TMN3702
Assessment number: 3
Due date: 31 July 2025
Total marks: 50
QUESTION 1: TEACHING READING AND VIEWING
1.1 Difference between bottom-up and top-down approaches to
reading (3 marks)
The bottom-up approach to reading focusses on deciphering letters and
words before grasping their meaning. It emphasises phonics, vocabulary,
and sentence construction.
The top-down strategy begins with the reader's background information,
predictions, and general comprehension of the content. Context and
earlier experiences serve as the foundation for meaning.
, Bottom-up analysis focusses on the text (letters to meaning), whereas
top-down analysis focusses on the reader's knowledge (meaning to
words).
1.2 One example of each approach in a Grade 4 English HL class (2
marks)
Bottom-up example: Students sound out and decode unknown terms from
a vocabulary list before reading the text.
In this top-down example, learners predict the story based on the title and
illustrations before reading.
1.3 Teaching a reading lesson using a short story
Short Story Chosen: "The Hare and the Tortoise" – a classic fable with
simple vocabulary and a clear moral.
Link: https://www.storyberries.com/bedtime-stories-the-hare-and-the-tortoise-
short-stories-for-kids/
1.3.1 Pre-reading Activity
a) Activities
Learners study at photographs of hares and tortoises and discuss what they
know about them. Then, using the title and characters, they predict what the
narrative will be about.
b) An explanation.
This practice builds on participants' past knowledge while introducing the
theme and terminology in an engaging and visual way. For multilingual
learners, using images and vocal discussion in home languages (if necessary)
lets all learners to connect with the material, regardless of English
competency. It readies them emotionally and cognitively for the story.
1.3.2 While-reading Activity
a) Activity (2 marks)
As the story is read aloud (by the teacher or via an audio recording), learners
follow along with the text and highlight or circle key vocabulary words (e.g.,
fast, slow, race, boast). The teacher pauses to ask questions like “Why do you
think the hare stopped?” or “What would you do if you were the tortoise?”
b) Explanation (3 marks)
This activity helps learners engage directly with the text, encourages active
listening, and improves vocabulary through contextual understanding.
Assessment number: 3
Due date: 31 July 2025
Total marks: 50
QUESTION 1: TEACHING READING AND VIEWING
1.1 Difference between bottom-up and top-down approaches to
reading (3 marks)
The bottom-up approach to reading focusses on deciphering letters and
words before grasping their meaning. It emphasises phonics, vocabulary,
and sentence construction.
The top-down strategy begins with the reader's background information,
predictions, and general comprehension of the content. Context and
earlier experiences serve as the foundation for meaning.
, Bottom-up analysis focusses on the text (letters to meaning), whereas
top-down analysis focusses on the reader's knowledge (meaning to
words).
1.2 One example of each approach in a Grade 4 English HL class (2
marks)
Bottom-up example: Students sound out and decode unknown terms from
a vocabulary list before reading the text.
In this top-down example, learners predict the story based on the title and
illustrations before reading.
1.3 Teaching a reading lesson using a short story
Short Story Chosen: "The Hare and the Tortoise" – a classic fable with
simple vocabulary and a clear moral.
Link: https://www.storyberries.com/bedtime-stories-the-hare-and-the-tortoise-
short-stories-for-kids/
1.3.1 Pre-reading Activity
a) Activities
Learners study at photographs of hares and tortoises and discuss what they
know about them. Then, using the title and characters, they predict what the
narrative will be about.
b) An explanation.
This practice builds on participants' past knowledge while introducing the
theme and terminology in an engaging and visual way. For multilingual
learners, using images and vocal discussion in home languages (if necessary)
lets all learners to connect with the material, regardless of English
competency. It readies them emotionally and cognitively for the story.
1.3.2 While-reading Activity
a) Activity (2 marks)
As the story is read aloud (by the teacher or via an audio recording), learners
follow along with the text and highlight or circle key vocabulary words (e.g.,
fast, slow, race, boast). The teacher pauses to ask questions like “Why do you
think the hare stopped?” or “What would you do if you were the tortoise?”
b) Explanation (3 marks)
This activity helps learners engage directly with the text, encourages active
listening, and improves vocabulary through contextual understanding.
