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Renier se Dagboek - 05

Module by: Siyavula Uploaders. E-mail the author

AFRIKAANS HUISTAAL

Renier se dagboek

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 module begin met ‘n gedeelte om te lees wat gaan oor “dagboeke” en vrae word daaroor gestel.

Renier verkeer in ‘n dilemma en weet nie hoe om sy probleem op te los nie. Die leerders help hom en kom met voorstelle nadat hulle die probleem bespreek het.

Hulle skryf dialoë, bespreek die betekenis van spreekwoorde en gesegdes en leer teenoorgesteldes aan. Leerders skryf hulle eie dagboeke vir twee dae en word aangemoedig om persoonlike gevoelens te ontleed.

  • SKRIF

Moeilike kombinasies in lopende skrif word geoefen.

  • KLANKE EN WOORDBOU

Woorde wat eindig op -er, -el, -en, en -em; ook -ig, -ige, -ik, -ike.

Verkleinwoordjies soos: blaar – blaartjie; kat – katjie; hond – hondjie word aangeleer.

LEERDERS AFDELING

Inhoud

  • As ‘n woord op ‘n “t” eindig, kry dit net “jie”.
  • Voltooi die lys verkleinwoorde.
Table 1
katrotfluithartvoetpootplantrietprentboot katjie

Table 2
LU 6.2  
  • As ‘n woord op ‘n “d” eindig, kry dit net “jie”.
  • Voltooi die lys verkleinwoorde.
Table 3
kindhoedsaadhandbedbadspeldbroodeendhond kindjie

Table 4
LU 6.2  
  • Voltooi die sinne met die regte verkleinwoorde.

1. Die klein ................................................... (vroujie, vroutjie) dra die swaar pak.

2. Ek het ‘n klein ................................................................. (kattjie, katjie) gekry.

3. Ek blaas die.............................................................................. (fluitjie, fluittjie)

4. Ek plant die............................................................................. (planjie, plantjie)

5. Waar is my ......................................................................... ? (prentjie, prenjie)

6. Sy ............................................................................... is seer. (tontjie, toontjie)

7. Sy soek die ............................................................................ (speltjie, speldjie)

8. Ek sit die brood in sy ...............................................................(hanjie, handjie)

9. Die ................................................................................ huil. (seuntjie, seunjie)

10. My ............................................................................ is weg. (hontjie, hondjie)

Table 5
LU 6.2  

Figure 1
Figure 1 (graphics1.png)
Table 6
LU 4.1  
  • Lees die woorde.
  • Klap die lettergrepe.
  • Verdeel die woorde in lettergrepe.
Table 7
ongerus, oneerlik, wonderlik,
ongehoorsaam, behulpsaam, gehelp
Table 8
o n g e r u s   o n e e r l i k
         
             
w o n d e r l i k   o n g e h o o r s a a m
     
             
b e h u l p s a a m   g e he l p
     
  • Gebruik ‘n woordeboek om te kyk wat hierdie woorde beteken.
  • Maak sinne met die woorde.
Table 9
LU 3.4   LU 3.5  
  • Voltooi die alfabet.

a, .............., c, .............., .............., f, .............., .............., i, j,

.............., .............., m, .............., .............., .............., q, ..............,

.............., t, .............., .............., w, x, .............., ..............,

  • Wat kom “voor” en “na”

............. e ............. , ............. s ............. , ............. b ............. ,

............. m ............. , ............. k ............. , ............. w ...........…

  • Skryf hierdie woorde in alfabetiese orde.

1. hond, akkedis, slang, olifant.

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

2. man, kind, vrou, seun, dogter.

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

3. appel, appelkoos, pruim, pynappel, perske.

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

Table 10
LU 3.5  

Assessering

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 klankkennis vaslê:

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 toenemend leesbaar skryf:

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 6.2: Dit is duidelik wanneer die leerder werk met woorde.

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