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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.
Thunder never wandered too far from his mother. Although they had many friends in the forest, they also had many enemies. Mummy often had to charge out to scare off the hungry, cheeky Tyrannosaurus Rex, called T-Rex for short. These dinosaurs were fierce and strong. They hunted the plant-eaters relentlessly, sneaking up behind them. Many a Brontosaurus baby, and even the adults, had been caught unawares and did not live to see the sun rise another day.
Mummy Brontosaurus had a long thin neck and a long, strong tail. She used these to defend herself and Thunder. As luck would have it, she always managed to scare off the vicious T-Rex. Even while they were feeding on the soft, green leaves of the ferns and trees she was alert for any signs of the prowling enemy.
| LO 3.2.1 | LO 3.3.1 |
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| LO 4.7.1 | LO 4.7.2 |
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1. bridge.
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2. badge.
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3. hedge.
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4. judge.
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5. fudge.
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6. edge.
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7. porridge.
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8. ledge.
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9. sledge.
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10. budge.
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| LO 4.6.2 | LO 4.5.5 |
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;
Assessment Standard 3.3: We know this when the learner makes meaning of written text:
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 4.5: We know this when the learner builds vocabulary and spells words independently:
4.5.5 uses knowledge of phonics and spelling rules to write unfamiliar words;
Assessment Standard 4.6: We know this when the learner uses appropriate grammatical structures and writing conventions:
4.6.2 uses punctuation appropriately;
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 2, 2009 3:21 am -0500.