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Inside Collection (Course): English Home Language Grade 3
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.
Several positive attitudes are stressed in the poem and learners are given the opportunity to discuss these.
We read about the social dilemma Donald finds himself in. With problem solving techniques and strategies the learners help him to come to a decision.
Learners practise writing dialogues and their open diaries.
Learners begin to plan their stories, edit them and rewrite the final text.
Words are arranged alphabetically and riddles are read.
Donald’s problems makes him realise his parents are there to help. Learners learn about such attitudes as loyalty, honesty and trust irrespective of who their friends are.
Donald shows them the correct social behaviour and positive attitudes which they must adopt.
These things I must remember
And live out day by day
Be honest, cheerful, kind and true
Polite, hard working, too.
It isn’t always easy
When sisters are annoying,
To keep a friendly smile
And walk the second mile.
But, if I try my very best
I know I will succeed,
And make all those around me
Proud of the better me.
G.J.M.
| LO 1.4 | LO 1.4.1 | LO 1.4.7 | LO 2.5 |
Dear Diary
I have a problem! I know it is late but I have to find a solution to my problem.
Something terrible happened at school today. Anton is my very best friend. We play rugby together and weekends we visit each other. I really like Anton, BUT – today I saw my best friend taking a game out of Cyril’s school bag. I saw him slip it into his shirt! I could not believe my eyes! When he saw me in the passage, he put his fingers to his lips, indicating that I must not say anything.
When everyone began to search for the missing game, I KEPT QUIET and did not utter a sound! I feel terrible! I think I am just as guilty as Anton!
I haven’t had a chance to talk to Anton yet. He rushed home after school. I’m not even sure I should confront him. What if he gets cross with me? I like him. I do not want to lose my best friend!
| LO 3.2.1 | LO 3.3.1 |
His best friend, Anton, was dishonest and Donald kept quiet about his dishonesty!
1. Discuss Donald’s problem.
Ask one another: Why is this a problem for Donald? What did Anton do? What did Donald do? What did Donald not do? How does he feel? How do you think does Anton feel? How do you think does Cyril feel? Discuss what you think could happen if Cyril’s father hears about Cyril losing this expensive game?
2. Think up some plans for solving Donald’s problem. Write as many plans as you can think of:
1. ………………………………………………………………………………………..
2. ………………………………………………………………………………………..
3. ………………………………………………………………………………………..
4. ………………………………………………………………………………………..
5. ………………………………………………………………………………………..
6. ………………………………………………………………………………………..
3. Discuss the plans and choose which plan you think will solve Donald’s problem.
4. Tell the class what you think the best plan is.
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| LO 4.7.1 | LO 4.7.2 |
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:
1.4.1 listens for the topic or main idea;
1.4.7 works out course 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;
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;
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;
4.7.2 completes a writing task within a set time.
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Last edited by Siyavula Uploaders on Jun 1, 2009 6:24 am -0500.