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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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Midge - Part 03

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Midge – Part 1

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

  • It is Wednesday, 12:30.

It is nearly time to go home.

Quickly write a short letter to Midge.

Tell him where you found his letter.

Ask him all the things you want to know about him.

Also tell him where you will leave your letter for him.

Remember to tell him whether you are his friend or foe?

Hurry now! Begin like this . . .

Figure 1
Figure 1 (graphics1.png)

Dear Midge

.......................................................................................................................................... ..........................................................................................................................................

.......................................................................................................................................... ..........................................................................................................................................

.......................................................................................................................................... ..........................................................................................................................................

.......................................................................................................................................... ..........................................................................................................................................

.......................................................................................................................................... ..........................................................................................................................................

.......................................................................................................................................... ..........................................................................................................................................

.......................................................................................................................................... ..........................................................................................................................................

.......................................................................................................................................... ..........................................................................................................................................

.......................................................................................................................................... ..........................................................................................................................................

.......................................................................................................................................... ..........................................................................................................................................

.......................................................................................................................................... ..........................................................................................................................................

.......................................................................................................................................... ..........................................................................................................................................

Table 1
LO 2.5   LO 4.1.1   LO 6.3.2  
Figure 2
Figure 2 (graphics2.png)

Table 2
LO 4.7.1  

Figure 3
Figure 3 (graphics3.png)
  • Read through the list.
  • Draw pictures where possible. Find out what they mean.
Table 3
boot cool hoop
shoot food mood
fool bloom room

Table 4
LO 3.4.3  
  • Now read these words with “ew”.
  • Draw the pictures. Find out what they mean.
Table 5
blew screw
chew threw
drew brew
flew jewel
grew view
  • Test yourself. Write as many “oo” and “ew” words as you can remember.

  • I wrote ............................................................ words.
Table 6
LO 3.4.1  

Figure 4
Figure 4 (graphics4.png)

Table 7
LO 4.7.1  

Assessment

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 makes meaning of written text:

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 recognises letters and words and makes meaning of written text:

3.4.1 reads simple written materials for different purposes;

3.4.3 recognises some more vowel sounds spelled with two letters (vowel diagraphs) (e.g. oi, ou, oa, aw);

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

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;

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 correctly.

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