Skip to content Skip to navigation Skip to collection information

OpenStax-CNX

You are here: Home » Content » English Home Language Grade 3 » Midge Part 3 - 03

Navigation

Lenses

What is a lens?

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

This content is ...

In these lenses

  • GETFdnPhaseLang display tagshide tags

    This collection is included inLens: Siyavula: Languages (Gr. R-3)
    By: Siyavula

    Collection Review Status: In Review

    Click the "GETFdnPhaseLang" link to see all content selected in this lens.

    Click the tag icon tag icon to display tags associated with this content.

Recently Viewed

This feature requires Javascript to be enabled.

Tags

(What is a tag?)

These tags come from the endorsement, affiliation, and other lenses that include this content.
 

Midge Part 3 - 03

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Midge – Part 3

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.

Granddad says Midge and the mice family must move house because another danger is lurking outside. Midge is invited to spend a weekend with the learners. They discuss what they are going to do and write about their plans. Midge replies with an account of his weekend.

There are two poems to read and to discuss, words to arrange alphabetically, crosswords to complete and picture writing to puzzle out.

  • Cursive writing: X, Z, C, G, S, E, L.
  • Phonics: “ar’, “are”, “ai” as in air, and “ear” words.

Library searches are done on owls and rodents and information ordered according to a spidergram.

Integration of themes

  • Social Justice

Midge helps learners to come to terms with differences in cultural and social habits.

  • A healthy environment

Just as Midge has to move house against his will, so learners have to adapt to a new environment. Learners discuss the reasons, the advantages and disadvantages of moving.

LEANER SECTION

Content

  • Listen while your teacher reads to you.
  • Read these pages about “OWLS”.

Owls belong to the bird-family.

Their bodies are covered with feathers.

They are warm-blooded creatures.

They all have backbones.

There are many different kinds of owls.

Some are grey and white

and some are a mottled brown colour.

Owls are birds of prey.

They have very strong, curved beaks

with which they tear up their prey.

Their talons are as sharp as a razor.

They use these to catch their prey.

Owls are night hunters.

Their eyes can see very well in the dark.

They hunt rats and mice

and the larger owls will even carry off chickens,

ducks and small turkeys.

Even rabbits and hares are wary of owls.

Small balls of hair are often found near their nests.

Owls swallow their prey whole and indigestible parts,

such as bones and feathers, collect inside their crops.

They are formed into small balls and are later regurgitated.

To determine what owls have eaten, scientists

and biologists will examine these small balls.

They can then say from the left-overs

what kind of animals the owl has eaten.

Table 1
LO 1.4.5   LO 1.4.7   LOS 2.5   LO 3.5.1  

For you to do.

1. Visit the library and select 3 more books about “Owls”.

Write their titles and authors’ names.

a) ………………………………………………………………………………………..

b) ………………………………………………………………………………………..

c) ………………………………………………………………………………………..

2. Choose one of these books to read.

3. Write down any new facts about owls that you have read and tell the class what you have learnt.

……………………………………………………………………………………….. ……………………………………………………………………………………….. ……………………………………………………………………………………….. ……………………………………………………………………………………….. ……………………………………………………………………………………….. ………………………………………………………………………………………..

Table 2
LO 2.7   LO 3.3.1   LO 3.5   LO 4.1.1   LO 5.3.4  

4. Use a dictionary to find out what these words mean.

a. mottled: …………………………………………………………………………

…………………………………………………………………………………………..

b. talons: …………………………………………………………………………..

…………………………………………………………………………………………..

c. prey: …………………………………………………………………………….

…………………………………………………………………………………………..

d. wary: ……………………………………………………………………………

…………………………………………………………………………………………..

e. indigestible: …………………………………………………………………….

…………………………………………………………………………………………..

f. regurgitate: ……………………………………………………………………..

…………………………………………………………………………………………..

g. scientist: ………………………………………………………………………..

…………………………………………………………………………………………..

h. biologist: ………………………………………………………………………..

…………………………………………………………………………………………..

Table 3
LO 4.5.4   LO 4.6.3  

Words to build

Figure 1
Figure 1 (graphics1.png)
  • Write them here.

……………………………………………………………………………………….. ……………………………………………………………………………………….. ……………………………………………………………………………………….. ……………………………………………………………………………………….. ……………………………………………………………………………………….. ………………………………………………………………………………………..

……………………………………………………………………………………….. ……………………………………………………………………………………….. ……………………………………………………………………………………….. ……………………………………………………………………………………….. ……………………………………………………………………………………….. ………………………………………………………………………………………..

Table 4
LO 3.4.5  

Figure 2
Figure 2 (graphics2.png)

Table 5
LO 4.7.1  

Do you still remember the alphabet?

  • Say the letters of the alphabet to a friend.

A B C . . . . . . . etc.

  • Arrange these groups of words in alphabetical order.

1. owl; bird; creature; prey.

…………………………………………………………………………………………..

2. beak; talons; razor; eyes.

…………………………………………………………………………………………..

3. rats; mice; chickens; ducks.

…………………………………………………………………………………………..

4. swallow; balls; catch; examine.

…………………………………………………………………………………………..

5. feathers; bones; nests; crops.

…………………………………………………………………………………………..

6. regurgitate; collect; eaten; found.

…………………………………………………………………………………………..

Table 6
LO 3.5  

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

1.4.5 answers questions about the oral text;

1.4.7 works out cause and effect in the oral text;

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;

Assessment Standard 2.7: We know this when the learner makes oral presentations (e.g. on given topics, on interviews conducted, reporting back from fieldtrips);

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:

3.3.1 reads a printed text fluently and with understanding;

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

3.4.5 recognises vowels with two sounds;

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

3.5.1 chooses fiction and non-fiction books and says what was liked or not liked about them;

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 various pre-writing strategies to gather information and choose a topic (e.g. brainstorming, free writing, talking with friends, visual images);

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:

5.3.4 uses simple strategies for getting information.

Collection Navigation

Content actions

Download:

Collection as:

PDF | EPUB (?)

What is an EPUB file?

EPUB is an electronic book format that can be read on a variety of mobile devices.

Downloading to a reading device

For detailed instructions on how to download this content's EPUB to your specific device, click the "(?)" link.

| More downloads ...

Module as:

PDF | More downloads ...

Add:

Collection to:

My Favorites (?)

'My Favorites' is a special kind of lens which you can use to bookmark modules and collections. 'My Favorites' can only be seen by you, and collections saved in 'My Favorites' can remember the last module you were on. You need an account to use 'My Favorites'.

| A lens I own (?)

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

| External bookmarks

Module to:

My Favorites (?)

'My Favorites' is a special kind of lens which you can use to bookmark modules and collections. 'My Favorites' can only be seen by you, and collections saved in 'My Favorites' can remember the last module you were on. You need an account to use 'My Favorites'.

| A lens I own (?)

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

| External bookmarks