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Donald's Diary - Commas

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Donalds’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.

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.

  • Writing: Learners practise cursive writing by copying short rhymes.
  • Phonics: Words with “g” as in gym, “c” as in city, and doubles such as “bb”, “tt”, “ff”, and “dd” are taught.

Integration of themes

  • Social Justice

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.

LEANER SECTION

Content

Commas

  • Commas are used in the middle of a long sentence, e.g.

Although it rained all night, the dams are not full.

  • Remember to use commas instead of and . . . and . . . and . . .

I buy cheese, eggs, milk, bread and tomatoes.

  • When you are speaking directly to a person, use a comma after the name, e.g.

Peter, where is your book?

  • Rewrite these sentences correctly.

Remember capital letters, full stops, commas and question marks.

1. mom must buy vegetables and meat and eggs and spices and rice

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

2. may I invite sally and jack and cyril on saturday

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

3. if I don’t go to school tomorrow I will not get my report

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

4. we are going to play netball on monday and wednesday and saturday.

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

5. donald you can not go to durban on sunday you must go to school

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

Table 1
LO 6.3.7  
  • Read these words. Listen to the “g-sound” in them.
  • Learn them.

gym

gem

giraffe

general

age

cage

page

stage

wage

orange

magic

gentle

giant

rage

strange

  • Write your own sentences using some of the ‘g-sound’ words.

1. ………………………………………………………………………………………..

2. ………………………………………………………………………………………..

3. ………………………………………………………………………………………..

4. ………………………………………………………………………………………..

5. ………………………………………………………………………………………..

6. ………………………………………………………………………………………..

Table 2
LO 3.3.1   LO 3.4.2   LO 6.3.2   LO 6.3.7  

Assessment

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:

3.4.2 recognises that the same spelling can represent different sounds;

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.

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