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.

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;

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

Assessment Standard 2.1: We know this when the learner recounts personal experiences and more general news events, and expresses feelings and opinions about them;

Assessment Standard 2.3: We know this when the learner creates and tells stories with a beginning, middle and ending, which use descriptive language, avoid repetition and have elements of plot and characterisation;

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 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;

4.1.2 begins to plan his/her writing;

Assessment Standard 4.2: We know this when the learner drafts a piece of writing for different purposes:

4.2.1 selects a text form to suit the purpose and audience (e.g. diary entry to record feelings about an event);

4.2.3 where appropriate writes a title that reflects the content;

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;

4.3.2 edits own writing;

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

4.4.1 shares work with others;

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

4.5.4 uses dictionary to check on spellings and meanings of words;

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

4.6.5 uses narrative structures;

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:

6.3.2 uses subject-verb agreement correctly;

6.3.7 uses punctuation correctly.