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Midge Part 2 - 06

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Midge – Part 2

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.

The communication between the learners and Midge continue. Midge is warned about a dangerous cat hunting in the neighbourhood and the next day disaster strikes as the cat attacks the mice. Cousin Tubs’ tail is bitten off. He is rushed to hospital and a solution is found for their problem. Midge has asked the learners to tie a bell around the cat’s neck.

Other activities include learning about exclamation marks, finding rhyming words, reading jokes and riddles, learning the letters of the alphabet and using a dictionary to find out the meaning of words.

A variety of forms of communication are used in this module such as letter writing, telephones and coded messages.

Learners make get-well cards and integrate the learning area – Technology.

  • Cursive writing: The following capital letters are taught, V, W, Y, P, B, R, H, K, N,M, A, T, F.
  • Phonics: “u” + “i” and “u” + “y” e.g. as in “disguise” and “buy”; “or”, “all”; “alk”, “aw”, “au” “oa” and “orc”.

Integration of themes

  • Human rights and a healthy environment

Learners can discuss the dangers they have to face at home as well as in their environment.

They need a safe environment in which to develop and grow,

  • Social Justice

Learners become sensitive to others who are ill, hospitalised or traumatised.

LEANER SECTION

Content

  • Words with aw as in draw and au as in August sound the same.
  • Read and learn:
Figure 1
Figure 1 (graphics1.png)

Which of the above word means …………….

  • to make a picture?………………………………………………………………
  • a bird of prey? ………………………………………………………………….
  • to drag or pull? …………………………………………………………………
  • a season? ……………………………………………………………………….
  • not good? ……………………………………………………………………….
  • a foot of a dog …………………………………………………………………..
  • early morning …………………………………………………………………..
  • a boy’s name…………………………………………………………………….
  • a cup and …………..?…………………………………………………………..
  • the name of a month? …………………………………………………………..
Table 1
LO 2.8   LO 3.4.3   LO 4.5.5   LO 6.2.4  
  • Choose “or”, “all” or “alk” words to complete the sentences.

1. Jack went f…………………………… a w…………………………………….

2. The t……………………………. man plays sp………………………………..

3. I went to the m………………………… to t…………………………… to the

sh………………………………….. man about the th…………………... in my finger.

4. I eat with a knife and …………………………………………………………...

5. I play b……………………………… against the w……………………………

6. The baby st……………………… was b………………………... in the spring.

7. I write with ch…………………………………………………… on the board.

8. Baby has a sm……………………………….. b……………………………….

9. Be careful, you will f……………………………………………………………

10. Let us …………………………. go to the h……………………. for the show.

  • Use one of these words to finish these sentences.
Figure 2
Figure 2 (graphics2.png)

1. The bird flew …………………………………………………………………...

2. I sat …………………………………………………………………………….

3. Mum put the jam ……………………………………………………………….

4. The dog jumped ………………………………………………………………...

5. I tied the ribbon ………………………………………………………………...

Table 2
LO 4.5.5   LO 4.5.6   LO 5.2.1  

Figure 3
Figure 3 (graphics3.png)

  • Poor Cousin Tubs is in hospital!
  • Design a get-well card for him.
  • Make it with cut-out windows and/or moving parts.
  • Maybe you would like to discuss how to make your card in groups.
  • Decide what you need and make a list.
  • Design your card, before you begin.
  • Display the class’ cards in the room or in the passage.
  • The mice will be sure to find them there and then they can take them to poor Cousin Tubs.
Figure 4
Figure 4 (graphics4.png)
Table 3
LO 1.1   LO 3.1.1   LO 4.4.2   LO 5.1.1  

Your get-well card for Cousin Tubs

Figure 5
Figure 5 (graphics5.png)
Table 4
LO 4.4.1   LO 4.4.2  
Figure 6
Figure 6 (graphics6.png)
Table 5
LO 4.7.1  

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 1.1: We know this when the learner listens attentively and responds to an extended sequence of instructions appropriate to the learner’s level;

Learning Outcome 2:SPEAKING: The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.8: 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 3.1: We know this when the learner uses visual cues to make meaning:

3.1.1 reads graphical texts such as photographs, maps, flow diagrams, charts;

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

3.4.3 recognises some more vowel sounds spelled with two letters;

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 4.4: We know this when the learner ‘publishes’ (make public) own writing:

4.4.1 shares work with others by reading it aloud and/or displaying it in the classroom;

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

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

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

Assessment Standard 4.7: We know this when the learner writes legibly:

  • 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 5.1: We know this when the learner uses language to develop concepts:

5.1.1 understands and uses the conceptual language of different learning areas necessary at this level and in preparation for the next level;

Assessment Standard 5.2: We know this when the learner uses language to think and reason:

5.2.1 understands and uses language for logic and reasoning (e.g. cause and effect, drawing conclusions);

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.

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