book and turn its
pages, and to understand how books work. They need to understand the relationship between
the words and pictures in a book and to realise that words on a page are made up of sounds and
have meaning. Similarly, before children learn to write, they need to develop their fine motor
coordination, to practise the formation of shapes and then to move on to forming letters. These
are precisely the skills that these workbooks aim to develop.
We know that all children do not learn at the same pace the Grade R workbooks make it possible
for teachers to work at the learner’s individual pace and, where necessary, to go backwards
and forwards in the book, in line with each child’s unique development. The activities will also
assist teachers in identifying barriers that children may have in learning so that these can be
addressed before the child starts formal schooling.
The workbooks integrate the teaching of literacy, numeracy and life skills across 20 themes using
fun and engaging ways to capture young learners’ interest and attention. We hope that your
learners will enjoy working through the workbook activities as they grow and learn, and that you,
as their teacher, will share in their pleasure.

Published by the Department of Basic Education

222 Struben Street ISBN 978-1-431507-11-5
Pretoria The Department of Basic Education has made every effort to trace copyright holders but if any have been
South Africa inadvertently overlooked the Department will be pleased to make the necessary arrangements at the fi rst
opportunity.
© Department of Basic Education
Fourteenth edition 2024 This book may not be sold.
Grade R INTEGRATED
• Home Language
• Mathematics
• Life Skills

o
o r k o k
W b

1 Transport ................................................................... 2

2 The jobs people do ................................................... 10

3 Water ........................................................................... 20

4 On the farm ............................................................... 30

ENGLISH
5 Healthy environment .............................................. 42

Book
3
Term 3
 1 Transport
Term 3 – Week 1–5

Discuss the picture.

2
TEACHER: Sign Date 3
 1.1

Discuss the road signs.

Term 3 – Week 1–5

STOP

P
4
1.2

Discuss the story and draw what happens next.

TEACHER: Sign Date 5

 1.3
Which sound do you hear at the beginning of each word?
n
Term 3 – Week 1–5

nnest nnail
ail
nnap nnuts
uts
nnet
et nnose
My name is:
is:

6
 n
1.4

Let’s sound and trace.

v
nose
v
v

v
x
v

v v
v v

v v
x x

TEACHER: Sign Date 7

 1.5

Count and represent.

Term 3 – Week 1–5

5
4
3
2
1

8
 1.6

Draw and colour the other side of the boat.

My name is:
is:

TEACHER: Sign Date 9

 2 The jobs people do
Term 3 – Week 1–5

Discuss the picture.

10
TEACHER: Sign                 Date                               11
 2.1

Match and circle.

Term 3 – Week 1–5

12
2.2
Sort, paste and count.

Health Food Transport

TEACHER: Sign Date 13

 2.3
Term 3 – Week 1–5

Which sound do you hear at the beginning of each word? p

ppan ppot
ot
ppuppies paint
uppies p aint
ppencil
encil ppear
My name is:
is:

14
 p
2.4
Let’s sound and trace.

v
pig

v
v

x x

v v

v v

TEACHER: Sign Date 15

 2.5
Count, draw and trace 6.
Term 3 – Week 1–5

16
666
x x x
 2.6

My name is:
is:

Clap the syllables.

doctor farmer

doc tor far mer

ambulance

am bu lance

6 buil
builder

der

TEACHER: Sign
painter

paint

Date
er
17
 2.7

Sound, trace and circle the odd one in each row.

Term 3 – Week 1–5

s 6
six sad nail
ail
a
nest ant
nt apple
pple
t 10
tap net ten
i
ink
nk nose igloo
gloo
p
necklace pen pot
18
2.8
Extend the pattern.

TEACHER: Sign Date 19

 3 Water
Term 3 – Week 1–5

Discuss the picture.

20
TEACHER: Sign Date 21
 3.1

Which sound do hear at the beginning of each word?

c
Term 3 – Week 1–5

ccup ccap

ccan ccot

My name is:
is:

22
 c
3.2
Sound, trace and circle.

cat
a c
v

o c
v

1 1

x x

TEACHER: Sign Date 23

 3.3

Trace and colour the starfish red and the dolphin blue.
Term 3 – Week 1–5

24
3.4
Discuss and paste pictures of the water creatures.

TEACHER: Sign Date 25

 3.5

Follow the numbers to help the diver find the treasure.

Term 3 – Week 1–5

26
3.6

Count and make an X in the box with less than.

TEACHER: Sign Date 27

 k
3.7

Which sound do you hear at the beginning of each word?

Term 3 – Week 6–10

kick kettle
king kitten
key kudu
My name is:
is:

28
3.8
Sound, trace and circle.

k kite
v

k k v

b h
v

x
v

x x

k kkkk TEACHER: Sign Date 29

 4 On the farm
Term 3 – Week 6–10

Discuss the picture.

30
Complete the pattern.

TEACHER: Sign Date 31

 4.1

Discuss.
Term 3 – Week 6–10

fruit vegetables

apple orange beans cabbage

grapes banana peas spinach

pineapple pear potato carrots

paw paw peach mealie pumpkin

32
4.2

Paste the fruit and vegetables in the correct columns.

fruit vegetables

TEACHER: Sign Date 33

 4.3

Colour 7 shapes in each row and trace 7.

Term 3 – Week 6–10

2
5
2

7
6
3

7
3 4 6
1 7

777
v

v v v

x x x
34
4.4
Draw the matching number of dots and trace.

TEACHER: Sign Date 35

 4.5

Discuss the picture.

Term 3 – Week 6–10

36
TEACHER: Sign Date 37
 4.6

Circle the products we get from the creatures in the first box.
Term 3 – Week 6–10

38
4.7
How many altogether?

and 3
and

and

and

My name is:
is:

TEACHER: Sign Date 39

 4.8

Which sound can you hear at the beginning of each word?

e
Term 3 – Week 6–10

eeggs eelbow
lbow

eenvelope
nvelope eelephant
lephant

eeskimo eemerald
merald
40
 e
4.9
4.8
Sound, trace and circle.

egg
c e
V

o e
V

x
V

V
V

x x

TEACHER: Sign Date 41

 5 Healthy environment
Term 3 – Week 6–10

Discuss the picture.

42
My name is:
is:

TEACHER: Sign Date 43

 5.1

Paste the stickers correctly.

Term 3 – Week 6–10

Galase

Glass

Paper

Plastic
44
5.2
Trace, count and colour the correct number of objects.

4
7

5
TEACHER: Sign Date 45
 h
5.3

Which sound do you hear at the beginning of each word?

Term 3 – Week 6–10

hhorse hhoney

hand
hand house
h

hhive
ive hheart
eart
My name is:
is:

46
5.4

h
Sound, trace and circle.

hat
V

k h
b h
V

h hhhh TEACHER: Sign Date 47

 5.5
How many altogether?
Term 3 – Week 6–10

and 2
and

and

and

and
48
5.6

Discuss and colour.

TEACHER: Sign Date 49

 Follow the arrows to make a path.
5.7

50
Term 3 – Week 6–10
5.8
Cut and match.

1 2

3 4

5 6

7 8
TEACHER: Sign Date 51
 a apple
n nest

pc pan
m mouse

o octopus d dog

52
t train
s sun
5.9

Draw the arrow to complete the code.

TEACHER: Sign Date 53

 Cut-outs
Memory game:
Shuffle the cards and pack it out on the table
face down. Now turn around two cards at a time.
If they match you can put them aside. See who
can finish by packing away the most matching
cards first. Then use your memory cards and
play snap with your friends.

Sequence cards:
1 2 3 Cut out these cards and put them in the correct
sequence and then tell the story of what is
happening in each sequence.

Reading books:
1 Follow the instructions and make
take h

CUT HERE
this cut-out book.
FOLD HERE
Take it home and read it to your
o k
me
boo
friends and family.

4 5
FOLD HERE

3
STAPLE HERE

54
 MY CUT-OUTS
Let’s do. Cut the page off on the dotted line at the top and glue the
page to the back cover to make a pocket. Keep your cut outs
here so that it doesn't get lost.

TEACHER: Sign Date 55

GLUE HERE
GLUE HERE

GLUE HERE GLUE HERE

T

W
 The animals want to eat the Soon the tomatoes are
4 plants. big and red. 5

We plant a seed
take h

o k
me
boo

We have lots of vegetables to Everyday Nomsa and Sam

sell at the market. work in the vegetable garden.
8 1
 I will have a tomato for
Nomsa waters the plants.
6 my lunch. 3

Soon we will have tomatoes

to eat.

Everyone came to see

2 the garden. 7
Sa
b
 Sara must stay in bed. Sara has Chicken Pox.
4 She feels very hot. She has lots of spots. 5

A visit to the
take h

doctor
o k
me
boo

Sara is well again. She can go

back to school. She can now
8
play with her friends. 1
 Sara goes to the doctor.
The doctor says Sara must Sara has a temperature. She
6
stay at home. is too sick to go to school. 3

Sara feels too sick to eat

Sara takes her medicine.
2 her breakfast. 7
STICKERS
.________
3

12

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 $$
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42

44
23

24

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