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Vakansie-jolyt - 01

Module by: Siyavula Uploaders. E-mail the author

AFRIKAANS HUISTAAL

Vakansie-jolyt

OPVOEDERS AFDELING

Memorandum

Inleiding

Die ICS modules in Graad 3 moedig leerders aan om wyd te lees, fiksie sowel as nie-fiksie. Daar word baie geleenthede geskep vir leerders om te skryf, woordeskat uit te bou en taal te gebruik. Hierdie vaardighede word onderskryf deur tegnieke en strategieë om bewus te raak van klanke. Woordherkenning en begripsvaardighede word geoefen en nuwe klanke word sistematies aangeleer.

Die leeruitkomstes vir Graad 3 word doeltreffend geïntegreer sodat leerders kan skryf oor dit wat hulle gehoor het, bespreek het en gelees het. Die onderwerpe wat vir die modules gekies is, sal vir die leerders in Graad 3 interessant wees aangesien dit in hulle ervaringsveld val. Ander leerareas soos Wiskunde en Lewensoriëntering word ook dikwels geïntegreer.

Alle aspekte van geletterdheid soos in die leeruitkomstes en assesseringstandaarde vir Graad 3 uiteengesit word is vervat in die 8 modules. Met die vaslegging, konsoldering en toepassing hiervan asook die kritieke en ontwikkelingsuitkomstes sal leerders in staat wees om in hulle huistaal te kan dink en redeneer.

Tydskedule

Daar word voorgestel dat plus-minus twee modules per kwartaal voltooi word. Alle leerders behoort al agt modules deur te werk sodat hulle die nodige onderrig in skrifgeletterdheid en klanke kan ontvang.

  • LUISTER, PRAAT, LEES EN SKRYF

Die gedig en storie vertel van avonture by die see gedurende die vakansie.

Alhoewel hierdie module 38 bladsye bevat, moet die opvoeder onthou dat plus-minus drie bladsye per dag gedoen kan word bv. een lees en een klankaktiwiteit. Hou die volgorde van die bladsye dieselfde.

  • SKRIF

Hoofletters en punte word vasgelê, vraagtekens word behandel en teenoorgesteldes word geleer.

Daar word begin met lopende skrif en die kleinletters word hersien.

  • KLANKE EN WOORDBOU

Toekie die Towernaar hersien die volgende klanke; aa, ee, oe, ui, ei en y asook aai, ooi, oei en eeu en woordbou word gedoen met fl, vl, kl, sl, pl, gl en fr, gr, kr, tr, pr, vr, sn, kn.

LEERDERS AFDELING

Inhoud

  • 'n Gediggie om na te luister, te lees en te leer.

Vakansietyd

Figure 1
Figure 1 (graphics1.png)
  • Bespreek die gedig in groepe.
  • Versier die bladsy.
  • Gee vir elkeen 'n beurt om te vertel wat hy/sy in die vakansie gedoen het.
  • Gesels oor hoe julle voel oor die skool wat weer begin het.
  • Teken ‘n prent van wat jy hierdie vakansie gedoen het.
Figure 2
Figure 2 (graphics2.png)

Table 1
LU 1.4.4   LU 1.4.5   LU 1.4.6   LU 2.5.1   LU 2.5.3  

Skryf nou jou eie storie oor die vakansie wat verby is.

  • Het jy dit geniet of was jy verveeld?
  • Wat was vir jou die lekkerste ondervinding?
  • Versier jou bladsy.
Table 2
LU 4.2.1   LU 4.6.5  

Bou woorde met Toekie Towenaar

  • Skryf die woorde.
  • Maak sinne met ses woorde.
Table 3
s
   
   
    pr
     
     
 
t
   
   
    g
     
     
 
h
 
 
aai   r
     
     
 
k
     
     
    l
 
 
ooi
b
     
     
    s
     
     
 
w
     
     
    m
     
     
 
        n
     
     
 
  • Woorde:

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

Table 4
LU 3.4.4  
  • Sinne:

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

Table 5
LU 4.6.1   LU 4.6.2  

Figure 3
Figure 3 (graphics3.png)
  • Voltooi die patroon.
Table 6
LU 4.1  

Assessering

Leeruitkomste 1:LUISTER: Die leerder is in staat om vir inligting en genot te luister en gepas en krities binne ‘n wye verskeidenheid situasies te reageer.

Assesseringstandaard 1.4: Dit is duidelik wanneer die leerder met genot na stories, gedigte, liedjies en ander mondelinge tekste luister en begrip toon:

1.4.4 ‘n reeks gebeurtenisse of idees in ‘n teks oorvertel;

1.4.5 vrae oor ‘n mondelinge teks beantwoord;

1.4.6 gevoelens oor die teks uitdruk en redes daarvoor gee.

Leeruitkomste 2:PRAAT: Die leerder is in staat om vrymoedig en doeltreffend in gesproke taal binne ‘n wye verskeidenheid situasies te kommunikeer.

Assesseringstandaard 2.5: Dit is duidelik wanneer die leerder deelneem aan klas- en groepbesprekings:

2.5.1 onderwerpe tydens groepbesprekings inisieer;

2.5.3 idees voorstel en daarop uitbrei;

Leeruitkomste 3:LEES EN KYK: Die leerder is in staat om vir inligting en genot te lees en te kyk en krities op die estetiese, kulturele en emosionele waardes in tekste te reageer.

Assesseringstandaard 3.4: Dit is duidelik wanneer die leerder klankekennis vaslê:

3.4.4 diftonge soos “eeu” “ooi” “aai” en “oei” herken;

Assesseringstandaard 3.5: Dit is duidelik wanneer die leerder vir inligting en genot lees:

Leeruitkomste 4SKRYF: Die leerder is in staat om verskillende soorte feitelike en verbeeldingstekste vir ‘n wye verskeidenheid doeleindes te skryf.

Assesseringstandaard 4.1: Dit is duidelik wanneer die leerder leesbaar skryf:

Assesseringstandaard 4.2: Dit is duidelik wanneer die leerder pre-skryfstrategieë gebruik om ‘n skryfstuk te begin;

4.2.1 pre-skryfstrategieë gebruik om inligting te versamel en ‘n onderwerp te kies;

Assesseringstandaard 4.6: Dit is duidelik wanneer die leerder woordeskat opbou en self woorde spel:

4.6.1 woordeskat interessantheidshalwe en vir spesifieke doeleindes varieer;

4.6.2 eksperimenteer met en woorde uit stories, leesstukke, die media, grappe en klasmaats en ander se mondelinge taal gebruik;

4.6.5 kennis van klanke en spelreëls gebruik om onbekende woorde te skryf.

Leeruitkomste 5:DINK EN REDENEER: Die leerder is in staat om taal vir dink en redeneer te gebruik en inligting vir leer te verkry, verwerk en gebruik.

Assesseringstandaard 5.3: Dit is duidelik wanneer die leerder taal gebruik om te ondersoek:

Leeruitkomste 6:TAALSTRUKTUUR EN –GEBRUIK: Die leerder ken en is in staat om die klanke, woordeskat en grammatika van die taal te gebruik om tekste te skep en te interpreteer.

Assesseringstandaard 6.1: Dit is duidelik wanneer die leerder klanke in verband met woorde te bring.

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