2.8 Midge part 2 - 01

English home language

Midge – part 2

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.

The communication between the learners and Midge continue. Midge is warned about a dangerous cat hunting in the neighbourhood and the next day disaster strikes as the cat attacks the mice. Cousin Tubs’ tail is bitten off. He is rushed to hospital and a solution is found for their problem. Midge has asked the learners to tie a bell around the cat’s neck.

Other activities include learning about exclamation marks, finding rhyming words, reading jokes and riddles, learning the letters of the alphabet and using a dictionary to find out the meaning of words.

A variety of forms of communication are used in this module such as letter writing, telephones and coded messages.

Learners make get-well cards and integrate the learning area – Technology.

• Cursive writing: The following capital letters are taught, V, W, Y, P, B, R, H, K, N, M, A, T, F.
• Phonics: “ u ” + “ i ” and “ u ” + “ y ” e.g. as in “ disguise ” and “ buy ”; “ or ”, “ all ”; “ alk” , “ aw ”, “ au ” “ oa ” and “ orc ”.

Integration of themes

• Human rights and a healthy environment

Learners can discuss the dangers they have to face at home as well as in their environment.

They need a safe environment in which to develop and grow,

• Social Justice

Learners become sensitive to others who are ill, hospitalised or traumatised.

Leaner section

Content

• Read the letter you wrote to Midge.

Dear Midge

It’s been a long time since last I wrote to you.

Thank you for your letter. I found it in my lunch box. It was full of peanut butter but luckily I could still read it.

I enjoyed your mouse riddle. It took me some time to solve it. My best friend ……………………………………(best friends name) helped me.

We played at writing mouse language and enjoyed it very much.

I am sorry to have to tell you about a big black cat which is living opposite the school. Perhaps you have seen him. He was prowling around the school yesterday. I’m afraid he has picked up your scent and will not rest before he has caught you and your family. Do be careful. He is very fierce and big. I try to keep the doors closed but you know cats can also jump through windows!

I like having you in my desk and I would be sad if you had to move out.

Regards,

………………………………………………

write your name

X X X

This is an exclamation mark. !

It is used when you:

• say someone’s name,
• call out loudly, or
• want to emphasise something.

• Read.

John! Did you not hear me? Ouch! That hurt!

• Fill in the exclamation marks where you think they must be.

1. Mummy Baby has hurt her finger.

2. Come quickly It is late.

3. No No No You may not go.

4. William Peter Where are you?

5. Spring Spring At last it is spring.

• Find a word that rhymes with:

grew …..……………………………

obey………………………………

screw………………………………

niece…………………………………

shy…………………………………

goes…………………………………

tease……………………………….

fright……………………………

cried………………………………..

brain ……………………………….

joke ……………………………….

cruise …………………………….

Assessment

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:

3.4.6 recognises rhyming words;

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 4.6: We know this when the learner uses appropriate grammatical structures and writing conventions:

4.6.2 uses punctuation appropriately (capital letters, full stops, question marks, commas, apostrophes, exclamation marks);

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.

Learning Outcome 6: LANGUAGE STRUCTURE AND USE : The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

Assessment Standard 6.3: We know this when the learner works with sentences:

6.3.7 uses punctuation correctly.