HLT3701 Assignment 2 (ANSWERS) 2025 - DISTINCTION GUARANTEED

Well-structured HLT3701 Assignment 2 (ANSWERS) 2025 - DISTINCTION GUARANTEED. (DETAILED ANSWERS - DISTINCTION GUARANTEED!)... QUESTION 1 (20 marks) 1.1 The purpose of using a class discussion strategy is to help learners to speak with confidence in grammatically correct sentences and to stay on topic. ▪ Outline TWO (2) activities where you would use the class discussion strategy to develop listening and speaking skills among your Grade 3 learners. (10) 1.2 Read the following scenario and then answer the questions below: Lerato is a Grade 2 learner at Khayalami Primary school. She struggled to read most of the words in her home language. Miss Molefe, her teacher encouraged and assisted her to read words by teaching her the skill of decoding the sound-symbol relationships that make up words. Without the assistance of Miss Molefe, Lerato would have been unsuccessful at decoding and reading words on her own. Miss Molefe’s role was to scaffold this learning as Lerato works at her zone of proximal development (ZPD). QUESTION 1 (25 marks) 1.1 The environment plays a significant role in the children’s development in general and their language development, in particular (HLT3701 Study Guide 2020). 1.1.1 Briefly discuss what you understand about a language-rich environment. (5) 1.2.1 Define the concept zone of proximal development. (2) 1.2.2 Explain how you would apply the knowledge (ZPD) to develop the learners’ speaking skills. Give an activity that you would do with your Grade 2 learners. (8) (20) QUESTION 1: (23 Marks) 1.1.2 Create two activities that you would do in class to develop language-rich classroom. 1.1 Read the following scenario: Neli likes to read storybooks. She reads in phrases rather than word for word and can read silently to herself. Neli understands most of what she reads. She writes words and short sentences quickly. Her spelling may not always be accurate, but she knows most high-frequency words. 1.1.1 Identify Neli’s level of language development. (2) 1.1.2 Justify how knowledge of the levels of language development will enable a teacher to develop learners’ language in class. (6) 1.2 According to Rumelhart (1977), learners need to develop three types of knowledge to be proficient in reading. 1.2.1 Identify the three types of knowledge. (3) 1.2.2 Briefly explain what you understand under each type of knowledge. (6) 1.2.3 Illustrate why it is important to develop these three types of knowledge. (6) 1.1.3 Name at least four resources that you can create and display on the classroom walls using materials that are available in your environment. QUESTION 2 Read the article titled “Teachers’ use of phonics, knowledge of language constructs, and preferred word identification prompts in relation to beginning readers”, which you will find under e-reserves on myUnisa under HLT3701. Read the above article and respond to the following questions: 2.1 Synthesise the authors’ perspectives and provide a strong argument about the role of phonics instruction in the development of reading. (10) 2.2 Evaluate the negative impact that is caused by poor phonics instruction. (5) 2.3 Apply the knowledge you have gained in this module to discuss how you would introduce a sound “b” to your Grade 1 class. (10) 2.4 Take a photo of at least two resources that you will use to teach the above sound (“b”) and attach it to your answer book. Briefly explain how you will use them in the lesson. (10) (35) 1.2 The teacher of beginning reading must make sure children with a limited frame of reference catch up to other children because this affects how easily they will learn to read. 1.2.1 Analyse the activities that should be given to learners who have a limited frame of reference. QUESTION 3 Mrs Nkosi is a Grade 3 teacher at Amandla Primary School. She likes to use shared writing to develop writing skills among her learners. She starts by doing an oral lesson using a picture. Look at the picture below and answer the questions that follow.QUESTION 2 (20) 2.2 Phonemic awareness is the awareness of the smallest, individual sounds in words. 2.2.1 Critically discuss the strategies of teaching phonemic awareness with reference to the five stages of teaching phonemic awareness. (5) 2.2.2 Evaluate their effectiveness in developing proficiency in reading. (5) 2.3 Justify why phonics is considered crucial in the development of children’s decoding skills. Name the skills that are strengthened when a phonics-based approach is adopted. (5) 2.4 Critically discuss the strategies of the whole-language approach that you would incorporate to foster a love of reading and comprehension skills in young learner (5) Categorising learners into their ability level groups to do reading is important for reading achievement. 1.1 Discuss how you will group learners into their reading ability level groups. (4) 1.2 Name the reading approach that you would apply to teach reading with ability level groups that you have chosen? (2) 1.3 Explain how you will apply this approach to do reading with ability level groups. (4) This study source was downloaded by from CourseH on :10:38 GMT -05:00 HLT3701/102/0/2022 5 1.4 During beginning reading the teacher has to ensure that children with a limited frame of reference catch up to the other children because this affects how easily they will learn to read. 1.4.1 Design TWO (2) activities that you would give to the learners who have a limited frame of reference? (6) 1.4.2 Analyse the disadvantage of having a limited frame of reference. (5) 1.4.3 Report how you would ensure that your classroom is a literate environment. (5) 1.2.2 Illustrate the disadvantage of having a limited frame of reference QUESTION 2: (25) Read the following scenario and answer the questions that follows: Miss Barnes has a large Grade 3 class of 45 learners in a rural school. It is early in the year and she has found that eight learners are unable to join in shared reading or read at all. She is sure there are various reasons for this, but she does not want them to fall further behind and would like to get them reading as soon as possible. The problem is that the school has very few resources and she is not sure what remedial activities she should do or when to do them. 2.1 Reflect on the case study and write a report on what you would advise Miss Barnes to do. (10) 2.1 Reflect on the case study and write a report on what you would advise Miss Barnes to do. 2.2 Analyse further tests that Miss Barnes can give the learners to find out what they have missed in phonics and sight words? (10) 2.3 Select the reading group where they should be placed in, and justify why? (5) QUESTION 3: (22) 2.2 Suggest strategies that Miss Barnes use to teach phonics and word recognition to early grade learners. QUESTION 3 (32 marks) Camborne (1995) spent twenty years studying how young children learn oral language effortlessly, naturally and without stress. 3.1 Use Camborne’s conditions to develop practical activities for your Grade 3 class’s language development: ▪ immersion (4) ▪ demonstration (4) 2.3 Analyse whether Miss Barnes should integrate vocabulary development into her reading lessons. ▪ engagement (4) ▪ responsibility (4) ▪ approximate (4) 2.4 Outline how Miss Barnes should teach comprehension skills to her young readers. Can you give an example of a comprehension activity to use? 3.2 Read the following statement and respond to the questions below: When you deal with a writing task in a particular genre, it is useful to show your learners an example of this type of writing first. 3.2.1 Analyse the purpose of shared writing and how it supports learners in understanding the structure and features of different writing genres. (6) 3.2.2 Analyse how shared writing differs from other collaborative writing approaches such as guided writing or modeled writing. (6) Consult the e-reserves Castles, A., Rastle, K. & Kate Nation, K. 2018. Ending the Reading Wars: Reading Acquisition From Novice to Expert. According to Castles et al. (2018) over many years, the pendulum has swung between arguments favoring a phonics approach, in which the sounds that letters make are taught explicitly, and a whole-language approach, which emphasizes the child’s discovery of meaning through experiences in a literacy-rich environment. Apply the knowledge that you have acquired from the above article and the study guide to respond to the following question. 3.1 Design an activity where you will be teaching your Grade 3 class writing using the shared writing strategy. 6 3.1 In your own words distinguish between phonic approach and whole language approach. (6) 3.2 After reading the article, use the knowledge to analyse what are the reading wars about. (6) 3.2 Create a scoring rubric that you will use to assess the learners' work. (6) 3.3 Consolidate the knowledge that you have acquired in this module to justify which approach you think contributes to the effective teaching of reading. Provide a strong argument. (10) QUESTION 4: QUESTION 2 Read the article titled “Teachers’ use of phonics, knowledge of language constructs, and preferred word identification prompts in relation to beginning readers”, which you will find under e-reserves on myUnisa under HLT3701. Read the above article and respond to the following questions: 2.1 Synthesise the authors’ perspectives and provide a strong argument about the role of phonics instruction in the development of reading. (10) 2.2 Evaluate the negative impact that is caused by poor phonics instruction. (5) 2.3 Apply the knowledge you have gained in this module to discuss how you would introduce a sound “b” to your Grade 1 class. (10) 2.4 Take a photo of at least two resources that you will use to teach the above sound (“b”) and attach it to your answer book. Briefly explain how you will use them in the lesson. (10) (35) QUESTION 3 Mrs Nkosi is a Grade 3 teacher at Amandla Primary School. She likes to use shared writing to develop writing skills among her learners. She starts by doing an oral lesson using a picture. Look at the picture below and answer the questions that follow.(27) QUESTION 4 (25 marks) 4.1 Plan a lesson that you can teach while you sit in the same position as the teacher in the picture Remember to specify a grade of your choice and include the following: -topic of the lesson (2) -purpose of the lesson (2) -teaching strategy/strategies (2) -assessment strategies (2) -resources (2) -introduction to the lesson (5) -presentation (5) -conclusion (5) Design a lesson that you would teach in your Grade 3 class to develop the learners’ vocabulary. Choose any story that is at the level of the learners. You are required to introduce at least 4 new words. Attach in your answer script the story that you will teach and the resources that you will use. Your lesson should include the following: - Topic of the lesson (2) - Purpose of the lesson (2) - Teaching strategy/strategies (2) - Assessment strategies (2) - Resources (2) - Introduction of the lesson (5) - Presentation (8) - Conclusion (4) 3.2 Evaluate how this strategy assists learners in developing writing skills. (5) 3.3 Teaching writing can be done in a series of lessons. Identify and evaluate the importance of teaching writing in a series of lessons with reference to a writing cycle. (10) (25) QUESTION 4 Research: Assessment in a school Contact a Foundation Phase teacher at any local school and request a meeting with him/her after school to discuss assessment in his/her classroom. Explain that this is part of your teacher training course and that you want to understand assessment in more depth. We have attached a letter at the end of this portfolio that you need to show to the teacher. At the end of the interview, request him/her to sign or stamp it with the school stamp. You will have to submit the stamped letter together with your completed portfolio as evidence that this activity took place. You could also ask permission to record the teacher. At the end of the meeting, thank the teacher for meeting with you. Here are questions that you are to ask the teacher: Questions for the teacher: 1. What documents from the Department of Basic Education or the school do you have that guides your assessment? (Write down the names of the documents.) 2. What kind of formal assessment tasks do you give learners? 3. How often do you give these formal assessment tasks? 4. How long does it take to complete one task to assess the whole class? 5. Which language skill is most difficult to assess formally? Please explain why. 6. What do you like about the formal assessment requirements? 7. What do you find challenging about the formal assessment requirements? 8. What changes would you like to see regarding assessment? Please explain why. 9. How do you record the assessment information for each child in the class? Please may I see your mark book/recording sheet to observe the layout? 10. How do you report to parents? Please may I see a sample report card?