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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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Jaime's Diary

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Jaime’s Diary

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.

This module begins with a piece of factual writing to read about “Diaries”. We read Jaime’s diary telling us about her feelings regarding her family. She tells us how unselfish her mother was and how she appreciated her mother’s help. She tries to live out these qualities and finds it most satisfying.

Activities involve discussing proverbs, opposites and dividing words into syllables. Learners are asked to keep their own diaries for four days and to discuss these with the class.

  • Writing: Learners practise difficult cursive letters.
  • Phonics: Words with “ir”, “er” and “ur”; words with silent letters “b”, “k”, “w” and “t” are taught in context.

Integration of themes

  • Human rights

Children have the right to a happy childhood surrounded by loving family. This however does not always happen. There are reasons why some families are not happy.

  • Social Justice

Jaime’s diary makes learners aware of people who are lonely, have no friends and especially orphans who have no family. They should also know that they can rely on parents to help them.

LEANER SECTION

Content

Diaries

  • Read.
  • Discuss words you don’t understand.

Diaries are usually very personal. The writer often writes his or her thoughts and describes his or her feelings, knowing that these will not be read by anyone else. That is why diaries give us a very clear picture of the writer; of the feelings, the thoughts and motives for his or her actions. The writer also writes about the relationships between friends and family.

We don’t read other people’s diaries. They would not want us to see what their secret thoughts, wishes and feelings are, unless of course, the writer gives you the diary to read, as Jaime has done.

Jaime wants us to read her diary because she says she has been very honest with herself. She also feels maybe there are children who feel like she does and maybe there are children who would not make the mistakes she has made if they read her diary.

Thank you, Jaime, for letting us open and read your very personal diary.

Table 1
LO 1.1   LO 2.5.4   LO 3.2   LO 3.3.1  
  • Answer the questions.

1. What is a diary?

A diary ..................................................................................................................

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

2. The writer of a diary writes about his or her ......................................................

and ...................................................................................................................................

3. “Motives for your actions” means:

a) the things with which you need to do something;

b) the reasons why you do things;

c) the punishment for your actions.

  • Choose the right answer and tick a); b) or c)

4. What does “personal” mean?

Personal means ................................................................................................................

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

5. Why are we going to read Jaime’s personal diary?

Jaime ..............................................................................................................................

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

Table 2
LO 1.2   LO 1.4.5   LO 3.2  

Figure 1
Figure 1 (graphics1.png)

  • Read the sentence.

My sister’s friend will turn thirty on Saturday.

  • Underline any er , ir and ur words in the sentence.
  • Read the underlined words. What do your hear?
  • More er , ir, and ur words.

Underline them and read them.

1. There is a bird on the fern near the river.

2. Do not disturb the girls and the boys in church.

3. My birthday is on a Saturday next term.

4. You will burn your purse if you hurl it into the coals.

5. The spider crawled through the dirt on the kerb.

6. Perhaps the nurse thinks the dirty shirt is full of germs.

Table 3
LO 2.5   LO 3.4.1  
  • Sort the words that you underlined on the previous page into their groups.
Table 4
eras inbrother   iras inbird   uras inchurch
Figure 2
Figure 2 (graphics2.png)
  • Can you find more words to add to your lists?
  • Make sure you can use all the words above in sentences.
Table 5
LO 2.5   LO 3.4.1   LO 4.5.5  
  • Practise how to join these letters.
Figure 3
Figure 3 (graphics3.png)
Table 6
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 (extending concentration span) and responds to an extended sequence of instructions appropriate to the learner’s level;

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 what has been heard;

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;

2.5.4 shows sensitivity to the rights and feelings of others;

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 3.2: We know this when the learner makes meaning of written text:

3.2.1 comments on a story or poem the learner has read, and demonstrates understanding by answering questions;

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:

3.4.1 recognises that the same sound can be spelled in different ways;

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 4.5: 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;

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.

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