HLT3701
Assignment 2 2026
Unique number:
Due Date: 2026
QUESTION 1
1.1 Three activities for learners at different stages of literacy development
Independent reading activity
The teacher prepares a small reading corner using storybooks, old magazines,
printed short stories, home-made booklets and picture books.
Learners choose one book or story that they can read on their own without much help
from the teacher.
After reading, each learner tells a partner what the story was about, who the main
character was, and what part they enjoyed most.
The teacher walks around, listens to learners reading softly, checks whether they are
using picture clues and simple words, and gives help where needed.
This activity supports independent reading because learners practise reading for meaning
Terms of use
By making
without depending on the teacher all the time. It also builds use of thisbecause
confidence document you agree to:
learners
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,orand
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 81 278 3372
QUESTION 1
1.1 Three activities for learners at different stages of literacy development
Independent reading activity
The teacher prepares a small reading corner using storybooks, old
magazines, printed short stories, home-made booklets and picture books.
Learners choose one book or story that they can read on their own without
much help from the teacher.
After reading, each learner tells a partner what the story was about, who the
main character was, and what part they enjoyed most.
The teacher walks around, listens to learners reading softly, checks whether
they are using picture clues and simple words, and gives help where needed.
This activity supports independent reading because learners practise reading for
meaning without depending on the teacher all the time. It also builds confidence
because learners choose a text that matches their reading level. The speaking part
after reading helps the teacher see whether the learner understood the story.
Sentence writing activity
The teacher writes a simple sentence starter on the board, such as: “I like
to...” or “My friend can...”
Learners first say their sentence aloud to a partner before writing it in their
books.
Learners then write one or two complete sentences using the sentence
starter.
After writing, learners draw a picture to match their sentence and read the
sentence aloud to the teacher or a partner.
This activity supports sentence writing because learners move from speaking to
writing in a simple and natural way. It also helps learners understand that a sentence
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 81 278 3372
must carry meaning. The picture supports learners who are still developing writing
confidence because it helps them connect their ideas to written words.
Punctuation activity
The teacher writes three short sentences on the board without capital letters
and full stops, for example: “the dog is running”, “i see a red car” and “mom is
cooking”.
Learners read the sentences aloud and discuss what is missing.
Learners rewrite the sentences correctly by adding capital letters at the
beginning and full stops at the end.
The teacher then gives learners two more simple sentences to correct on their
own.
This activity helps learners understand that punctuation makes writing clearer and
easier to read. It also teaches learners that a sentence starts with a capital letter and
ends with a full stop. The activity is simple enough for Foundation Phase learners
because they work with short sentences before moving to longer writing tasks.
1.2 Creating a language-rich classroom in a school with limited resources
A teacher can create a language-rich classroom even when the school does not
have many books, posters or bought resources. The most important thing is to make
the classroom a place where learners see words, hear language, speak often, read
simple texts and write for real purposes. The teacher can use cheap and available
materials such as cardboard, old boxes, newspapers, bottle tops, learners’ drawings,
old magazines and hand-written word cards.
Example 1: Classroom labels and word wall
The teacher can label common classroom objects using hand-made flashcards, such
as door, chair, table, books, window and board. These labels can be made from
scrap paper or cardboard. Learners can read the labels during the day, match labels
to objects and use the words in simple sentences. The teacher can also create a
word wall where new words from the week are displayed. Learners can read the
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 2 2026
Unique number:
Due Date: 2026
QUESTION 1
1.1 Three activities for learners at different stages of literacy development
Independent reading activity
The teacher prepares a small reading corner using storybooks, old magazines,
printed short stories, home-made booklets and picture books.
Learners choose one book or story that they can read on their own without much help
from the teacher.
After reading, each learner tells a partner what the story was about, who the main
character was, and what part they enjoyed most.
The teacher walks around, listens to learners reading softly, checks whether they are
using picture clues and simple words, and gives help where needed.
This activity supports independent reading because learners practise reading for meaning
Terms of use
By making
without depending on the teacher all the time. It also builds use of thisbecause
confidence document you agree to:
learners
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,orand
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 81 278 3372
QUESTION 1
1.1 Three activities for learners at different stages of literacy development
Independent reading activity
The teacher prepares a small reading corner using storybooks, old
magazines, printed short stories, home-made booklets and picture books.
Learners choose one book or story that they can read on their own without
much help from the teacher.
After reading, each learner tells a partner what the story was about, who the
main character was, and what part they enjoyed most.
The teacher walks around, listens to learners reading softly, checks whether
they are using picture clues and simple words, and gives help where needed.
This activity supports independent reading because learners practise reading for
meaning without depending on the teacher all the time. It also builds confidence
because learners choose a text that matches their reading level. The speaking part
after reading helps the teacher see whether the learner understood the story.
Sentence writing activity
The teacher writes a simple sentence starter on the board, such as: “I like
to...” or “My friend can...”
Learners first say their sentence aloud to a partner before writing it in their
books.
Learners then write one or two complete sentences using the sentence
starter.
After writing, learners draw a picture to match their sentence and read the
sentence aloud to the teacher or a partner.
This activity supports sentence writing because learners move from speaking to
writing in a simple and natural way. It also helps learners understand that a sentence
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 81 278 3372
must carry meaning. The picture supports learners who are still developing writing
confidence because it helps them connect their ideas to written words.
Punctuation activity
The teacher writes three short sentences on the board without capital letters
and full stops, for example: “the dog is running”, “i see a red car” and “mom is
cooking”.
Learners read the sentences aloud and discuss what is missing.
Learners rewrite the sentences correctly by adding capital letters at the
beginning and full stops at the end.
The teacher then gives learners two more simple sentences to correct on their
own.
This activity helps learners understand that punctuation makes writing clearer and
easier to read. It also teaches learners that a sentence starts with a capital letter and
ends with a full stop. The activity is simple enough for Foundation Phase learners
because they work with short sentences before moving to longer writing tasks.
1.2 Creating a language-rich classroom in a school with limited resources
A teacher can create a language-rich classroom even when the school does not
have many books, posters or bought resources. The most important thing is to make
the classroom a place where learners see words, hear language, speak often, read
simple texts and write for real purposes. The teacher can use cheap and available
materials such as cardboard, old boxes, newspapers, bottle tops, learners’ drawings,
old magazines and hand-written word cards.
Example 1: Classroom labels and word wall
The teacher can label common classroom objects using hand-made flashcards, such
as door, chair, table, books, window and board. These labels can be made from
scrap paper or cardboard. Learners can read the labels during the day, match labels
to objects and use the words in simple sentences. The teacher can also create a
word wall where new words from the week are displayed. Learners can read the
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
