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    This collection is included inLens: Siyavula: Languages (Gr. R-3)
    By: Siyavula

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Summer Time

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Summer Time

EDUCATOR SECTION

Memorandum

For the educator:

The ICS modules for Grade 3 encourage learners to do extensive reading, both fiction and non-fiction. They are given frequent opportunities to write and develop their vocabulary and language use. These developing skills are supported by techniques and strategies to develop phonic awareness. Word recognition and comprehension skills are practised and phonics systematically introduced and consolidated.

The learning outcomes for Grade 3 are purposefully integrated to enable learners to write about texts which they have listened to, discussed and read.

The topics chosen for the modules are of interest to the Grade 3 learner, within their range of experience and other learning areas, namely, Life Orientation and Mathematics are well integrated.

Learners in Grade 3 use their communication skills more effectively and given the opportunity, these can overcome social, cultural and language boundaries. They become more sensitive to the needs of everyone around them.

All aspects of language learning as described in the learning outcomes and assessment standards for Grade 3 have been covered in these eight ICS modules. By reinforcing, consolidating and applying these supported by the Critical and Developmental Outcomes, the learners will be able to think and reason in their home language.

Time scheduled for the modules

All learners should work through all eight modules as the phonics and cursive writing requirements are spread over these modules. The educator should however allow learners to complete them at their own pace namely ± two modules per term.

The topic chosen for this module is dream holidays. As the poem suggests the characters spend a holiday at the sea, but because it is only a dream they can envisage other ways to spend their holidays.

Learners read the story “Why the sea is salty” and comprehension, phonic and writing activities are based on the story.

Cursive writing is introduced and the pattern and letters as follows are taught: i, t, p, s.

  • Phonics: The “a” family consisting of “ay”, “ai”, “a” as in cake, and “ey”.

The “e” family consisting of “e”, “ee”, “ea”, “y”, “ey” and “ie”.

The “o” family consisting of “o”, “o” as in nose, “oe”, “ou” and “ow”.

Although this seems a long module, the educator must realize that three to four pages can be covered a day e.g. one writing page, one reading page and one phonics or one comprehension page per day.

It is recommended that the pages are used in the same order in which they have been written.

Integration of themes

  • A Healthy environment

Beaches and picnic spots should be kept free of litter.

  • Social Justice

Not everybody can go to the sea for a holiday. Learners could become aware of the under-privileged and how they can be helped.

  • Human rights

Anyone should be allowed on the beaches. There should be no discrimination. People visiting these public places, have a responsibility towards the behaviour of other people at, and caring for, these places.

LEANER SECTION

Content

  • A Poem to listen to, to read and to learn.
Figure 1
Figure 1 (graphics1.png)
Table 1
LO 1.2   LO 3.2.1   LO 1.4.4  

How well did you listen?

  • Which season is the best for visiting the seaside.

Give your reason.

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  • Explain in your own words how to build a sand castle.

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Table 2
LO 1.4.5   LO 4.1.1   LO 4.5.2  

  • Why do seagulls "hover over"?

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  • Which do you prefer: a holiday at home, a holiday at sea? Give your reasons.

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  • Do you think the character in the poem really was at the sea or was he/she just dreaming?

Give a reason for your answer.

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Table 3
LO 1.4.2   LO 4.1.1   LO 4.5.2  
  LO 1.4.5   LO 5.2.1  

  • Divide into small groups.
  • Take turns to tell the others how you spent your holidays.
  • Read the poem "Summer Time"
  • Discuss all the things you could do at the sea.
  • Complete the diagram to write down your ideas.
Figure 2
Figure 2 (graphics2.png)
  • Draw up a list of words you may need for your story about "A holiday at the Sea". Write them here.

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Table 4
LO 2.1   LO 2.5   LO 4.1   LO 4.2  

Now write your own story.

  • Make it exciting.
  • Think about an interesting beginning.

A Holiday at the Sea

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Table 5
LO 2.3   LO 4.4.1   LO 4.5.2  
  LO 4.5.5   LO 6.3.2  

Assessment

Learning Outcome 1:LISTENING: The learner is able to listen for information and enjoyment and respond appropriately and critically in a wider range of situations.

Assessment Standard 1.2: We know this when the learner demonstrates appropriate listening behaviour by asking questions and commenting on that which was heard;

Assessment Standard 1.4: We know this when the learner listens with enjoyment to stories, poems, songs and other oral texts and shows understanding:

1.4.2 listens for details;

1.4.4 communicates back a sequence of events or ideas in a text;

1.4.5 answers questions about the oral text;

Learning Outcome 2:SPEAKING: The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.1: We know this when the learner recounts personal experiences and more general news events, and expresses feelings and options about them;

Assessment Standard 2.3: We know this when the learner creates and tells stories with a beginning, middle and ending, which use discriptive language, avoid repetition and have elements of plot and characterisation;

Assessment Standard 2.5: We know this when the learner contributes to group and class discussions:

2.5.3 suggests or elaborates on ideas;

Learning Outcome 3:READING AND VIEWING: The learner is able to read and view for information and enjoyment and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment Standard 3.3: We know this when the learner makes meaning of written text:

3.2.1 comments on a story or poem the learner has read, and demonstrates understanding by answering questions;

Learning Outcome 4:WRITING: The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.1: We know this when the learner uses pre-writing strategies to initiate writing;

4.1.1 uses various pre-writing strategies to gather information and choose a topic;

Assessment Standard 4.2: We know this when the learner drafts a piece of writing for different purposes;

Assessment Standard 4.4: We know this when the learner ‘publishes’ (makes public) own writing:

4.4.1 shares work with others by reading it aloud and/or displaying it in the classroom;

Assessment Standard 4.5: We know this when the learner builds vocabulary and spells words independently:

4.5.2 experiments with and manipulates words from stories, reading, media, jokes, oral language of friends and others;

4.5.5 uses knowledge of phonics and spelling rules to write unfamiliar words;

Learning Outcome 5:THINKING AND REASONING: The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.2: We know this when the learner uses language to think and reason:

5.2.1 understands and uses language for logic and reasoning (e.g. cause and effect, drawing conclusions);

Learning Outcome 6:LANGUAGE STRUCTURE AND USE: The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

Assessment Standard 6.3: We know this when the learner works with sentences:

6.3.2 uses subject-verb agreement correcty.

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