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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 06

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

Figure 1
Figure 1 (graphics1.png)

Dear __________________

(your name)

What a rush! It’s Friday and tomorrow is weekend. We had to collect enough food because the children are not at school tomorrow. Fortunately you left me a huge piece of cheese and half an apple in your desk. I’ve kept it in a safe place.

You asked me what I liked to eat. Yes, you guessed right! Cheese is my favourite! I also like fruit, carrots, whole wheat bread and morsels of chocolate; although Mom always says mice must eat healthy foods, especially carrots!

I find lots to eat at school but I must ask you please not to leave your bubblegum in your desk. I thought it was a special kind of cheese so I nibbled at it. My word! It stuck to my feet, my hair, my tail AND my teeth! I struggled so – I was on my back trying to free myself, but the more I struggled the more entangled I became!

Thank the class for being so much quieter. I’m sure Mrs Smith was pleased!

Figure 2
Figure 2 (graphics2.png)

Midge

Table 1
LO 1.2   LO 1.4.6   LO 2.5.7  
Figure 3
Figure 3 (graphics3.png)
Table 2
LO 4.7.1  
  • Write to Midge. Think about what you want to tell him.

Figure 4
Figure 4 (graphics4.png)

  • Begin like this …..

Day ..........................................

Time ..........................................

Dear Midge

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Table 3
LO 4.1.2   LO 4.6.2   LO 5.3.3  

Figure 5
Figure 5 (graphics5.png)

  • should
  • would
  • could

Should I tell him I would fix his bicycle if I could.

  • Where do they fit?

1. ........................................................................................................ you be here?

2. I ......................................................... play with you but Mom said I must have

my bath.

3. He ............................................................................................. not count to ten.

4. I ............................................................... beat you at tennis if I tried very hard.

5. If I don’t let Midge live here, where ........................................................ he go?

  • Look at “you”. It also sounds like “oo”.
Table 4
LO 3.4.1  
  • Read these words.
Figure 6
Figure 6 (graphics6.png)
  • Where do they fit?

1. I lost my watch in the ................................................................... of the school.

2. We ran our races on the ............................................................................. field.

3. It rained so hard I was .........................................................................................

4. My dad was ........................................... when he heard I had scratched his car.

5. It was when he .................................................... he had won the competition.

Table 5
LO 3.3.3   LO 4.5.2  

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 1.2: We know this when the learner demonstrates appropriate listening behaviour by showing respect for the speaker, taking turns to speak, asking questions for clarification, and summarising or commenting on that which was heard;

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

1.4.6 expresses feelings about the text, giving reasons.

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;

2.5.7 answers questions and gives reasons for answers;

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

3.3.3 uses word recognition and comprehension skills to read unfamiliar texts;

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

3.4.1 recognises that the same sound can be spelled in different ways (e.g. play, pain, plate);

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;

4.1.2 begins to plan writing;

Assessment Standard 4.5: We know this when the learner builds vocabulary for interest and specific purposes:

4.5.2 experiments with and manipulates words from stories, reading, media, jokes, oral language of friends;

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

4.6.2 uses punctuation appropriately;

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 5:THINKING AND REASONING: The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.3: We know this when the learner uses language to investigate and explore:

5.3.3 plans the steps of a task and shares responsibility.

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