RFP2601
ASSIGNMENT 03
PORTFOLIO
DUE DATE: 14 OCTOBER 2026
,QUESTION 1:
1.1 Explain why selecting age-appropriate texts to teach reading is important. (5)
Selecting age-appropriate texts is important because learners have different levels of
language development, vocabulary, reading ability and understanding. A reading text
should therefore match the learner's age and developmental level. If a text is too
difficult, learners may struggle to recognise words and understand the meaning of the
passage. This can lead to frustration and may reduce their confidence in reading
(Department of Basic Education [DBE], 2011).
Age-appropriate texts also help learners develop their vocabulary in a gradual and
meaningful way. The teacher can introduce new words while still ensuring that most of
the language is familiar to the learners. This helps learners improve word recognition
and develop their understanding of written language (DBE, 2011).
The content of a text should also be interesting and relevant to the learners. When
learners can relate the characters, events or situations in a story to their own
experiences, they are more likely to participate and remain interested in reading.
Suitable texts also allow reading skills to develop progressively. Younger learners may
need short sentences, familiar vocabulary and pictures, while learners in higher grades
can gradually work with longer and more complex texts. Appropriate texts therefore
support vocabulary development, fluency, comprehension and reading confidence (DBE,
2011).
, 1.2 Provide three characteristics each on the following reading approaches. (3 × 3 =
9)
Group Guided Reading
1. Small-group instruction: Learners are placed into small groups according to
their reading needs or abilities. The teacher works with one group at a time.
2. Teacher guidance: The teacher listens to learners read, assists with unfamiliar
words and provides guidance when learners experience difficulties.
3. Suitable reading material: The teacher selects a text that is appropriate for the
particular group's reading level. This allows learners to practise reading skills at a
manageable level (DBE, 2011).
Shared Reading
1. Reading together: The teacher and learners read the same text together. The
teacher normally leads the reading and provides a model for learners.
2. Teacher modelling: The teacher demonstrates appropriate pronunciation, pace,
phrasing and expression while reading.
3. Active participation: Learners participate by reading words or phrases together,
discussing pictures, answering questions, predicting events and identifying
familiar words rather than simply sitting and listening (DBE, 2011).
Independent Reading
ASSIGNMENT 03
PORTFOLIO
DUE DATE: 14 OCTOBER 2026
,QUESTION 1:
1.1 Explain why selecting age-appropriate texts to teach reading is important. (5)
Selecting age-appropriate texts is important because learners have different levels of
language development, vocabulary, reading ability and understanding. A reading text
should therefore match the learner's age and developmental level. If a text is too
difficult, learners may struggle to recognise words and understand the meaning of the
passage. This can lead to frustration and may reduce their confidence in reading
(Department of Basic Education [DBE], 2011).
Age-appropriate texts also help learners develop their vocabulary in a gradual and
meaningful way. The teacher can introduce new words while still ensuring that most of
the language is familiar to the learners. This helps learners improve word recognition
and develop their understanding of written language (DBE, 2011).
The content of a text should also be interesting and relevant to the learners. When
learners can relate the characters, events or situations in a story to their own
experiences, they are more likely to participate and remain interested in reading.
Suitable texts also allow reading skills to develop progressively. Younger learners may
need short sentences, familiar vocabulary and pictures, while learners in higher grades
can gradually work with longer and more complex texts. Appropriate texts therefore
support vocabulary development, fluency, comprehension and reading confidence (DBE,
2011).
, 1.2 Provide three characteristics each on the following reading approaches. (3 × 3 =
9)
Group Guided Reading
1. Small-group instruction: Learners are placed into small groups according to
their reading needs or abilities. The teacher works with one group at a time.
2. Teacher guidance: The teacher listens to learners read, assists with unfamiliar
words and provides guidance when learners experience difficulties.
3. Suitable reading material: The teacher selects a text that is appropriate for the
particular group's reading level. This allows learners to practise reading skills at a
manageable level (DBE, 2011).
Shared Reading
1. Reading together: The teacher and learners read the same text together. The
teacher normally leads the reading and provides a model for learners.
2. Teacher modelling: The teacher demonstrates appropriate pronunciation, pace,
phrasing and expression while reading.
3. Active participation: Learners participate by reading words or phrases together,
discussing pictures, answering questions, predicting events and identifying
familiar words rather than simply sitting and listening (DBE, 2011).
Independent Reading
