TMS3720 Assignment 3
2024 (234942) - DUE
26 July 2024
[Company address]
,TMS3720 Assignment 3 2024 (234942) - DUE 26 July 2024
TMS3720 Assignment 3 2024 | Due 26 July 2024. All questions answered,
QUESTION 1 – READING
According to the 2021 results of the Progress in International Reading Literacy Study
(PIRLS), South African learners lack proper reading skills. It is said that 81% of Grade 4
pupils in South Africa do not read with comprehension (Roux, 2023). The possibility is
that learners will struggle with reading by the time they get to Senior Phase and you, as
a Senior Phase teacher, will thus have to put in a lot of effort to ensure not only fluent
reading, but also reading with comprehension.
Read the following story titled The Necklace, by Guy de Maupassant, and answer the
questions that will follow about reading and viewing:
1.1 In light of the above statement by the Progress in International Reading and Literacy
Study (PIRLS) that South African learners lack proper reading skills and that 81% of
Grade 4 pupils in South Africa do not read with comprehension (Roux, 2023), explain
and demonstrate with a few examples extracted from the story The Necklace, by Guy
de Maupassant, how you would teach intensive reading for comprehension at a word
level. (10)
1.2 Explain and demonstrate with a few examples extracted from the story The
Necklace, by Guy de Maupassant, how you would teach intensive reading for
comprehension at a sentence and paragraph level. (10)
1.3 Explain and demonstrate with a few examples extracted from the story The
Necklace, by Guy de Maupassant, how you would teach intensive reading for
, comprehension at whole text level. (10)
[30]
TMS3720 Assignment 3 2024
QUESTION 1 – READING
Introduction:
The 2021 results of the Progress in International Reading Literacy Study (PIRLS)
highlight a significant challenge for South African educators: 81% of Grade 4 pupils in
South Africa do not read with comprehension (Roux, 2023). This lack of reading skills is
concerning as it suggests that learners are likely to struggle with reading as they
progress to the Senior Phase. As a Senior Phase teacher, it is imperative to employ
effective strategies to ensure learners develop not only fluent reading abilities but also
strong comprehension skills. This assignment will use the story "The Necklace" by Guy
de Maupassant to illustrate how to teach intensive reading for comprehension at
different levels: word, sentence and paragraph, and whole text.
1.1 Teaching Intensive Reading for Comprehension at Word Level
Strategy:
To improve comprehension at the word level, focus on vocabulary building and word
recognition strategies. This can include pre-teaching key vocabulary, using context
clues to determine meaning, and breaking down complex words into roots, prefixes, and
suffixes.
Examples from "The Necklace":
1. Pre-teaching Key Vocabulary:
2024 (234942) - DUE
26 July 2024
[Company address]
,TMS3720 Assignment 3 2024 (234942) - DUE 26 July 2024
TMS3720 Assignment 3 2024 | Due 26 July 2024. All questions answered,
QUESTION 1 – READING
According to the 2021 results of the Progress in International Reading Literacy Study
(PIRLS), South African learners lack proper reading skills. It is said that 81% of Grade 4
pupils in South Africa do not read with comprehension (Roux, 2023). The possibility is
that learners will struggle with reading by the time they get to Senior Phase and you, as
a Senior Phase teacher, will thus have to put in a lot of effort to ensure not only fluent
reading, but also reading with comprehension.
Read the following story titled The Necklace, by Guy de Maupassant, and answer the
questions that will follow about reading and viewing:
1.1 In light of the above statement by the Progress in International Reading and Literacy
Study (PIRLS) that South African learners lack proper reading skills and that 81% of
Grade 4 pupils in South Africa do not read with comprehension (Roux, 2023), explain
and demonstrate with a few examples extracted from the story The Necklace, by Guy
de Maupassant, how you would teach intensive reading for comprehension at a word
level. (10)
1.2 Explain and demonstrate with a few examples extracted from the story The
Necklace, by Guy de Maupassant, how you would teach intensive reading for
comprehension at a sentence and paragraph level. (10)
1.3 Explain and demonstrate with a few examples extracted from the story The
Necklace, by Guy de Maupassant, how you would teach intensive reading for
, comprehension at whole text level. (10)
[30]
TMS3720 Assignment 3 2024
QUESTION 1 – READING
Introduction:
The 2021 results of the Progress in International Reading Literacy Study (PIRLS)
highlight a significant challenge for South African educators: 81% of Grade 4 pupils in
South Africa do not read with comprehension (Roux, 2023). This lack of reading skills is
concerning as it suggests that learners are likely to struggle with reading as they
progress to the Senior Phase. As a Senior Phase teacher, it is imperative to employ
effective strategies to ensure learners develop not only fluent reading abilities but also
strong comprehension skills. This assignment will use the story "The Necklace" by Guy
de Maupassant to illustrate how to teach intensive reading for comprehension at
different levels: word, sentence and paragraph, and whole text.
1.1 Teaching Intensive Reading for Comprehension at Word Level
Strategy:
To improve comprehension at the word level, focus on vocabulary building and word
recognition strategies. This can include pre-teaching key vocabulary, using context
clues to determine meaning, and breaking down complex words into roots, prefixes, and
suffixes.
Examples from "The Necklace":
1. Pre-teaching Key Vocabulary:
