TMS3720 Assignment
3 2024 (234942) -
DUE 26 July 2024
QUESTIONS WITH COMPLETE ANSWERS
[School]
[Course title]
,TMS3720 Assignment 3 2024 (234942) - DUE 26 July 2024
TMS3720 Assignment 3 2024 | Due 26 July 2024. All questions answered,
QUESTION 1 – READING
According to the 2021 results of the Progress in International Reading Literacy
Study (PIRLS), South African learners lack proper reading skills. It is said that
81% of Grade 4 pupils in South Africa do not read with comprehension (Roux,
2023). The possibility is that learners will struggle with reading by the time they
get to Senior Phase and you, as a Senior Phase teacher, will thus have to put in a
lot of effort to ensure not only fluent reading, but also reading with comprehension.
Read the following story titled The Necklace, by Guy de Maupassant, and answer
the questions that will follow about reading and viewing:
1.1 In light of the above statement by the Progress in International Reading and
Literacy Study (PIRLS) that South African learners lack proper reading skills and
that 81% of Grade 4 pupils in South Africa do not read with comprehension (Roux,
2023), explain and demonstrate with a few examples extracted from the story The
Necklace, by Guy de Maupassant, how you would teach intensive reading for
comprehension at a word level. (10)
1.2 Explain and demonstrate with a few examples extracted from the story The
Necklace, by Guy de Maupassant, how you would teach intensive reading for
, comprehension at a sentence and paragraph level. (10)
1.3 Explain and demonstrate with a few examples extracted from the story The
Necklace, by Guy de Maupassant, how you would teach intensive reading for
comprehension at whole text level. (10)
[30]
Question 1.1: Intensive Reading for Comprehension at a Word Level
To teach intensive reading for comprehension at a word level, you would focus on
vocabulary and word meanings. Here’s how you can do it with examples from
"The Necklace":
1. Vocabulary Identification: Identify difficult or unfamiliar words in the
text. For instance, words like "exquisite," "anguish," and "aristocracy" might
be challenging for learners.
2. Contextual Clues: Teach students to use contextual clues to infer the
meanings of these words. For example:
o In the sentence "She was simple, not being able to adorn herself; but
she was unhappy, as though kept out of her own class; for women
have no caste or class, their beauty, grace, and charm serving them
instead of birth and fortune," the word "adorn" can be inferred to
mean decorate or embellish based on the context of beauty and grace.
3 2024 (234942) -
DUE 26 July 2024
QUESTIONS WITH COMPLETE ANSWERS
[School]
[Course title]
,TMS3720 Assignment 3 2024 (234942) - DUE 26 July 2024
TMS3720 Assignment 3 2024 | Due 26 July 2024. All questions answered,
QUESTION 1 – READING
According to the 2021 results of the Progress in International Reading Literacy
Study (PIRLS), South African learners lack proper reading skills. It is said that
81% of Grade 4 pupils in South Africa do not read with comprehension (Roux,
2023). The possibility is that learners will struggle with reading by the time they
get to Senior Phase and you, as a Senior Phase teacher, will thus have to put in a
lot of effort to ensure not only fluent reading, but also reading with comprehension.
Read the following story titled The Necklace, by Guy de Maupassant, and answer
the questions that will follow about reading and viewing:
1.1 In light of the above statement by the Progress in International Reading and
Literacy Study (PIRLS) that South African learners lack proper reading skills and
that 81% of Grade 4 pupils in South Africa do not read with comprehension (Roux,
2023), explain and demonstrate with a few examples extracted from the story The
Necklace, by Guy de Maupassant, how you would teach intensive reading for
comprehension at a word level. (10)
1.2 Explain and demonstrate with a few examples extracted from the story The
Necklace, by Guy de Maupassant, how you would teach intensive reading for
, comprehension at a sentence and paragraph level. (10)
1.3 Explain and demonstrate with a few examples extracted from the story The
Necklace, by Guy de Maupassant, how you would teach intensive reading for
comprehension at whole text level. (10)
[30]
Question 1.1: Intensive Reading for Comprehension at a Word Level
To teach intensive reading for comprehension at a word level, you would focus on
vocabulary and word meanings. Here’s how you can do it with examples from
"The Necklace":
1. Vocabulary Identification: Identify difficult or unfamiliar words in the
text. For instance, words like "exquisite," "anguish," and "aristocracy" might
be challenging for learners.
2. Contextual Clues: Teach students to use contextual clues to infer the
meanings of these words. For example:
o In the sentence "She was simple, not being able to adorn herself; but
she was unhappy, as though kept out of her own class; for women
have no caste or class, their beauty, grace, and charm serving them
instead of birth and fortune," the word "adorn" can be inferred to
mean decorate or embellish based on the context of beauty and grace.
