lOMoAR cPSD| 24668432
FLT3701
ASSIGNMENT 2
2024
[Company address]
, lOMoAR cPSD| 24668432
FLT3701 Assignment 2 2024
Question 1:
1.1. Decoding in its simplest form means to break down a word into its letter-sound syllables in
order to read the word.
I agree with the above statement because according to definition of comprehension it
means the ability to understand and respond to a picture or text. To teach learners in
Grade 3 is to build on what was taught in Gr.1 and 2. They are preparing to go to higher
grades, and it is imperative for them to (1) read well and (2) understand what they are
reading. When they get taught to read or copy everything their teacher tells them, they
are not being taught at all. They must understand (comprehend) what they are being
given to read or they should be able to comprehend what they (may) hear as well.
teachers need to be aware of the aims of reading before starting to teach reading skills.
Briefly, the aims are to teach skimming which gives a reader an overall understanding of a
text; this is usually done in the pre-reading stage to have an idea of what the text is about.
Next is reading for understanding which is a detailed reading of the text and scanning
which allows a reader to look for specific details; this is usually done after the reading to
look for answers. Critical reading also follows the detailed reading as it allows readers to
engage with a text to provide views, responses and evaluations of a text. Readers should
be taught to tell the difference between writers giving examples, emphasising ideas,
explaining and making views clear, presenting a different thought and giving their final
decision on an idea which is a conclusion. What should be noted about developing
reading skills is that there are many aspects which need to be taken into consideration,
this learning unit will discuss as many of these aspects as possible so there will be a few
ideas which will be repeated.
When learners read, teachers should ensure that they read for meaning. Simple grade
appropriate comprehension passages as well as simple questioning techniques and
activities will ensure that learners are able to understand the extract or story read and give
their responses.
1.2 (a) Phonological awareness
Phonological awareness is a vital set of skills that allow us to learn how to read. These skills
provide children with a means to access the written form: phonics. It is the ability to
recognise and manipulate the spoken part of sentences and words. It may include
being able to identify words immediately, identify sentences, etc. This is the most
important part of beginning reading and is taught in Grade R already. It assists with
children reading for understanding.
(b) Frame of reference
Your frame of reference means – what you know about thins/something. Your frame of
reference matters in how you interpret what you read, when children read literature in
school, teachers often introduce information about the time period, author and the
setting of the story. All of this is done to help children understand the frame of reference
FLT3701
ASSIGNMENT 2
2024
[Company address]
, lOMoAR cPSD| 24668432
FLT3701 Assignment 2 2024
Question 1:
1.1. Decoding in its simplest form means to break down a word into its letter-sound syllables in
order to read the word.
I agree with the above statement because according to definition of comprehension it
means the ability to understand and respond to a picture or text. To teach learners in
Grade 3 is to build on what was taught in Gr.1 and 2. They are preparing to go to higher
grades, and it is imperative for them to (1) read well and (2) understand what they are
reading. When they get taught to read or copy everything their teacher tells them, they
are not being taught at all. They must understand (comprehend) what they are being
given to read or they should be able to comprehend what they (may) hear as well.
teachers need to be aware of the aims of reading before starting to teach reading skills.
Briefly, the aims are to teach skimming which gives a reader an overall understanding of a
text; this is usually done in the pre-reading stage to have an idea of what the text is about.
Next is reading for understanding which is a detailed reading of the text and scanning
which allows a reader to look for specific details; this is usually done after the reading to
look for answers. Critical reading also follows the detailed reading as it allows readers to
engage with a text to provide views, responses and evaluations of a text. Readers should
be taught to tell the difference between writers giving examples, emphasising ideas,
explaining and making views clear, presenting a different thought and giving their final
decision on an idea which is a conclusion. What should be noted about developing
reading skills is that there are many aspects which need to be taken into consideration,
this learning unit will discuss as many of these aspects as possible so there will be a few
ideas which will be repeated.
When learners read, teachers should ensure that they read for meaning. Simple grade
appropriate comprehension passages as well as simple questioning techniques and
activities will ensure that learners are able to understand the extract or story read and give
their responses.
1.2 (a) Phonological awareness
Phonological awareness is a vital set of skills that allow us to learn how to read. These skills
provide children with a means to access the written form: phonics. It is the ability to
recognise and manipulate the spoken part of sentences and words. It may include
being able to identify words immediately, identify sentences, etc. This is the most
important part of beginning reading and is taught in Grade R already. It assists with
children reading for understanding.
(b) Frame of reference
Your frame of reference means – what you know about thins/something. Your frame of
reference matters in how you interpret what you read, when children read literature in
school, teachers often introduce information about the time period, author and the
setting of the story. All of this is done to help children understand the frame of reference
