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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.
The poem introduces a variety of animals, some wild and some tame, and the story about the sly rabbit introduces the topic of true friends. Discussion of the story is important so understand such abstract terms as dishonesty, loyalty and trust.
Riddles are read and learners have the opportunity to make up their own riddles. Cursive writing continues with the learning of new patterns and letters:
The “ u ” family consisting of “ u ” as in use , “ ew , “ ue ” and “ ou ” as in you .
A letterblock is included to revise all phonic words learnt.
Integration of themes
Should be ensured for both animals and man. Be careful of veld fires, polluting streams and damaging vegetation.
Making friends is a social skill to be developed. Friends are loyal, trustworthy and honest.
Animals are funny things
With tails some short some long -
Now listen while I tell you,
How each one sings its song.
For they can talk, I do suppose -
The dogs do bark
And ducks will quack,
And bunnies twitch their noses.
Monkeys fly across the sky -
The lion is fierce and strong.
The wise old owl he sits up high.
The elephant with his trunk so long.
Now listen while I tell you,
Of stories long ago.
What animals can say and do -
For we can learn from them.
G.J.M.
| LO 1.4 | LO 1.4.2 | LO 3.3.1 |
How well did you listen?
1. What is the title of the poem?
2. How do animals' tails differ?
3. Explain how dogs, ducks and rabbits "talk".
4. Name all the animals in the poem.
5. There are two groups of animals in the poem. Can you identify them?
6. What are the main differences between tame animals and wild animals?
7. Which words describe the lion?
8. Find out what monkeys, lions, elephants and owls eat.
9. What would happen to dogs, ducks and bunnies if they were left out in the jungle? Give a reason for your answer.
10. What does the poet invite you to do?
11. Why can animals be useful to man? The last verse will tell you.
12. Now read the poem for yourself.
| LO 2.5 | LO 2.5.3 | LO 2.8 |
| LO 4.7.1 |
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:
1.4.2 listens for details;
Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.
Assessment Standard 2.5: We know this when the learner contributes to group and class discussions:
2.5.3 suggests or elaborates on ideas;
Assessment Standard 2.8: We know this when the learner engages in a conversation as a social skill;
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;
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.
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