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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.
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.
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”.
Problem solving skills are practised when learners are confronted with a problem.
Midge teaches the learners to keep their classroom environment free of pollution (noise as well as harmful, unhealthy litter).
Water conservation should be practised.
Irrespective of gender or race, there are social rules to be respected, e.g. obeying elders and taking heed of their suggestions.
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.
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| LO 1.1 | LO 1.4.2 | LO 1.4.3 | LO 2.5 | LO 3.2.1 |
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| LO 3.1.1 | LO 4.1.2 | LO 4.2.3 | LO 4.3.1 |
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| LO 4.7.1 |
Read these words.
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| LO 3.3.1 |
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:
1.4.2 listens for details;
1.4.3 predicts what will happen;
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;
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 3.1: We know this when the learner uses visual cues to make meaning:
3.1.1 reads graphical texts such as photographs, maps, flow diagrams and charts;
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;
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:
4.1.2 begins to plan writing;
Assessment Standard 4.2: We know this when the learner uses pre-writing strategies to initiate writing:
Assessment Standard 4.3: We know this when the learner revises own writing:
4.3.1 discusses own and others’ writing to get or give feedback;
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.
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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 29, 2009 12:44 am -0500.