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.

Dear ………………………………………………….. (write you name)

I am still shaking! The big black cat crept into school last night. Someone must have left a window open. Nobody heard him and suddenly there were these two huge yellow eyes in the dark! We scattered! Each one running to hide as quickly as possible. Poor old Cousin Tubs lost his tail! The cat managed to hold it in his sharp claws. Fortunately Cousin Tubs wriggled so much it just broke off. There was so much blood! We had to bandage his tail. The mouse doctor came and gave him an injection. What a narrow escape he had!

Needless to say all the mice (and rats) had a meeting last night. Our plan was to wait until we found the big black cat asleep. Then one of us would creep up to him and tie a bell around his neck. In that way we would hear him come. Granddad asked for volunteers but as you know we are all so small. Nobody wanted to bell the cat. We were all too scared.

Then I had a brain wave. I said I had a friend, a special friend, who might be able to help us. Now we are asking you. Do you think you could tie a bell around the cat’s neck? I know it is not your cat but I have seen you playing with the children living with the cat. Perhaps you can persuade them.

I am sending this letter by express post. Please write soon (unless you’d rather phone: Cell no. 083 555 0000).

Regards

Midge X X X

For you to do.

volunteers: means ……………………………………………………………………...

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persuade: means ……………………………………………………………………….

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brain-wave: means …………………………………………………………………….

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Figure 2

A Narrow Escape

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Table 4

LO 2.5.1

LO 2.5.3

LO 4.1.2

LO 4.3.1

Figure 3

• Write these “all” words

Figure 4

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• Write these “alk” words

Figure 5

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Table 5

LO 3.4.7

LO 4.5.5

Figure 6

• Write Midge’s story over correctly and draw the picture.
• Remember: capital letters, full stops, question marks and exclamation marks.

One day all the mice had a meeting there was a big black cat trying to catch them they decided to tie a bell around his neck who was going to do it nobody was brave enough they asked my friend to help them.

Table 6

LO 2.5.7

LO 4.6.2

LO 6.3.7

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:

2.5.1 initiates topics in group discussions;

2.5.3 suggests or elaborates ideas;

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

3.4.7 recognises the use of “all” and “alk”;

Assessment Standard 3.5: We know this when the learner reads for information and enjoyment:

3.5.4 develops vocabulary by using a dictionary and keeping a personal dictionary,

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 4.3: We know this when the learner revises own writing:

4.3.1 discusses own and others writing to get or give feedback;

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

4.5.4 uses dictionary to check spellings and meanings of words;

4.5.5 uses knowledge of phonics and spelling rules to write unfamiliar words;

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

4.6.2 uses punctuation appropriately (capital letters, full stops, question marks, commas, apostrophes, exclamation marks);

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

6.2.4 identifies and uses more synonyms and antonyms;

Assessment Standard 6.3: We know this when the learner works with sentences:

6.3.7 uses punctuation correctly.