RFP2601
Assignment 3 PORTFOLIO 2026
Unique number:
Due date: 14 October 2026
QUESTION 1
1.1 Importance of selecting age appropriate texts
Selecting age appropriate reading texts is important because young learners
understand and enjoy reading more when the language, sentence length, pictures
and ideas match their stage of development. A text that is too difficult can place a
learner at a frustration level, while a suitable text gives the learner a realistic chance
to decode words, follow meaning and experience success during the lesson (Joubert
et al., 2015). In the Foundation Phase, texts should also become more complex as
learners move from one grade to the next, because reading development is
progressive rather than the same for every age group (RFP2601 501, 2020: p. 68). I
would also choose stories and information texts that reflect familiar South African
experiences, languages, families and communities because learners usually
, QUESTION 1
1.1 Importance of selecting age appropriate texts
Selecting age appropriate reading texts is important because young learners
understand and enjoy reading more when the language, sentence length, pictures
and ideas match their stage of development. A text that is too difficult can place a
learner at a frustration level, while a suitable text gives the learner a realistic chance
to decode words, follow meaning and experience success during the lesson (Joubert
et al., 2015). In the Foundation Phase, texts should also become more complex as
learners move from one grade to the next, because reading development is
progressive rather than the same for every age group (RFP2601 501, 2020: p. 68). I
would also choose stories and information texts that reflect familiar South African
experiences, languages, families and communities because learners usually respond
more confidently when they can connect the text with what they already know.
Suitable resources keep attention focused and improve understanding, while
material that is beyond the learner's grade and ability can create confusion and
reduce motivation to read (Department of Basic Education, 2011a).
1.2 Characteristics of reading approaches
Group guided reading
The first characteristic is that group guided reading takes place with a small group of
learners who have similar reading ability, which allows the teacher to give focused
support while listening carefully to each learner read. The second characteristic is
that every learner normally uses the same graded reader, while the teacher
introduces difficult words, supports word attack skills and corrects problems that
appear during the reading process (RFP2601 501, 2020: p. 73–74). The third
characteristic is that the teacher uses discussion and follow up questions before,
during and after reading so that learners do more than pronounce words and are
also helped to understand the meaning of the text (Department of Basic Education,
2011a).
Shared reading
The first characteristic of shared reading is that it normally involves the whole class
reading the same text together with the teacher, rather than separate ability groups
Assignment 3 PORTFOLIO 2026
Unique number:
Due date: 14 October 2026
QUESTION 1
1.1 Importance of selecting age appropriate texts
Selecting age appropriate reading texts is important because young learners
understand and enjoy reading more when the language, sentence length, pictures
and ideas match their stage of development. A text that is too difficult can place a
learner at a frustration level, while a suitable text gives the learner a realistic chance
to decode words, follow meaning and experience success during the lesson (Joubert
et al., 2015). In the Foundation Phase, texts should also become more complex as
learners move from one grade to the next, because reading development is
progressive rather than the same for every age group (RFP2601 501, 2020: p. 68). I
would also choose stories and information texts that reflect familiar South African
experiences, languages, families and communities because learners usually
, QUESTION 1
1.1 Importance of selecting age appropriate texts
Selecting age appropriate reading texts is important because young learners
understand and enjoy reading more when the language, sentence length, pictures
and ideas match their stage of development. A text that is too difficult can place a
learner at a frustration level, while a suitable text gives the learner a realistic chance
to decode words, follow meaning and experience success during the lesson (Joubert
et al., 2015). In the Foundation Phase, texts should also become more complex as
learners move from one grade to the next, because reading development is
progressive rather than the same for every age group (RFP2601 501, 2020: p. 68). I
would also choose stories and information texts that reflect familiar South African
experiences, languages, families and communities because learners usually respond
more confidently when they can connect the text with what they already know.
Suitable resources keep attention focused and improve understanding, while
material that is beyond the learner's grade and ability can create confusion and
reduce motivation to read (Department of Basic Education, 2011a).
1.2 Characteristics of reading approaches
Group guided reading
The first characteristic is that group guided reading takes place with a small group of
learners who have similar reading ability, which allows the teacher to give focused
support while listening carefully to each learner read. The second characteristic is
that every learner normally uses the same graded reader, while the teacher
introduces difficult words, supports word attack skills and corrects problems that
appear during the reading process (RFP2601 501, 2020: p. 73–74). The third
characteristic is that the teacher uses discussion and follow up questions before,
during and after reading so that learners do more than pronounce words and are
also helped to understand the meaning of the text (Department of Basic Education,
2011a).
Shared reading
The first characteristic of shared reading is that it normally involves the whole class
reading the same text together with the teacher, rather than separate ability groups
