CHL2601
EXAM
PACK
2023
,CONTENTS
1
Page
WELCOME ix
1 PURPOSE OF THE MODULE ix
2 LINK WITH OTHER MODULES x
3 LEARNING OUTCOMES AND ASSESSMENT CRITERIA x
4 ASSESSMENT xi
5 RECOMMENDED/ESTIMATED NOTIONAL HOURS TO BE SPENT FOR THIS MODULE
xii
6 CLOSING REMARKS xiii
LEARNING UNIT 1 1
DIFFERENT GENRES OF CHILDREN’S LITERATURE AND THEIR APPROPRIATENESS FOR THE
FOUNDATION PHASE 1
PURPOSE OF THE LEARNING UNIT 1
LEARNING OUTCOMES OF THE UNIT 1
KEY CONCEPTS 1
OVERVIEW OF THE LEARNING UNIT 1
1.1. DEFINING KEY CONCEPTS 2
1.1.1 Literacy 2
1.1.2 Emergent literacy 2
1.1.3 Literature 3
1.1.4 Children’s literature 3
1.1.5 Literature genres 3
1.1.6 Africanisation 3
1.2 A SHORT HISTORY OF CHILDREN’S LITERATURE 4
1.2.1 South African children’s literature 5
1.2.2 Children’s literature in indigenous South African languages: an emerging5market
1.2.3 An era of digital literacies 5
1.3 THE IMPORTANCE OF CONTEXT IN CHILDREN’S LITERATURE 6
1.4 THE PERSONAL VALUE LITERATURE HAS FOR CHILDREN 7
1.4.1 Good books lead to good conversations 7
1.4.2 It exposes children to new information 8
1.4.3 Reading supports a reader identity 8
1.4.4 Reading is fun 8
1.4.5 Stories make children feel better about themselves 9
1.4.6 Stories teach us understanding and empathy 9
1.4.7 Stories establish and confirm our heritage and cultural identity 9
1.4.8 Moral reasoning 9
1.4.9 Literary and artistic preferences 9
(iii) CHL2601/1
,1.5 THE BENEFITS OF CHILDREN’S LITERATURE IN TERMS OF CHILD DEVELOPMENT
10 THEO
1.5.1 Language development 10
1.5.2 Cognitive development 11
1.5.3 Social and cultural development 12
1.6 CHARACTERISTICS OF CHILDREN’S LITERATURE 13
1.6.1 Plot 13
1.6.2 Characters 13
1.6.3 Setting 14
1.6.4 Theme 14
1.6.5 Style 14
1.7 THE DEVELOPMENT OF EARLY LITERACY (EMERGENT LITERACY) SKILLS THROUGH
CHILDREN’S LITERATURE 15
1.8 TYPES OF CHILDREN’S LITERATURE (GENRES) 15
1.8.1 Picture books 16
1.8.1.1Baby books 16
1.8.1.2Rhymes 16
1.8.1.3Toy books 16
1.8.1.4Alphabet books 17
1.8.1.5Counting books 17
1.8.1.6Concept books 17
1.8.1.7Wordless picture books 17
1.8.1.8Easy-to-read and beginning readers’ books 18
1.8.2 Traditional literature 18
1.8.2.1Folktales/folklore 18
1.8.2.2Fables 18
1.8.2.3Myths 19
1.8.2.4Legends 19
1.8.2.5Fairy tales 19
1.8.2.6Fantasy 19
1.8.2.7Realistic and historical fiction 20
1.8.3. Non-fiction or informational books 20
1.9 CONCLUSION 22
1.10 SELF-ASSESSMENT QUESTIONS 22
ADDITIONAL READING AND LEARNING EXPERIENCES 23
LIST OF REFERENCES 23
LEARNING UNIT 2 25
DEVELOPING A LOVE FOR READING AND PROMOTING READING COMPREHENSION
THROUGH THE SELECTION OF APPROPRIATE STORIES 25
PURPOSE OF THE LEARNING UNIT 25
LEARNING OUTCOMES OF THE UNIT 25
KEY CONCEPTS 25
OVERVIEW OF THE LEARNING UNIT 25
2.1 DEFINING KEY CONCEPTS 26
2.1.1 Reading 26
(iv)
, 2.1.2 Comprehension 26
2.1.3 Instructional reading level 26
2.1.4 Independent reading level 27
2.1.5 Frustrational reading level 27
2.1.6 Accuracy 27
2.2 ASPECTS TO CONSIDER WHEN SELECTING LITERATURE FOR THE CLASSROOM 27
2.2.1 Purpose for the classroom 28
2.2.1.1A reading corner 28
2.2.1.2Reading for fun 28
2.2.1.3Teaching reading 29
2.2.2 Consider the genre 31
2.2.3 Appropriateness and appeal 31
2.2.3.1Age and developmental level 31
2.2.3.2Context 31
2.2.4 Appropriateness of the illustrations 32
2.2.4.1Match of text and illustrations 32
2.2.4.2Artistic style 33
2.3 GUIDELINES FOR READING ALOUD SESSIONS 34
2.3.1 Before reading 34
2.3.2 During reading 34
2.3.3 After reading 34
2.3.4 Extension activities 35
2.4 DEVELOPING COMPREHENSION 35
2.5 FACTORS INFLUENCING COMPREHENSION 35
2.5.1 The role of home language and the language of learning and teaching 35
2.5.2 Background knowledge (prior knowledge) and context 36
2.5.3 Reading proficiency 36
2.5.3.1Word recognition 37
2.5.3.2Fluency 37
2.6 TYPES OF COMPREHENSION 38
2.6.1 Literal comprehension 38
2.6.2 Reorganisation 38
2.6.3 Inference 39
2.6.4 Prediction 39
2.6.5 Evaluation 39
2.6.6 Personal response (appreciation) 40
2.7 INSTRUCTIONAL FRAMEWORK FOR TEACHING COMPREHENSION 41
2.7.1 EMC 2
41
2.7.1.1Establish meaning-making before reading 42
2.7.1.2Maintain meaning-making processes during reading 42
2.7.1.3Consolidate meaning making (after reading) 43
2.8 CONCLUSION 45
2.9 SELF-ASSESSMENT QUESTIONS 46
ADDITIONAL LEARNING EXPERIENCES 46
REFERENCES 46
(v) CHL2601/1
EXAM
PACK
2023
,CONTENTS
1
Page
WELCOME ix
1 PURPOSE OF THE MODULE ix
2 LINK WITH OTHER MODULES x
3 LEARNING OUTCOMES AND ASSESSMENT CRITERIA x
4 ASSESSMENT xi
5 RECOMMENDED/ESTIMATED NOTIONAL HOURS TO BE SPENT FOR THIS MODULE
xii
6 CLOSING REMARKS xiii
LEARNING UNIT 1 1
DIFFERENT GENRES OF CHILDREN’S LITERATURE AND THEIR APPROPRIATENESS FOR THE
FOUNDATION PHASE 1
PURPOSE OF THE LEARNING UNIT 1
LEARNING OUTCOMES OF THE UNIT 1
KEY CONCEPTS 1
OVERVIEW OF THE LEARNING UNIT 1
1.1. DEFINING KEY CONCEPTS 2
1.1.1 Literacy 2
1.1.2 Emergent literacy 2
1.1.3 Literature 3
1.1.4 Children’s literature 3
1.1.5 Literature genres 3
1.1.6 Africanisation 3
1.2 A SHORT HISTORY OF CHILDREN’S LITERATURE 4
1.2.1 South African children’s literature 5
1.2.2 Children’s literature in indigenous South African languages: an emerging5market
1.2.3 An era of digital literacies 5
1.3 THE IMPORTANCE OF CONTEXT IN CHILDREN’S LITERATURE 6
1.4 THE PERSONAL VALUE LITERATURE HAS FOR CHILDREN 7
1.4.1 Good books lead to good conversations 7
1.4.2 It exposes children to new information 8
1.4.3 Reading supports a reader identity 8
1.4.4 Reading is fun 8
1.4.5 Stories make children feel better about themselves 9
1.4.6 Stories teach us understanding and empathy 9
1.4.7 Stories establish and confirm our heritage and cultural identity 9
1.4.8 Moral reasoning 9
1.4.9 Literary and artistic preferences 9
(iii) CHL2601/1
,1.5 THE BENEFITS OF CHILDREN’S LITERATURE IN TERMS OF CHILD DEVELOPMENT
10 THEO
1.5.1 Language development 10
1.5.2 Cognitive development 11
1.5.3 Social and cultural development 12
1.6 CHARACTERISTICS OF CHILDREN’S LITERATURE 13
1.6.1 Plot 13
1.6.2 Characters 13
1.6.3 Setting 14
1.6.4 Theme 14
1.6.5 Style 14
1.7 THE DEVELOPMENT OF EARLY LITERACY (EMERGENT LITERACY) SKILLS THROUGH
CHILDREN’S LITERATURE 15
1.8 TYPES OF CHILDREN’S LITERATURE (GENRES) 15
1.8.1 Picture books 16
1.8.1.1Baby books 16
1.8.1.2Rhymes 16
1.8.1.3Toy books 16
1.8.1.4Alphabet books 17
1.8.1.5Counting books 17
1.8.1.6Concept books 17
1.8.1.7Wordless picture books 17
1.8.1.8Easy-to-read and beginning readers’ books 18
1.8.2 Traditional literature 18
1.8.2.1Folktales/folklore 18
1.8.2.2Fables 18
1.8.2.3Myths 19
1.8.2.4Legends 19
1.8.2.5Fairy tales 19
1.8.2.6Fantasy 19
1.8.2.7Realistic and historical fiction 20
1.8.3. Non-fiction or informational books 20
1.9 CONCLUSION 22
1.10 SELF-ASSESSMENT QUESTIONS 22
ADDITIONAL READING AND LEARNING EXPERIENCES 23
LIST OF REFERENCES 23
LEARNING UNIT 2 25
DEVELOPING A LOVE FOR READING AND PROMOTING READING COMPREHENSION
THROUGH THE SELECTION OF APPROPRIATE STORIES 25
PURPOSE OF THE LEARNING UNIT 25
LEARNING OUTCOMES OF THE UNIT 25
KEY CONCEPTS 25
OVERVIEW OF THE LEARNING UNIT 25
2.1 DEFINING KEY CONCEPTS 26
2.1.1 Reading 26
(iv)
, 2.1.2 Comprehension 26
2.1.3 Instructional reading level 26
2.1.4 Independent reading level 27
2.1.5 Frustrational reading level 27
2.1.6 Accuracy 27
2.2 ASPECTS TO CONSIDER WHEN SELECTING LITERATURE FOR THE CLASSROOM 27
2.2.1 Purpose for the classroom 28
2.2.1.1A reading corner 28
2.2.1.2Reading for fun 28
2.2.1.3Teaching reading 29
2.2.2 Consider the genre 31
2.2.3 Appropriateness and appeal 31
2.2.3.1Age and developmental level 31
2.2.3.2Context 31
2.2.4 Appropriateness of the illustrations 32
2.2.4.1Match of text and illustrations 32
2.2.4.2Artistic style 33
2.3 GUIDELINES FOR READING ALOUD SESSIONS 34
2.3.1 Before reading 34
2.3.2 During reading 34
2.3.3 After reading 34
2.3.4 Extension activities 35
2.4 DEVELOPING COMPREHENSION 35
2.5 FACTORS INFLUENCING COMPREHENSION 35
2.5.1 The role of home language and the language of learning and teaching 35
2.5.2 Background knowledge (prior knowledge) and context 36
2.5.3 Reading proficiency 36
2.5.3.1Word recognition 37
2.5.3.2Fluency 37
2.6 TYPES OF COMPREHENSION 38
2.6.1 Literal comprehension 38
2.6.2 Reorganisation 38
2.6.3 Inference 39
2.6.4 Prediction 39
2.6.5 Evaluation 39
2.6.6 Personal response (appreciation) 40
2.7 INSTRUCTIONAL FRAMEWORK FOR TEACHING COMPREHENSION 41
2.7.1 EMC 2
41
2.7.1.1Establish meaning-making before reading 42
2.7.1.2Maintain meaning-making processes during reading 42
2.7.1.3Consolidate meaning making (after reading) 43
2.8 CONCLUSION 45
2.9 SELF-ASSESSMENT QUESTIONS 46
ADDITIONAL LEARNING EXPERIENCES 46
REFERENCES 46
(v) CHL2601/1
