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    This module is included inLens: Siyavula: Languages (Gr. R-3)
    By: SiyavulaAs a part of collection: "English Home Language Grade 3"

    Collection Review Status: In Review

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Summer Time - Why the sea is salty - Part 1

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.

Module 3 is the first of three modules about “Midge” who is a mouse and who communicates with the learners via letters which he writes to them.

Interesting topics for discussion come up e.g.

  • Why did the mouse family leave the forest?
  • Which dangers did they encounter in the forest?
  • Will their new habitat be a safer place, etc.?

Correct punctuation is practised and learners are made aware of the use of the comma.

Pictive writing is used as a means of communication between Midge and the learners. They are challenged to read a mouse-riddle in “mouse language”.

  • Cursive writing: e, l, b, k, f, j, g, y, x, z
  • Phonics: The “oo” family consisting of ”oo”, “ew”, “ui”, “ue” and “ou” as in would.

Problem solving skills are practised when learners are confronted with a problem.

Integration of themes

  • A healthy environment

Midge teaches the learners to keep their classroom environment free of pollution (noise as well as harmful, unhealthy litter).

Water conservation should be practised.

  • Social Justice

Irrespective of gender or race, there are social rules to be respected, e.g. obeying elders and taking heed of their suggestions.

  • Human Rights

Although everyone has a rights, everyone also has certain responsibilities towards their fellow beings, e.g. showing concern when they are ill, unhappy, sad or treated unkindly.

LEANER SECTION

Content

  • A story to read

Why the sea is salty (adapted) - Part 1

One day there was a miller who had a salt grinder. It was a magic salt grinder. The miller made a lot of money with his salt grinder.

Whenever the miller wanted salt to take to the market he would say:

"Salt grinder, salt grinder

Grind me some salt

Grind me some salt

As much as you please."

Then the salt grinder would grind bags and bags of salt. When all the bags were filled to the brim the miller would say:

"Salt grinder, salt grinder

Please will you stop

The bags are all full

Right up to the top."

The salt grinder would then stop. The miller would load the bags onto his cart and sell them at the market. In this way he became a very rich man. Everyone knew he was a rich man but nobody knew about the magic salt grinder. The miller lived in a humble home and did not waste his money.

Now at the market was a lazy good-for-nothing thief. He was too lazy to work and sat at the market place begging for alms. Some folks felt sorry for him and gave him their dried crusts of bread or rotten apples that they could not sell.

The lazy good- for-nothing watched the miller everyday. He saw him bringing loads of bags of salt to market regularly. He noticed how much money the miller was paid for his salt. He thought of a plan!

(to be continued)

Table 1
LO 1.4.3   LO 3.2.1   LO 3.3.1  
  • Could you read the story fluently?
  • Try reading it again without stumbling over the words.
  • Read it with expression.

For you to do

  • Write a short paragraph predicting what you think is going to happen next.

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

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Table 2
LO 4.2.2   LO 4.4.2   LO 4.6.1  

The "a" family

("a" pronounced a as in "station")

  • Look through the story of "Why the sea is so salty" and find all the words that have an "a" as in "station". Write them here.
  • Write more words belonging to the "a" family.

ay as in day

ai as in rain

a-e as in cake

ey as in grey

a as in table

ay: ……………………………………………….…………….

…………………………………………………………………...

…………………………………………………………………...

…………………………………………………………………...

…………………………………………………………………...

…………………………………………………………………...

ai: ……………………………………………….…………….

…………………………………………………………………...

…………………………………………………………………...

…………………………………………………………………...

…………………………………………………………………...

…………………………………………………………………...

a-e: …………………………………….……………………...

…………………………………………………………………...

…………………………………………………………………...

…………………………………………………………………...

…………………………………………………………………...

…………………………………………………………………...

LO 3.4.1

ey: ………………………………….…….…………………..

…………………………………………………………………...

…………………………………………………………………...

…………………………………………………………………...

…………………………………………………………………...

…………………………………………………………………...

a: ………………………………….…….…………………..

…………………………………………………………………...

…………………………………………………………………...

…………………………………………………………………...

…………………………………………………………………...

…………………………………………………………………...

Table 3
LO 3.4.1  
  • Choose two words from each list and make sentences with them.

1. ………………………………………………………………………………………..

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2. ………………………………………………………………………………………..

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3. ………………………………………………………………………………………..

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4. ………………………………………………………………………………………..

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…………………………………………………………………………………………..

…………………………………………………………………………………………..

5. ………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

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…………………………………………………………………………………………..

…………………………………………………………………………………………..

Table 4
LO 4.5.5  

Figure 1
Figure 1 (graphics1.png)
  • Decorate the pattern.
Table 5
LO 4.7.1   LO 4.7.2  
Figure 2
Figure 2 (graphics2.png)

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

1.4.3 predicts what will happen;

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 3.2: 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;

Assessment Standard 3.3: We know this when the learner reads texts alone, and uses a variety of strategies to make meaning:

3.3.1 reads a printed text fluently and with understanding;

Assessment Standard 3.4: We know this when the learner consilodates phonic knowledge:

3.4.1 recognises that the same sound can be spelled in different ways;

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

4.2.2 writes a selection of short texts for different purposes;

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

4.4.2 shares writing with intended audience, such as family and friends;

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

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

Assessment Standard 4.7: We know this when the learner writes legibly:

4.7.1 writes with ease and increasing speed as a result of frequent practice;

4.7.2 increases competence by completing a task in the time set.

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