TMN3701
ASSIGNMENT 3
ANSWERS 2025
TMN3701 ASSIGNMENT 3 ANSWERS
2025
, TMN3702 Assessment number 3
QUESTION 1: TEACHING READING AND VIEWING**
1.1 Difference between Bottom-Up and Top-Down Approaches
Bottom-Up:** This approach starts with the individual components of the text (letters,
sounds, words) and builds up to meaning. Readers decode the text piece by piece.
It's a data-driven approach.
Top-Down:** This approach starts with the reader's prior knowledge, experiences,
and expectations. Readers use this background to predict and understand the text.
It's a conceptually-driven approach.
Key Difference:** Bottom-up is about decoding, while top-down is about using
background knowledge to make inferences and predictions.
1.2 Examples in a Grade 4 Classroom
Bottom-Up Example:** A phonics activity where students sound out unfamiliar
words, focusing on letter-sound correspondence. (E.g., breaking down "umbrella"
into its syllables and sounds).
Top-Down Example:** Before reading a story about a lost puppy, ask students:
"Have you ever lost something important? How did you feel? What did you do to find
it?" This activates prior knowledge and sets the stage for understanding the story's
themes.
1.3 Reading Lesson Design (Short Story: "The Lion and the Mouse")
ASSIGNMENT 3
ANSWERS 2025
TMN3701 ASSIGNMENT 3 ANSWERS
2025
, TMN3702 Assessment number 3
QUESTION 1: TEACHING READING AND VIEWING**
1.1 Difference between Bottom-Up and Top-Down Approaches
Bottom-Up:** This approach starts with the individual components of the text (letters,
sounds, words) and builds up to meaning. Readers decode the text piece by piece.
It's a data-driven approach.
Top-Down:** This approach starts with the reader's prior knowledge, experiences,
and expectations. Readers use this background to predict and understand the text.
It's a conceptually-driven approach.
Key Difference:** Bottom-up is about decoding, while top-down is about using
background knowledge to make inferences and predictions.
1.2 Examples in a Grade 4 Classroom
Bottom-Up Example:** A phonics activity where students sound out unfamiliar
words, focusing on letter-sound correspondence. (E.g., breaking down "umbrella"
into its syllables and sounds).
Top-Down Example:** Before reading a story about a lost puppy, ask students:
"Have you ever lost something important? How did you feel? What did you do to find
it?" This activates prior knowledge and sets the stage for understanding the story's
themes.
1.3 Reading Lesson Design (Short Story: "The Lion and the Mouse")
