Revised National Curriculum Statement Grades R-9 (Schools) - Grade Three

Learning Area: Languages - First Additional Language

Learning Outcome 1:  Listening

The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.

Assessment standards

We know this when the learner:

• Shows understanding of stories:
  • predicts what the story will be about from the title;
  • answers literal comprehension questions (e.g. true/false questions);
  • predicts what will happen next;
  • recalls and retells parts of the story;
  • notes relevant information (e.g. in a simple chart);
  • expresses feelings about the story;
  • discusses in own home language any social and ethical issues (e.g. whether something is fair);
  • summarises the story, with the support of the teacher.
• Shows understanding of recounts by recalling events in the right sequence.
• Shows understanding of descriptions by noting relevant information (e.g. completing simple charts).
• Shows understanding of a sequence of instructions by following them correctly.
• Develops phonic awareness:
  • distinguishes between different vowel sounds that are important for reading and writing (e.g. ‘u’ and ‘ur’ in ‘hut’ and ‘hurt’);
  • recognises the weak vowel ‘schwa’in unstressed syllables (e.g. colour, about).
• Shows respect for classmates by giving them a chance to speak, listening to them and encouraging their attempts to speak their additional language.

Learning Outcome 2:  Speaking

The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment standards

We know this when the learner:

• Answers questions using words and phrases.
• Performs a rhyme, poem or song.
• Shows awareness of appropriate cultural forms of address (e.g. how politeness and terms of respect vary in different languages).
• Makes requests.
• Talks about a picture, photograph or object.
• Attends to pronunciation as part of reading, for example:
  • learns to use the weak vowel, as in ‘the book’, and ‘about’;
  • pays attention to pronunciation and intonation as part of communication (e.g. uses the rhythm and stress patterns of the additional language).
• Recounts a sequence of experiences or events.
• Asks for clarification (e.g. ‘Can you explain it again, please?’).
• Gives instructions.
• Participates in a conversation on a familiar topic.
• Describes a process (e.g. getting ready for school).

Learning Outcome 3:  Reading and Viewing

The learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment standards

We know this when the learner:

• Uses visual cues to make meaning:
  • understands a picture story or comic strip by relating captions and speech bu b bles to visual images;
  • compares pictures and/or photos to own experience and discusses them critically (e.g. ‘Whose experience do they represent?’).
• Makes meaning of written text by reading with the teacher:
  • reads the title;
  • predicts what a book is about from the title;
  • answers literal questions about the story;
  • describes how the story makes self feel;
  • retells the story ;
  • discusses in own home language social and ethical issues (e.g. whether something in the story is fair).

• Recognises and makes meaning of letters and words:
  • recognises on sight an increasing number of high-frequency words;
  • uses word recognition and comprehension skills such as phonics, context clues and prediction to make sense of text.
• Reads with increasing speed and fluency.
• Reads aloud, using correct pronunciation and appropriate stress.
• Uses self-correcting strategies such as re-reading, pausing, and practising a word before saying it aloud.
• Develops phonic awareness:
  • recognises differences in pronunciation between home and additional language;
  • recognises some differences between sound/spelling relationships in home and additional language (e.g. ‘thatha’ and ‘thin’);
  • recognises vowel sounds spelled with two letters (vowel diagraphs) (e.g. ea, ee, ay, ai, ar, er, or, ir, ur, ou, oo, oi);
  • recognises single consonants spelled with two consonants (consonant diagraphs) (e.g. wh, th, sh, ph, ll, ss, zz);
  • recognises two and three consonant blends at the beginnings and ends of words (e.g. bl, str, lp, nds);
  • recognises the first sounds (onset) and last syllable (rime) in more complex patterns (e.g. dr-eam, cr-eam, str-eam, scr-eam);
  • recognises more complex word families (e.g. dream, cream, stream, scream);
  • recognises known rhymes (e.g. fly, sky, dry);
  • recognises some more complex suff ixes (e.g. zz+es, -ies, -ly).
• Reads on own for information and enjoyment:
  • reads and follows instructions (e.g. how to play a game);
  • reads fiction and non-fiction books of own choice;
  • tells a classmate about the book self has read;
  • distinguishes between fiction and non-fiction;
  • reads a description of a process (e.g. how paper is made);
  • reads familiar poems and rhymes.
• Demonstrates a reading vocabulary of between 700 and 1500 common words. Learners who will study some Learning Areas through their additional language should aim for 1500 words.

Learning Outcome 4:  Writing

The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment standards

We know this when the learner:

• Writes individual words such as labels.
• Enters words in a personal dictionary.
• Spells common words correctly.
• Writes lists and gives them headings (e.g. insects: ants, bees, butterflies).
• Writes sentences using a ‘frame’(e.g. ‘I can...’).
• Writes own sentences without a ‘frame’ (e.g. expressing feelings and personal opinions).
• Uses punctuation - commas, question marks and exclamation marks.
• Sequences and copies sentences to make a paragraph.
• Writes short formulaic texts (e.g. invitations or greetings cards).
• With support, writes a short dialogue.
• Using a ‘frame’, writes a simple recount (e.g. ‘Yesterday, I..... Then I...’).

Learning Outcome 5:  Thinking and Reasoning

The learner will be able to use language to think and reason, as well as to access, process and use information for learning.

Assessment standards

We know this when the learner:

• Understands concepts and vocabulary relating to measurement (e.g. ‘How long is it?’, ‘How far is it?’).
• Uses language for thinking and problem-solving:
  • compares things critically (e.g. ‘Which is more useful, a bicycle or a car? Who uses bicycles and cars? Which are better for the environment?’);
  • discusses and solves problems in groups (e.g. ‘How can we keep our environment clean?’).
• Collects and records information in different ways:
  • carries out a simple survey (e.g. ‘How learners come to school - by taxi, bus, car, bicycle or on foot?’);
  • records information in different ways (e.g. a table, a chart, a diagram, a bar graph).
• Uses language to understand concepts and vocabulary relating to different Learning Areas (e.g. makes a timeline for history).
• Keeps a personal dictionary and uses a children’s dictionary (if possible, both a bilingual and a monolingual dictionary).
• Asks questions for clarification.
• Transfers information from one mode to another:
  • listens to a short talk and fills in information on a chart or labels a diagram;
  • uses information from a visual or written text to create a chart, bar graph, or mind map, or to label a diagram;
  • uses information from a chart, bar graph, diagram, mind map or picture to write or complete a short text.

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 standards

We know this when the learner:

• Understands and uses a variety of question forms (e.g. ‘Where ...?’, ‘When ...?’, ‘Why ...?’).
• Understands and uses the future tense (e.g. ‘It is going to rain tomorrow.’ ‘I will see you next week.’).
• Understands how possibility or probability is expressed (e.g. ‘He may/will come tomorrow.’).
• Understands how necessity is expressed (e.g. ‘You should/must wash your hands.’).
• Understands how language is used to sequence things (e.g. next, then).
• Uses some adjectives (e.g. bored, tired).
• Uses some adverbs in the correct word order (e.g. ‘Johan writes carefully.’).
• Understands between 1500 and 3000 common spoken words in context by the end of Grade 3. Learners who will study some of the Learning Areas through their additional language should aim for 3000 words.