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EML1501 ASSIGNMENT 4 2025 (Answer Guide) 593060

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EML1501 ASSIGNMENT 4 2025 (Answer Guide) 593060 Contents Question 1 — Overview 3 Role of parents in the promotion of emergent literacy 3 How you can identify a child who is emergent literate 3 How a child’s family background affects literacy 3 Question 2 — Play as a way of teaching language (15 marks) 4 2.1 Three theories of play (brief discussion) 4 Role of play in language learning 4 Which type of play promotes social interaction among pre-school children? 5 How play fosters cognitive development 6 Question 3 — Grade R Language Learning Activity (20 marks) 6 3.1 Construct a Grade R language learning activity from the provided pictures (10 marks) 6 3.2 Brief explanation of the learning technique in the images (4 marks) 7 3.3 Two skills learners develop from the technique (2 marks) 7 3.4 Significance of using the technique in a Grade R class (4 marks) 8 Question 4 — Environmental Print, Storytelling, and Assessment (30 marks) 8 4.1 Ways to use environmental print to promote language learning (6 marks) 8 4.2 Analyse three common environmental prints and explain how to use them to teach sight vocabulary (9 marks) 9 4.3 Strategies to actively engage children during storytelling (8 marks) 9 4.4 Compare and contrast assessment and evaluation, and explain how this guides choice of approach (2 marks) 9 4.5 Create an entry-level assessment tool for children younger than 5 (5 marks) 10 Question 5 — Foundation Phase Lesson Plan 10 5.1 Lesson Plan: Using Picture Cues, Teacher Support, and Reflective Questioning 10 5.2 Assessment strategies 13 5.3 Measuring effectiveness of the lesson 13 5.4 Significance of this approach 14 References 14   Question 1 — Overview Role of parents in the promotion of emergent literacy Parents are children’s first and most consistent literacy partners: they model language, provide scaffolding, and establish routines that make print meaningful (Vygotsky, 1978). Practical parental strategies include shared book reading with dialogic prompts (asking the child to predict, label, or retell), daily storytelling, singing rhymes to build phonological awareness, and labelling objects around the home to connect spoken words with print (Whitehurst & Lonigan, 1998; Sénéchal & LeFevre, 2002). These activities expand vocabulary, strengthen narrative skills and teach conventions of print (book handling, left-to-right direction), which together form the foundation of emergent literacy (Neuman & Dickinson, 2011). How you can identify a child who is emergent literate An emergent literate child shows observable behaviours rather than formal decoding: interest in books, pretending to read, scribbling and emergent writing, retelling simple stories, noticing environmental print (logos, signs), letter recognition of some familiar letters, and playful experimentation with sounds (phonological play). They also demonstrate increasing attention spans during joint reading and begin mapping sounds to symbols (Clay, 1991; National Early Literacy Panel, 2008). Use brief, authentic observations (e.g., child’s story retell after a picture book) to document these milestones. How a child’s family background affects

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EML1501
ASSIGNMENT 4
2025 (Answer
Guide) 593060
QUESTIONS WITH 100%
VERIFIED AND
CERTIFIED ANSWERS.






,1|Page


EML1501 ASSIGNMENT 4 2025 (Answer Guide) 593060
VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN REQUIRED FORMAT AND WITHIN
GIVEN GUIDELINES. IT IS GOOD TO USE AS A GUIDE AND FOR REFERENCE, NEVER
PLAGARIZE. Thank you and success in your academics.
UNISA, 2025



Contents
Question 1 — Overview.................................................................................................................3
Role of parents in the promotion of emergent literacy .........................................................3
How you can identify a child who is emergent literate..........................................................3
How a child’s family background affects literacy ..................................................................3
Question 2 — Play as a way of teaching language (15 marks) ................................................4
2.1 Three theories of play (brief discussion) ......................................................................4
Role of play in language learning .........................................................................................4
Which type of play promotes social interaction among pre-school children?...............5
How play fosters cognitive development ............................................................................6
Question 3 — Grade R Language Learning Activity (20 marks) ..............................................6
3.1 Construct a Grade R language learning activity from the provided pictures (10
marks) ......................................................................................................................................6
3.2 Brief explanation of the learning technique in the images (4 marks) ........................7
3.3 Two skills learners develop from the technique (2 marks) .........................................7
3.4 Significance of using the technique in a Grade R class (4 marks) ............................8
Question 4 — Environmental Print, Storytelling, and Assessment (30 marks) .....................8
4.1 Ways to use environmental print to promote language learning (6 marks) ..............8
4.2 Analyse three common environmental prints and explain how to use them to
teach sight vocabulary (9 marks) .........................................................................................9
4.3 Strategies to actively engage children during storytelling (8 marks) ........................9
4.4 Compare and contrast assessment and evaluation, and explain how this guides
choice of approach (2 marks) ...............................................................................................9
4.5 Create an entry-level assessment tool for children younger than 5 (5 marks) ...... 10
Question 5 — Foundation Phase Lesson Plan ........................................................................ 10
5.1 Lesson Plan: Using Picture Cues, Teacher Support, and Reflective Questioning 10
5.2 Assessment strategies .................................................................................................. 13
5.3 Measuring effectiveness of the lesson ........................................................................ 13

, 2|Page


5.4 Significance of this approach ....................................................................................... 14
References ................................................................................................................................ 14

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