The Big books introduce the learners to a variety of text types. The books include story text, simple factual text, rhymes, riddles, jokes and graphic text and have been specially developed to introduce the learners, in an informal manner, to a variety of characteristics of printed text. The level of difficulty of the Big Books increases from the first easy repetitive text in Big Book 1 to Big Book 16, where learners are expected to use their increasing visual literacy skills and understanding of language. The books have been specially written to suit the level of development, the experiential/life world and the sense of humour of the Grade 3-learner. This book ties in with the topic “About me” in the Learner’s Book and Teacher’s Guide. The books have also been developed so that they can be used in more that one reading session as is comprehensively explained in the teaching plans.

The Big books introduce the learners to a variety of text types. The books include story text, simple factual text, rhymes, riddles, jokes and graphic text and have been specially developed to introduce the learners, in an informal manner, to a variety of characteristics of printed text. The level of difficulty of the Big Books increases from the first easy repetitive text in Big Book 1 to Big Book 16, where learners are expected to use their increasing visual literacy skills and understanding of language. The books have been specially written to suit the level of development, the experiential/life world and the sense of humour of the Grade 3-learner. This book ties in with the topic “About me” in the Learner’s Book and Teacher’s Guide. The books have also been developed so that they can be used in more that one reading session as is comprehensively explained in the teaching plans.

The Big books introduce the learners to a variety of text types. The books include story text, simple factual text, rhymes, riddles, jokes and graphic text and have been specially developed to introduce the learners, in an informal manner, to a variety of characteristics of printed text. The level of difficulty of the Big Books increases from the first easy repetitive text in Big Book 1 to Big Book 16, where learners are expected to use their increasing visual literacy skills and understanding of language. The books have been specially written to suit the level of development, the experiential/life world and the sense of humour of the Grade 3-learner. This book ties in with the topic “About me” in the Learner’s Book and Teacher’s Guide. The books have also been developed so that they can be used in more that one reading session as is comprehensively explained in the teaching plans.

The Big books introduce the learners to a variety of text types. The books include story text, simple factual text, rhymes, riddles, jokes and graphic text and have been specially developed to introduce the learners, in an informal manner, to a variety of characteristics of printed text. The level of difficulty of the Big Books increases from the first easy repetitive text in Big Book 1 to Big Book 16, where learners are expected to use their increasing visual literacy skills and understanding of language. The books have been specially written to suit the level of development, the experiential/life world and the sense of humour of the Grade 3-learner. This book ties in with the topic “About me” in the Learner’s Book and Teacher’s Guide. The books have also been developed so that they can be used in more that one reading session as is comprehensively explained in the teaching plans.

The Big books introduce the learners to a variety of text types. The books include story text, simple factual text, rhymes, riddles, jokes and graphic text and have been specially developed to introduce the learners, in an informal manner, to a variety of characteristics of printed text. The level of difficulty of the Big Books increases from the first easy repetitive text in Big Book 1 to Big Book 16, where learners are expected to use their increasing visual literacy skills and understanding of language. The books have been specially written to suit the level of development, the experiential/life world and the sense of humour of the Grade 3-learner. This book ties in with the topic “About me” in the Learner’s Book and Teacher’s Guide. The books have also been developed so that they can be used in more that one reading session as is comprehensively explained in the teaching plans.

The Big books introduce the learners to a variety of text types. The books include story text, simple factual text, rhymes, riddles, jokes and graphic text and have been specially developed to introduce the learners, in an informal manner, to a variety of characteristics of printed text. The level of difficulty of the Big Books increases from the first easy repetitive text in Big Book 1 to Big Book 16, where learners are expected to use their increasing visual literacy skills and understanding of language. The books have been specially written to suit the level of development, the experiential/life world and the sense of humour of the Grade 3-learner. This book ties in with the topic “About me” in the Learner’s Book and Teacher’s Guide. The books have also been developed so that they can be used in more that one reading session as is comprehensively explained in the teaching plans.

The Big books introduce the learners to a variety of text types. The books include story text, simple factual text, rhymes, riddles, jokes and graphic text and have been specially developed to introduce the learners, in an informal manner, to a variety of characteristics of printed text. The level of difficulty of the Big Books increases from the first easy repetitive text in Big Book 1 to Big Book 16, where learners are expected to use their increasing visual literacy skills and understanding of language. The books have been specially written to suit the level of development, the experiential/life world and the sense of humour of the Grade 3-learner. This book ties in with the topic “About me” in the Learner’s Book and Teacher’s Guide. The books have also been developed so that they can be used in more that one reading session as is comprehensively explained in the teaching plans.