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Inside Collection (Course): English Home Language Grade 3
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.
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 poem introduces a variety of animals, some wild and some tame, and the story about the sly rabbit introduces the topic of true friends. Discussion of the story is important so understand such abstract terms as dishonesty, loyalty and trust.
Riddles are read and learners have the opportunity to make up their own riddles. Cursive writing continues with the learning of new patterns and letters:
The “u” family consisting of “u” as in use, “ew, “ue” and “ou” as in you.
A letterblock is included to revise all phonic words learnt.
Integration of themes
Should be ensured for both animals and man. Be careful of veld fires, polluting streams and damaging vegetation.
One day the rabbit thought of a plan. "I want to be rich, then I can move away to the city and see the world,” said the rabbit to himself.
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So he went to the hippopotamus and said, "My friend, I know you are very strong, but I bet you a thousand rand you cannot pull me into the water." The hippopotamus turner his huge head to the rabbit, blinked a few times and said, "Alright, we can have the contest tomorrow."
Of course the hippopotamus knew he could easily pull the rabbit into the water and thought what a stupid rabbit he was.
Then the rabbit went to his friend, the elephant, and said, "My friend, I know you are very strong, but I bet you a thousand rand you cannot pull me out of the water."
The elephant also thought the rabbit was very stupid and eventually he agreed to the contest.
The next morning the rabbit found a long rope. He gave the elephant one end of the rope and said he would go down into the water.
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| LO 3.5 |
Taking the other end to the hippopotamus that was in the water, he said he would go on to the bank of the river to hold the other end. Instead he got out of the water and watched the two animals pulling and tugging against each other. The rabbit laughed to himself as he watched. Neither could pull the other over. All day they pulled and pulled and by sunset they were so tired of all the heaving that they gave up. The rabbit dived into the water and asked the exhausted hippopotamus for his money. Then he ran to the elephant where he was still standing, panting and out of breath.
"Well, my friend," said the rabbit, "you did not think I was so strong, did you?" "No," said the tired elephant. "You have won. Here is your money."
With a big smile on his face the rabbit took the money and went to the big city. He was never heard of again.
1. What is your opinion of the rabbit's plan?
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2. Do you think the rabbit was a true friend of the elephant and the hippopotamus? Give a reason for your answer.
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| LO 2.5 | LO 3.2.1 | LO 3.5 |
3. "The rabbit was as sly as a fox."
True or false? Why?
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4. Use your dictionary and write down the meaning for:
heaving ............................................................................................................................
exhausted ........................................................................................................................
5. Think of another word for:
contest .............................................................................................................................
sly ....................................................................................................................................
eventually ........................................................................................................................
6. Take the word
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and see how many small words you can make using only those letters, e.g. us, ..........................................................................................................................................
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| LO 2.8 | LO 3.2.1 | LO 4.5.4 | LO 4.5.2 |
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| LO 4.7.1 |
Learning Outcome 2:SPEAKING: The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.
Assessment Standard 2.5: We know this when the learner contributes to group and class discussions:
2.5.3 suggests or elaborates on ideas;
Assessment Standard 2.8: We know this when the learner engages in a conversation as a social skill;
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 reads a story on own or with the teacher;
Assessment Standard 3.5: We know this when the learner reads for information and enjoyment:
3.5.4 reads a variety of texts for enjoyment such as magazines, comics, non-fiction books.
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 starts to spell words so that they can be read and understood by others:
4.5.2 experiments with and manipulates words from stories, reading, media, jokes, oral language of friends and others;
4.5.4 uses dictionary to check spellings and meanings of words;
Assessment Standard 4.7: We know this when the learner writes legibly.
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Last edited by Siyavula Uploaders on May 28, 2009 10:06 am -0500.