HLT3701
Assignment 2
2024
[Company address]
,HLT3701 Assignment 2 2024
QUESTION 1: (12)
1.1 Hill (2008) identifies different levels of language development in young learners.
1.1.1 Discuss the language development of learners who are at the Early-reading level and explain how
the knowledge of these stages will enable teachers to assist learners in developing language in class. (6)
1.1.2 Create TWO (2) activities that you would use to develop language skills for Early-reading level
learners. (6)
1.1.1 Language Development at the Early-Reading Level
Language Development at the Early-Reading Level:
Learners at the Early-reading level have begun to make connections between spoken and written language. Key
characteristics of this stage include:
• Decoding skills: Learners start to recognize and sound out letters and simple words.
• Vocabulary development: They begin to understand and use a growing number of words.
• Comprehension: They can comprehend simple texts and follow a story with pictures.
• Print awareness: Learners recognize that print carries meaning and understand the directionality of text
(left to right, top to bottom).
• Phonemic awareness: They can identify and manipulate individual sounds in words.
• Basic sentence structure: Learners begin to understand and use basic sentence structures in both
reading and writing.
How Knowledge of These Stages Helps Teachers:
Understanding these stages enables teachers to:
• Target Instruction: Tailor their teaching strategies to meet learners' specific needs, ensuring that
instruction is neither too easy nor too challenging.
• Provide Appropriate Materials: Select texts and activities that match learners' reading levels, which
helps maintain engagement and promotes confidence.
• Support Differentiation: Implement differentiated instruction to cater to diverse learning needs within
the classroom.
, • Monitor Progress: Assess learners’ development accurately and provide timely interventions to address
any difficulties.
• Build Foundation Skills: Focus on foundational skills such as phonemic awareness and decoding,
which are crucial for future reading success.
• Encourage a Love for Reading: Create a positive and supportive environment that fosters a love for
reading and learning.
1.1.2 Activities to Develop Language Skills for Early-Reading Level Learners
Activity 1: Picture Story Sequencing
Objective: To enhance comprehension, vocabulary, and narrative skills.
Materials Needed:
• A set of picture cards depicting a simple story (e.g., a day at the park).
Instructions:
1. Introduction: Show the picture cards to the class and briefly describe what each picture represents.
2. Group Activity: Divide learners into small groups and give each group a set of the picture cards.
3. Sequencing: Ask learners to arrange the pictures in the correct order to tell the story.
4. Storytelling: Once arranged, each group will narrate the story using the picture sequence. Encourage
learners to describe the actions and emotions in each picture.
5. Discussion: Discuss the story as a class, prompting learners to retell it and ask questions to deepen
comprehension.
Benefits: This activity promotes understanding of story structure, enhances vocabulary through description, and
improves oral language skills by encouraging learners to articulate their thoughts.
Activity 2: Word Family Sorting
Objective: To develop phonemic awareness, decoding skills, and vocabulary.
Materials Needed:
• Word cards with simple CVC (consonant-vowel-consonant) words (e.g., cat, bat, hat, sit, bit, pit).
• A pocket chart or sorting trays.
Instructions:
Assignment 2
2024
[Company address]
,HLT3701 Assignment 2 2024
QUESTION 1: (12)
1.1 Hill (2008) identifies different levels of language development in young learners.
1.1.1 Discuss the language development of learners who are at the Early-reading level and explain how
the knowledge of these stages will enable teachers to assist learners in developing language in class. (6)
1.1.2 Create TWO (2) activities that you would use to develop language skills for Early-reading level
learners. (6)
1.1.1 Language Development at the Early-Reading Level
Language Development at the Early-Reading Level:
Learners at the Early-reading level have begun to make connections between spoken and written language. Key
characteristics of this stage include:
• Decoding skills: Learners start to recognize and sound out letters and simple words.
• Vocabulary development: They begin to understand and use a growing number of words.
• Comprehension: They can comprehend simple texts and follow a story with pictures.
• Print awareness: Learners recognize that print carries meaning and understand the directionality of text
(left to right, top to bottom).
• Phonemic awareness: They can identify and manipulate individual sounds in words.
• Basic sentence structure: Learners begin to understand and use basic sentence structures in both
reading and writing.
How Knowledge of These Stages Helps Teachers:
Understanding these stages enables teachers to:
• Target Instruction: Tailor their teaching strategies to meet learners' specific needs, ensuring that
instruction is neither too easy nor too challenging.
• Provide Appropriate Materials: Select texts and activities that match learners' reading levels, which
helps maintain engagement and promotes confidence.
• Support Differentiation: Implement differentiated instruction to cater to diverse learning needs within
the classroom.
, • Monitor Progress: Assess learners’ development accurately and provide timely interventions to address
any difficulties.
• Build Foundation Skills: Focus on foundational skills such as phonemic awareness and decoding,
which are crucial for future reading success.
• Encourage a Love for Reading: Create a positive and supportive environment that fosters a love for
reading and learning.
1.1.2 Activities to Develop Language Skills for Early-Reading Level Learners
Activity 1: Picture Story Sequencing
Objective: To enhance comprehension, vocabulary, and narrative skills.
Materials Needed:
• A set of picture cards depicting a simple story (e.g., a day at the park).
Instructions:
1. Introduction: Show the picture cards to the class and briefly describe what each picture represents.
2. Group Activity: Divide learners into small groups and give each group a set of the picture cards.
3. Sequencing: Ask learners to arrange the pictures in the correct order to tell the story.
4. Storytelling: Once arranged, each group will narrate the story using the picture sequence. Encourage
learners to describe the actions and emotions in each picture.
5. Discussion: Discuss the story as a class, prompting learners to retell it and ask questions to deepen
comprehension.
Benefits: This activity promotes understanding of story structure, enhances vocabulary through description, and
improves oral language skills by encouraging learners to articulate their thoughts.
Activity 2: Word Family Sorting
Objective: To develop phonemic awareness, decoding skills, and vocabulary.
Materials Needed:
• Word cards with simple CVC (consonant-vowel-consonant) words (e.g., cat, bat, hat, sit, bit, pit).
• A pocket chart or sorting trays.
Instructions:
