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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.
The Brontosaurus
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Tyrannosaurus Rex
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| LO 5.2.3 |
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| LO 2.5.7 | LO 3.1.3 | LO 3.2.1 | LO 4.5.1 | LO 5.2.3 |
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| LO 4.7.1 | LO 4.7.2 |
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| monkey | ................. | ................. | ................. |
| ................. | ................. | ................. | ................. |
| key | keys |
| monkey | ....................................... |
| chimney | ....................................... |
| turkey | ....................................... |
| donkey | ....................................... |
| LO 3.4.1 | LO 6.2.1 |
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:
2.5.7 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 3.1: We know this when the learner uses visual cues to make meaning:
3.1.3 reads a wide variety of fairly complex texts such as fiction and non-fiction;
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 3.4: We know this when the learner consolidates phonic knowledge:
3.4.1 recognises that the same sound can be spelled in different ways;
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 4.5: We know this when the learner builds vocabulary and spells words independently:
4.5.1 varies vocabulary for interest and specific 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.
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 5.2: We know this when the learner uses language to think and reason:
5.2.3 uses language to describe similarities and differences, and to analyse, compare and contrast information;
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 6.2: We know this when the learner works with words:
6.2.1 uses some spelling rules to spell correctly.
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Last edited by Siyavula Uploaders on Jun 1, 2009 8:24 am -0500.