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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.
Module 3 is the first of three modules about “Midge” who is a mouse and who communicates with the learners via letters which he writes to them.
Interesting topics for discussion come up e.g.
Correct punctuation is practised and learners are made aware of the use of the comma.
Pictive writing is used as a means of communication between Midge and the learners. They are challenged to read a mouse-riddle in “mouse language”.
Problem solving skills are practised when learners are confronted with a problem.
Midge teaches the learners to keep their classroom environment free of pollution (noise as well as harmful, unhealthy litter).
Water conservation should be practised.
Irrespective of gender or race, there are social rules to be respected, e.g. obeying elders and taking heed of their suggestions.
Although everyone has a rights, everyone also has certain responsibilities towards their fellow beings, e.g. showing concern when they are ill, unhappy, sad or treated unkindly.
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