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.

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Proverbs

• Read the proverbs.
• Discuss their meanings.
• Write a sentence using the proverb.

Figure 1

• Sentences.

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Table 3

LO 2.2

LO 3.3.1

LO 3.5.6

LO 5.2.2

LO 5.3.3

A dinosaur game to play

Figure 2

Table 4

LO 3.3.1

LO 3.5.6

Learning Outcome 2:SPEAKING: The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.2: We know this when the learner uses language imaginatively for fun and fantasy:

Assessment Standard 2.7: We know this when the learner makes oral presentations:

2.7.3 uses visual aids to supplement oral presentations;

2.7.4 uses basic strategies to engage listeners;

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 makes meaning of written text:

3.3.1 comments on a story or poem the learner has read, and demonstrates understanding by answering questions;

Assessment Standard 3.5: We know this when the learner reads for information and enjoyment:

3.5.6 plays word games that draw on reading, vocabulary knowledge and skills;

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 4.1: We know this when the learner uses pre-writing strategies to initiate writing;

4.1.1 uses various pre-writing strategies to gather information and choose a topic;

Assessment Standard 4.6: We know this when the learner uses appropriate grammatical structures and writing conventions:

4.6.4 uses knowledge of other texts as models of writing;

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;

Assessment Standard 5.3: We know this when the learner uses language to investigate and explore:

5.3.1 asks questions for clarification, searches for explanations, suggests alternatives when problem-solving;

5.3.2 does simple research: asks questions which help define the task and get necessary information;

5.3.3 plans the steps of a task and shares responsibilities.