TMN3701 Assignment 2
(COMPLETE ANSWERS)
2025 - DUE 9 May 2025
For assistance contact
Email:
, Question 1: Teaching a Text on Environmental Conservation
This is how I would teach a short text on environmental conservation to a multicultural Grade 6
FAL class, with a focus on pre-reading, while-reading, and post-reading strategies, teaching
principles, scaffolding, and differentiation.
Scenario: Teaching a short text on environmental conservation to a mixed Grade 6 FAL class
with learners from isiXhosa, Afrikaans, and Sesotho home language backgrounds. The follow-
up activity is the writing of a persuasive letter to a local community leader on recycling.
1.1. Introducing the Text to Ensure Effective Engagement (10 marks)
To ensure effective engagement with the text on environmental conservation, I would employ the
following strategies:
Pre-reading Activities:
Activate Prior Knowledge and Build Interest:
Brainstorming (Visual and Verbal): Begin with a whole-class discussion through the use
of visuals like pictures of polluted sites, healthy ecosystems, and recycling efforts.
Ask students what they know about these pictures and about the word "environment." Allow
them to share in their home languages if more comfortable,
with peer or my own translation assistance.
KWL Chart (Know, Want to Know, Learned): Display a KWL chart. Students fill in the "Know"
column with what they know about conservation and the environment (once more, offering the
possibility of home language contributions). In the "Want to Know" column, they put down
questions they have about the topic. This promotes curiosity and gives a purpose for reading.
Vocabulary Introduction (Contextual Clues): Introduce key vocabulary from the text (e.g.,
conservation, pollution, recycle, resources) using pictures, realia (recyclable items), and simple
definitions. Have learners relate to words in their own languages where applicable.
While-reading Activities:
Interactive Reading:
Think-Pair-Share: Break the text into small chunks. Following each section, pose
a basic comprehension question. Students think on their own first, then share with a partner
(pairing students with different language proficiency can be helpful), and finally with the whole
class.
Visual Aids and Graphic Organizers: Provide students with graphic organizers (e.g., a simple
cause-and-effect chart to learn about environmental problems and
solutions). Have them add drawings or simple labels along with words.
Comprehension Checks: Interrupt reading from time to time to ask brief comprehension
questions (literal and inferential). Alternate question types (yes/no, multiple-choice with
visual stimuli, short answer).
Post-reading Activities:
(COMPLETE ANSWERS)
2025 - DUE 9 May 2025
For assistance contact
Email:
, Question 1: Teaching a Text on Environmental Conservation
This is how I would teach a short text on environmental conservation to a multicultural Grade 6
FAL class, with a focus on pre-reading, while-reading, and post-reading strategies, teaching
principles, scaffolding, and differentiation.
Scenario: Teaching a short text on environmental conservation to a mixed Grade 6 FAL class
with learners from isiXhosa, Afrikaans, and Sesotho home language backgrounds. The follow-
up activity is the writing of a persuasive letter to a local community leader on recycling.
1.1. Introducing the Text to Ensure Effective Engagement (10 marks)
To ensure effective engagement with the text on environmental conservation, I would employ the
following strategies:
Pre-reading Activities:
Activate Prior Knowledge and Build Interest:
Brainstorming (Visual and Verbal): Begin with a whole-class discussion through the use
of visuals like pictures of polluted sites, healthy ecosystems, and recycling efforts.
Ask students what they know about these pictures and about the word "environment." Allow
them to share in their home languages if more comfortable,
with peer or my own translation assistance.
KWL Chart (Know, Want to Know, Learned): Display a KWL chart. Students fill in the "Know"
column with what they know about conservation and the environment (once more, offering the
possibility of home language contributions). In the "Want to Know" column, they put down
questions they have about the topic. This promotes curiosity and gives a purpose for reading.
Vocabulary Introduction (Contextual Clues): Introduce key vocabulary from the text (e.g.,
conservation, pollution, recycle, resources) using pictures, realia (recyclable items), and simple
definitions. Have learners relate to words in their own languages where applicable.
While-reading Activities:
Interactive Reading:
Think-Pair-Share: Break the text into small chunks. Following each section, pose
a basic comprehension question. Students think on their own first, then share with a partner
(pairing students with different language proficiency can be helpful), and finally with the whole
class.
Visual Aids and Graphic Organizers: Provide students with graphic organizers (e.g., a simple
cause-and-effect chart to learn about environmental problems and
solutions). Have them add drawings or simple labels along with words.
Comprehension Checks: Interrupt reading from time to time to ask brief comprehension
questions (literal and inferential). Alternate question types (yes/no, multiple-choice with
visual stimuli, short answer).
Post-reading Activities:
