TMS3715
ASSIGNMENT 4 2024
(652142) - DUE 9 JULY
2024
[Company address]
,TMS3715 Assignment 4 2024 (652142) - DUE 9 July 2024
ANSWER ALL THREE QUESTIONS
QUESTION 1 (50 marks)
Use learning unit 6 - Teaching Reading and Viewing to HL Learners in FET to complete the tasks of this
assignment.
Question 1.1 (15 marks)
Provide an explanation of the schema theory and its relevance in the modern day South African
classroom context. Discuss why you would use this theory specifically to teach the language skill of
"reading" to your home language learners. Support your response with practical examples that you
would use when teaching.
Schema Theory and Its Relevance in the Modern-Day South African Classroom
Schema Theory Overview: Schema theory, proposed by cognitive psychologist Jean Piaget, posits that
knowledge is organized into units called schemas, which are mental structures that represent some aspect of the
world. These schemas help individuals process and interpret information by connecting new knowledge to
existing knowledge structures. In the context of reading, schemas help readers understand and retain new
information by relating it to what they already know.
Relevance in the Modern-Day South African Classroom: In the diverse and multilingual context of South
African classrooms, schema theory is particularly relevant. Students come from varied cultural and linguistic
backgrounds, each bringing unique schemas shaped by their experiences. Utilizing schema theory can help
bridge gaps in understanding and enhance the learning process by making new content relatable and
comprehensible.
Using Schema Theory to Teach Reading: When teaching reading to home language learners, schema theory can
be employed to activate students' prior knowledge and build connections with new texts. This approach not only
aids comprehension but also makes learning more engaging and meaningful.
Practical Examples:
1. Pre-Reading Activities:
, o Brainstorming Sessions: Before introducing a new text, engage students in brainstorming
sessions where they share what they know about the topic. For instance, if the text is about the
history of South Africa, students can discuss key historical events or figures they are familiar
with.
o KWL Charts (Know, Want to Know, Learned): Create a KWL chart where students list what
they already know about the topic, what they want to know, and what they learned after reading.
This helps activate prior knowledge and sets a purpose for reading.
2. Connecting Text to Personal Experiences:
o Relating Text to Students' Lives: Encourage students to make personal connections with the text.
For example, when reading a story about a family, ask students to share similar experiences from
their own lives. This makes the text more relatable and enhances comprehension.
o Cultural Connections: Use texts that reflect students' cultural backgrounds and experiences. For
instance, reading stories set in local communities or written by South African authors can help
students connect more deeply with the material.
3. Building Background Knowledge:
o Multimedia Resources: Use videos, images, and other multimedia resources to provide
background information on the text's topic. For example, before reading a text about wildlife in
South Africa, show a documentary or pictures of local wildlife to build students' background
knowledge.
o Field Trips and Guest Speakers: Organize field trips or invite guest speakers to share real-life
experiences related to the text. For instance, a visit to a historical site or a talk by a community
elder can provide valuable context and enhance students' understanding.
4. During Reading Activities:
o Guided Reading: Use guided reading sessions where you prompt students to make predictions,
ask questions, and draw inferences based on their schemas. This keeps students actively engaged
and helps them monitor their comprehension.
o Think-Alouds: Model think-aloud strategies where you verbalize your thought process while
reading. This demonstrates how to connect new information to existing schemas and encourages
students to do the same.
5. Post-Reading Activities:
ASSIGNMENT 4 2024
(652142) - DUE 9 JULY
2024
[Company address]
,TMS3715 Assignment 4 2024 (652142) - DUE 9 July 2024
ANSWER ALL THREE QUESTIONS
QUESTION 1 (50 marks)
Use learning unit 6 - Teaching Reading and Viewing to HL Learners in FET to complete the tasks of this
assignment.
Question 1.1 (15 marks)
Provide an explanation of the schema theory and its relevance in the modern day South African
classroom context. Discuss why you would use this theory specifically to teach the language skill of
"reading" to your home language learners. Support your response with practical examples that you
would use when teaching.
Schema Theory and Its Relevance in the Modern-Day South African Classroom
Schema Theory Overview: Schema theory, proposed by cognitive psychologist Jean Piaget, posits that
knowledge is organized into units called schemas, which are mental structures that represent some aspect of the
world. These schemas help individuals process and interpret information by connecting new knowledge to
existing knowledge structures. In the context of reading, schemas help readers understand and retain new
information by relating it to what they already know.
Relevance in the Modern-Day South African Classroom: In the diverse and multilingual context of South
African classrooms, schema theory is particularly relevant. Students come from varied cultural and linguistic
backgrounds, each bringing unique schemas shaped by their experiences. Utilizing schema theory can help
bridge gaps in understanding and enhance the learning process by making new content relatable and
comprehensible.
Using Schema Theory to Teach Reading: When teaching reading to home language learners, schema theory can
be employed to activate students' prior knowledge and build connections with new texts. This approach not only
aids comprehension but also makes learning more engaging and meaningful.
Practical Examples:
1. Pre-Reading Activities:
, o Brainstorming Sessions: Before introducing a new text, engage students in brainstorming
sessions where they share what they know about the topic. For instance, if the text is about the
history of South Africa, students can discuss key historical events or figures they are familiar
with.
o KWL Charts (Know, Want to Know, Learned): Create a KWL chart where students list what
they already know about the topic, what they want to know, and what they learned after reading.
This helps activate prior knowledge and sets a purpose for reading.
2. Connecting Text to Personal Experiences:
o Relating Text to Students' Lives: Encourage students to make personal connections with the text.
For example, when reading a story about a family, ask students to share similar experiences from
their own lives. This makes the text more relatable and enhances comprehension.
o Cultural Connections: Use texts that reflect students' cultural backgrounds and experiences. For
instance, reading stories set in local communities or written by South African authors can help
students connect more deeply with the material.
3. Building Background Knowledge:
o Multimedia Resources: Use videos, images, and other multimedia resources to provide
background information on the text's topic. For example, before reading a text about wildlife in
South Africa, show a documentary or pictures of local wildlife to build students' background
knowledge.
o Field Trips and Guest Speakers: Organize field trips or invite guest speakers to share real-life
experiences related to the text. For instance, a visit to a historical site or a talk by a community
elder can provide valuable context and enhance students' understanding.
4. During Reading Activities:
o Guided Reading: Use guided reading sessions where you prompt students to make predictions,
ask questions, and draw inferences based on their schemas. This keeps students actively engaged
and helps them monitor their comprehension.
o Think-Alouds: Model think-aloud strategies where you verbalize your thought process while
reading. This demonstrates how to connect new information to existing schemas and encourages
students to do the same.
5. Post-Reading Activities:
