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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 topic chosen for this module is dream holidays. As the poem suggests the characters spend a holiday at the sea, but because it is only a dream they can envisage other ways to spend their holidays.
Learners read the story “Why the sea is salty” and comprehension, phonic and writing activities are based on the story.
Cursive writing is introduced and the pattern and letters as follows are taught: i , t , p , s .
The “ e ” family consisting of “ e ”, “ ee ”, “ ea ”, “ y ”, “ ey ” and “ ie ”.
The “ o ” family consisting of “ o ”, “ o ” as in nose , “ oe ”, “ ou ” and “ ow ”.
Although this seems a long module, the educator must realize that three to four pages can be covered a day e.g. one writing page, one reading page and one phonics or one comprehension page per day.
It is recommended that the pages are used in the same order in which they have been written.
Beaches and picnic spots should be kept free of litter.
Not everybody can go to the sea for a holiday. Learners could become aware of the under-privileged and how they can be helped.
Anyone should be allowed on the beaches. There should be no discrimination. People visiting these public places, have a responsibility towards the behaviour of other people at, and caring for, these places.
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