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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.
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.
Integration of themes
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.
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.
Dear Diary
Today I was so glad to be part of a family. It really is a privilege to have loving parents and brothers and sisters. All right, I know my brother and I often quarrel and I can sometimes be very unfriendly towards my sister, but today I am just very glad they are my family.
I thought of so many orphans growing up without a family. Who do they go to when they need help? Who can they talk to when they’re sad? Thinking about orphans made me very sad.
Yes, we are a happy family. Mummy and Daddy care for us and love us very much. Thanks Mom! Thanks Dad! Tomorrow I’ll give you a hug!
- privilege:........................................................................................................................
- orphan:...........................................................................................................................
| LO 1.2 | LO 3.3.1 | LO 3.5.4 |
Commas
- in the middle of a long sentence to show a pause, e.g.
Although it is summer, it rained the whole day.
- in the place of “and ...................... and ......................... and”
I bought carrots, tomatoes, peas, milk and cheese.
- when you talk directly to someone the comma comes after the name, e.g.
Peter, please buy some milk.
1. i had to carry milk buns rice and potatoes
..........................................................................................................................................
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2. may we please have some fruit salad ice cream and custard
..........................................................................................................................................
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3. if I don’t go to school tomorrow i will not get my report
..........................................................................................................................................
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4. jaime tom michael and peter came to my party
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| LO 2.5.7 | LO 6.3.7 |
climb, limb, lamb, thumb, dumb
because it is a silent b
bomb
comb
tomb
thumb
plumber
crumb
1. My arm is a ..........................................................................................................
2. I ............................................................................................................. my hair.
3. They were buried in a ..........................................................................................
4. They found the baby .......................................................................... on the hill.
5. Call the ...................................................................................... to fix the pipes.
6. The dog ate the .................................................................. that fell off the table.
7. I can ............................................................................................. that mountain.
| LO 2.5.7 | LO 3.4.10 |
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| LO 4.7.1 |
 |
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| LO 1.4.7 | LO 2.5.3 | LO 3.2 | LO 5.3.6 |
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 what has been heard;
Assessment Standard 1.4: We know this when the learner listens with enjoyment to stories, poems, songs and other oral texts and shows understanding:
1.4.7 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;
2.5.3 suggests or elaborate 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 3.2: 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:
3.4.10 recognises silent letters;
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 4.7: 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:
5.3.6 summarises information and presents it in an appropriate and interesting way.
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 6.3: We know this when the learner works with sentences:
6.3.7 uses punctuation correctly;
Assessment Standard 6.5: We know this when the learner develops critical language awareness:
6.5.1 explores the way the class uses slang, with whom and for what purpose.
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Last edited by Siyavula Uploaders on Jun 1, 2009 3:46 am -0500.