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Inside Collection (Course): English Home Language Grade 3

Course by: Siyavula Uploaders. E-mail the author

Summer Time - The "e" family

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Summer Time

EDUCATOR SECTION

Memorandum

For the Educator:

The adventures of the Wops family are closely related to the experience of every learner in Grade I, boys as well as girls. They may be exposed to a different environment if they live in towns and cities and through the stories become aware of what it is like to live in a forest without the ordinary amenities like running water and electricity.

Educators need to remember that many learners in Grade I will not have attended Grade R and consequently skills, strategies and concepts for Grade R will not have been learnt. The educator in Grade I must ensure that these are covered in the work that is done with these learners.

Listening and speaking should form a firm foundation on which to build literacy. The degree to which learners can speak their home language will vary according to circumstances, and educators should be aware of their levels of competence.

Language development is a gradual process and learners need the support of the educator to become increasingly more accurate in the use of their home language.

In Grade I learners become involved in listening to and reading stories, writing for genuine purposes, and learning phonics. The classroom environment should be a place that reflects and encourages all aspects of learning the home language.

Time scheduled for the modules 1 to 8

All learners should complete all eight modules doing approximately two modules per term. Allow the learners to proceed at their own speed.

This module begins with a piece of factual writing to read about “Diaries”. We read Jaime’s diary telling us about her feelings regarding her family. She tells us how unselfish her mother was and how she appreciated her mother’s help. She tries to live out these qualities and finds it most satisfying.

Activities involve discussing proverbs, opposites and dividing words into syllables. Learners are asked to keep their own diaries for four days and to discuss these with the class.

Writing: Learners practise difficult cursive letters.
Phonics: Words with “ir”, “er” and “ur”; words with silent letters “b”, “k”, “w” and “t” are taught in context.

Integration of themes

Human rights

Children have the right to a happy childhood surrounded by loving family. This however does not always happen. There are reasons why some families are not happy.

Social Justice

Jaime’s diary makes learners aware of people who are lonely, have no friends and especially orphans who have no family. They should also know that they can rely on parents to help them.

LEANER SECTION

Content

The "e" family

("e" pronounced e as in "he")

Look through the story of " Why the sea is so salty" - Part 2 and find all the words that have an "e" as in "he". Write them here:

Here are more "e" sounds belonging to the "e” family
Write more words underneath each one:

e as in he

ea as in read

ee as in see

ey as in key

y as in baby

ie as in thief

e: ……………………………………………….…………….

…………………………………………………………………...

ea: ……………………………………………….…………….

…………………………………………………………………...

y: ……………………………………………….…………….

…………………………………………………………………...

ie: ……………………………………………….…………….

…………………………………………………………………...

Choose one in each group and make sentences with those words.

Table 1
LO 3.4.1		LO 4.5.1

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

…………………………………………………………………………………………..

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

…………………………………………………………………………………………..

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

…………………………………………………………………………………………..

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

…………………………………………………………………………………………..

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

…………………………………………………………………………………………..

6. ………………………………………………………………………………………..

…………………………………………………………………………………………..

Table 2
LO 4.5.1

1. Use these words in your own funny "e" story.

2. Add any other "e" words that you need.

**Figure 1**

My own funny "e" story.

…………………………………………………………………………………………..

Table 3
LO 3.4.1		LO 4.6.2		LO 6.2.1

Assessment

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 3.4: 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 4.5: We know this when the learner builds vocabulary and spells words independently:

4.5.1 varies vocabulary for interest and specific purposes;

Assessment Standard 4.6: We know this when the learner uses appropriate grammatical structures and writing conventions;

4.6.2 uses punctuation appropriately;

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

Assessment Standard 6.2: We know this when the learner works with words:

6.2.1 uses some spelling rules to spell correctly.

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Definition of a lens

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A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

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What are tags?

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This work is licensed by Siyavula Uploaders under a Creative Commons Attribution License (CC-BY 3.0), and is an Open Educational Resource.

Last edited by Siyavula Uploaders on May 28, 2009 6:54 am -0500.

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Summer Time - The "e" family

ENGLISH HOME LANGUAGE

Summer Time

EDUCATOR SECTION

Memorandum

Integration of themes

LEANER SECTION

Content

My own funny "e" story.

Assessment

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