3.3 Midge part 3 - 04

English home language

Midge – part 3

Educator section

Memorandum

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.

Time scheduled for the modules

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.

Granddad says Midge and the mice family must move house because another danger is lurking outside. Midge is invited to spend a weekend with the learners. They discuss what they are going to do and write about their plans. Midge replies with an account of his weekend.

There are two poems to read and to discuss, words to arrange alphabetically, crosswords to complete and picture writing to puzzle out.

• Cursive writing: X, Z, C, G, S, E, L.
• Phonics: “ ar ’, “ are ”, “ ai ” as in air , and “ ear ” words.

Library searches are done on owls and rodents and information ordered according to a spidergram.

Integration of themes

• Social Justice

Midge helps learners to come to terms with differences in cultural and social habits.

• A healthy environment

Just as midge has to move house against his will, so learners have to adapt to a new environment. learners discuss the reasons, the advantages and disadvantages of moving.

Leaner section

Content

• Listen and read Midge’s poem.
• Draw a circle around the rhyming words at the end of the lines.

• Discuss the main idea of the poem.
• Is Midge happy, scared, careful or sad?

Give a reason for your answer.

• If you were Midge, how would you feel?

Phonics

• Read the words.
• Listen to the sound of ai in these words.
• Learn to write them.

air

lair

affair

fair

pair

despair

fairy

chair

chairman

hair

stair

upstairs

hairy

repair

downstairs

• Choose one word to complete each sentence.

1. A fox’s den is called a ………………………………………………………….

2. Climb the ……………………………………………………………………….

3. A ………………………………………………………………….... has wings.

4. I have a ………………………………………………………………. of shoes.

5. I sit on a ………………………………………………………………………...

6. She has …………………………………………………………………… hair.

7. I brush my ……………………………………………………………………..

8. I breath in ………………………………………………………………………

• Complete the crossword puzzle.
• Let the clues help you.

• Choose the right word to complete the sentence.

1. I …………………………………………….. my best clothes. (where; wear)

2. The …………………………………………………… was juicy. (pear; pair)

3. The ……………………………………………. is a wild animal. (bare; bear)

LO 4

Assessment

Learning Outcome 1: LISTENING : The learner is able to listen for information and enjoyment and respond appropriately and critically in a wider range of situations.

Assessment Standard 1.4: We know this when the learner listens with enjoyment to stories, poems, songs and other oral texts and shows understanding;

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 (e.g. telling jokes, creating own poems and code language).

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 reads texts alone, and uses a variety of strategies to make meaning:

3.3.1 reads a printed text fluently and with understanding;

Assessment Standard 3.4: We know this when the learner consolidates phonic knowledge:

3.4.2 recognises that the same spelling can represent different sounds (e.g. bread, read);

3.4.3 recognises some more vowel sounds spelled with two letters;

3.4.9 recognises rhyming words;

Assessment Standard 3.5: We know this when the learner reads 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 4.7: 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.