ONLYSTUDENTS
TMN3701Assignment 2 2025
Unique Number:
Due date: 9 May 2025
QUESTION 1
1.1. Introducing the Text through Pre-, While-, and Post-Reading Strategies
To effectively engage Grade 6 learners from multilingual backgrounds in reading a short text
on environmental conservation, it is crucial to structure the reading lesson around pre-
reading, while-reading, and post-reading activities. This approach fosters comprehension,
participation, and critical engagement.
During the pre-reading phase, I would activate learners’ prior knowledge and curiosity by
initiating a class discussion on the topic of conservation. For instance, I would ask learners
to share what they know about recycling, pollution, and ways to protect the environment in
their community. Visual aids such as pictures of littered and clean parks or videos showing
recycling processes can help bridge language gaps and promote inclusivity for learners with
limited English proficiency. I would also pre-teach key vocabulary from the text using
images, gestures, and translation where appropriate, ensuring all learners are familiar with
essential terms before encountering them in context.
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
This study
Limited
sourceLiability: Thebyseller
was downloaded shall not be
100000898897120 fromliable for any direct
CourseHero.com or indirect
on 05-08-2025 damages,
11:18:29 GMT -05:00losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
https://www.coursehero.com/file/249324612/TMN3701-Assignment-2-MEMO-2025pdf/
, ONLYSTUDENTS
For additional support +27 81 278 3372
QUESTION 1
1.1. Introducing the Text through Pre-, While-, and Post-Reading Strategies
To effectively engage Grade 6 learners from multilingual backgrounds in reading a
short text on environmental conservation, it is crucial to structure the reading lesson
around pre-reading, while-reading, and post-reading activities. This approach fosters
comprehension, participation, and critical engagement.
During the pre-reading phase, I would activate learners’ prior knowledge and
curiosity by initiating a class discussion on the topic of conservation. For instance, I
would ask learners to share what they know about recycling, pollution, and ways to
protect the environment in their community. Visual aids such as pictures of littered
and clean parks or videos showing recycling processes can help bridge language
gaps and promote inclusivity for learners with limited English proficiency. I would
also pre-teach key vocabulary from the text using images, gestures, and translation
where appropriate, ensuring all learners are familiar with essential terms before
encountering them in context.
While reading, I would implement guided reading strategies. I would pause at
strategic points to ask prediction and clarification questions to check for
understanding. To accommodate learners at different proficiency levels, I would
allow group reading using methods like paired reading or echo reading, where more
fluent learners support those who need additional scaffolding. I would also
encourage learners to underline or highlight unfamiliar words and phrases for later
discussion.
ACCESS THE FULL DOCUMENT USING THE BELOW LINK
OR CONTACT
https://www.stuvia.com/en-za/doc/7917265/tmn3701-
assignment-2-complete-answers-2025-due-9-may-2025
WHATSAPP 081 278 3372
This study source was downloaded by 100000898897120 from CourseHero.com on 05-08-2025 11:18:29 GMT -05:00
https://www.coursehero.com/file/249324612/TMN3701-Assignment-2-MEMO-2025pdf/
TMN3701Assignment 2 2025
Unique Number:
Due date: 9 May 2025
QUESTION 1
1.1. Introducing the Text through Pre-, While-, and Post-Reading Strategies
To effectively engage Grade 6 learners from multilingual backgrounds in reading a short text
on environmental conservation, it is crucial to structure the reading lesson around pre-
reading, while-reading, and post-reading activities. This approach fosters comprehension,
participation, and critical engagement.
During the pre-reading phase, I would activate learners’ prior knowledge and curiosity by
initiating a class discussion on the topic of conservation. For instance, I would ask learners
to share what they know about recycling, pollution, and ways to protect the environment in
their community. Visual aids such as pictures of littered and clean parks or videos showing
recycling processes can help bridge language gaps and promote inclusivity for learners with
limited English proficiency. I would also pre-teach key vocabulary from the text using
images, gestures, and translation where appropriate, ensuring all learners are familiar with
essential terms before encountering them in context.
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
This study
Limited
sourceLiability: Thebyseller
was downloaded shall not be
100000898897120 fromliable for any direct
CourseHero.com or indirect
on 05-08-2025 damages,
11:18:29 GMT -05:00losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
https://www.coursehero.com/file/249324612/TMN3701-Assignment-2-MEMO-2025pdf/
, ONLYSTUDENTS
For additional support +27 81 278 3372
QUESTION 1
1.1. Introducing the Text through Pre-, While-, and Post-Reading Strategies
To effectively engage Grade 6 learners from multilingual backgrounds in reading a
short text on environmental conservation, it is crucial to structure the reading lesson
around pre-reading, while-reading, and post-reading activities. This approach fosters
comprehension, participation, and critical engagement.
During the pre-reading phase, I would activate learners’ prior knowledge and
curiosity by initiating a class discussion on the topic of conservation. For instance, I
would ask learners to share what they know about recycling, pollution, and ways to
protect the environment in their community. Visual aids such as pictures of littered
and clean parks or videos showing recycling processes can help bridge language
gaps and promote inclusivity for learners with limited English proficiency. I would
also pre-teach key vocabulary from the text using images, gestures, and translation
where appropriate, ensuring all learners are familiar with essential terms before
encountering them in context.
While reading, I would implement guided reading strategies. I would pause at
strategic points to ask prediction and clarification questions to check for
understanding. To accommodate learners at different proficiency levels, I would
allow group reading using methods like paired reading or echo reading, where more
fluent learners support those who need additional scaffolding. I would also
encourage learners to underline or highlight unfamiliar words and phrases for later
discussion.
ACCESS THE FULL DOCUMENT USING THE BELOW LINK
OR CONTACT
https://www.stuvia.com/en-za/doc/7917265/tmn3701-
assignment-2-complete-answers-2025-due-9-may-2025
WHATSAPP 081 278 3372
This study source was downloaded by 100000898897120 from CourseHero.com on 05-08-2025 11:18:29 GMT -05:00
https://www.coursehero.com/file/249324612/TMN3701-Assignment-2-MEMO-2025pdf/
