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Inside Collection (Course): English Home Language Grade 3
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.
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.
The poem “Wishes” lends itself to discussion on what the learners will wish for:
An opportunity is given for writing their own “wishing” poem.
Learners at this age are usually very interested in dinosaurs and they listen to the factual writing on different kinds of dinosaurs as the educator reads it. Pictures illustrating these dinosaurs are available for them to refer to.
They use the dictionary to find out the meaning of difficult words and write short paragraphs on the similarities and differences between different kinds of dinosaurs.
Module 8 contains detailed instructions on how learners are to complete a project.
The story of Thunder follows.
Thunder and Spiky his friend, have an adventure and fly off in time. The learners have a problem when Thunder and Spiky turn up and ask to be taken home.
Learners themselves write an ending to the story.
More proverbs are discussed and a reading game is included.
Learners find out how a healthy environment can support life but life becomes extinct when catastrophies occur.
Thunder and Spiky have caring, protecting parents as should be the case for all children.
When the two dinosaurs have to be cared for, learners become sensitive to differences between their needs and those of the learners. In the same way people are different but in spite of their differences they should be treated with respect and their feelings taken into consideration.
I wish, I wish that I could be
The wind up in the tree
I’d push myself through keyholes small
And join their tea parties.
I wish, I wish that I could be
Inside a bubble of air,
And rise above the mountains high,
And drift from here to there.
I wish, I wish that I could be
A kite up in the sky,
I’d see the rooftops in the towns,
And watch the stars up high.
G.J.M
How well did you listen?
1. Tell the teacher what the poet is saying in each verse.
2. How do you feel about these three wishes? Why?
3. Divide into small groups and discuss what else you could do if you were the wind? Inside an air bubble? A kite up in the air?
| LO 1.4.2 | LO 1.4.5 | LO 1.4.6 | LO 1.4.7 | LO 2.5 |
4. Try and write your own “wishing” poem.
Begin with …..
“I wish, I wish that I could be …..
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5. Read it to the class.
| LO 1.4 | LO 2.2 | LO 2.5.8 |
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1. Listen attentively and concentrate on the information as your teacher reads the next pages to you. Refer to the pictures on previous pages.
2. Make sure you know what the main idea is about.
3. Also listen for details such as: When did these events occur? What did the characters look like? What were they called? etc.
4. If there are doubts in your mind, have your questions ready to ask afterwards.
5. Perhaps you have seen a film on this topic. You will be able to take part in the discussions afterwards.
6. Think about your feelings as your teacher reads the information.
7. Most importantly, listen to the descriptions, expressions and the comments made by your classmates.
| LO 1.1 | LO 3.2.3 |
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 and responds to an extended sequence of instructions appropriate to the learner’s level;
Assessment Standard 1.4: We know this when the learner listens with enjoyment to stories, poems, songs and other oral texts and shows understanding:
1.4.2 listens for details;
1.4.5 answers questions about the oral text;
1.4.6 expresses feelings about the text giving reasons;
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:
2.5.8 gives constructive feedback to 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:
3.2.3 reads a wide variety of fairly complex texts such as fiction and non-fiction books, tables of contents and indexes.
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Last edited by Siyavula Uploaders on Jun 1, 2009 8:02 am -0500.