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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.
One day Thunder and his best friend, Spiky the Stegosaurus, were lying in the shade of a big tree in the forest. They had just finished a huge lunch and were feeling lazy and tired.
Terry, the Pterosaur flapped his wings and landed on a branch above their heads. “Hello, Terry,” they both said. “You are so lucky to have wings”. “I wish I could fly,” said Thunder.
Immediately there was a rumbling and roaring as they had never heard before. The earth shook and darkness covered the forest. All Mummy Brontosaurus and Mummy Stegosaurus could see, was a huge cloud of dust rising from the ground where their little ones had been resting just a moment ago.
They ran forward and called, “Thunder! Spiky! Where are you?” But there was no answer. After searching frantically for hours, Mummy Brontosaurus heard someone calling her from far, far away. She looked up and saw two dark specks high up in the sky. “It’s us,” said the dark specks. “Look, Mum, we’ve got wings. We can fly!” And off they flew.
Discuss.
1. Do you think Terry had anything to do with their wish coming true? Give reasons.
2. If Terry did not have something to do with their wish coming true, explain what you think happened.
3. Suggest what you think happened after Thunder and Spiky flew off.
4. Discuss their mothers’ feelings.
| LO 2.5.3 | LO 2.5.7 | LO 3.2.1 | LO 5.2.2 |
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| LO 4.7.1 | LO 4.7.2 |
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1. The ............................................................................................ soaks up water.
2. What a ...................................................................................................... story!
3. You must ...................................................................................... your clothes.
4. The door hangs on a ............................................................................................
range ................................................................................................................................
plunge ..............................................................................................................................
| LO 3.5.4 | LO 3.4 |
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| LO 4.2.3 | LO 4.4.1 | LO 4.6.3 |
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Use your dictionary to find out the meaning of these words.
1. invasion. .............................................................................................................. 2. explosion. ............................................................................................................
3. lotion ..................................................................................................................
4. mission. ................................................................................................................
| LO 3.4.1 | LO 3.5.4 |
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:
2.5.3 suggests or elaborates on ideas;
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 3.2: We know this when the learner makes meaning of written text:
3.2.1 comments on a story or /poem;
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;
Assessment Standard 3.5: We know this when the learner reads for information and enjoyment:
3.5.4 develops vocabulary by using a dictionary and keeping a personal dictionary;
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 4.2: We know this when the learner drafts a piece of writing for different purposes;
4.2.3 writes an appropriate title;
Assessment Standard 4.4: We know this when the learner ‘publishes’ (makes public) own writing:
4.4.1 shares work with others by reading it aloud and/or displaying it in the classroom;
Assessment Standard 4.6: We know this when the learner uses appropriate grammatical structures and writing conventions:
4.6.3 applies knowledge of grammar;
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:
5.2.2 uses higher order thinking and the language associated with it.
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Last edited by Siyavula Uploaders on Jun 2, 2009 3:44 am -0500.