, HLT3701
ASSIGNMENT 2 2026
DUE 17 AUGUST 2026
QUESTION 1 (20 marks)
1.1 Design THREE activities for different stages of literacy development (3x4=12)
Activity 1: Independent Reading Stage
Activity Title: "Book Review Bunting"
Objective: To encourage independent reading and develop comprehension skills through creative
expression.
Activity Description:
Learners select a book they have read independently during the week. The teacher provides each
learner with a triangular-shaped piece of coloured paper (similar to a bunting flag). Learners are
instructed to write the title and author of the book, draw their favourite scene from the story, and
write one sentence explaining why they would recommend the book to a friend. These flags are
then strung together across the classroom to create a "Book Review Bunting," allowing learners to
see what their peers are reading and enjoying.
Purpose:
This activity builds on the independent reading level where children "can read 98-99% of the words
on a page" (HLT3701, 2020:113). It extends beyond decoding to comprehension, requiring learners
to summarise, evaluate, and make connections. The activity also promotes a culture of reading as
learners share recommendations with peers.
Activity 2: Sentence Writing Stage
Activity Title: "Sentence Stretchers"
Objective: To develop learners' ability to construct detailed and meaningful sentences.
Activity Description:
The teacher writes a simple sentence on the board, such as "The dog ran." Learners are given a
"sentence stretcher" worksheet with prompts. They must expand the sentence by answering:
Where did the dog run? Why did the dog run? How did the dog run? What did the dog look like?
Each question is added to the sentence to create a more detailed version. For example: "The big,
brown dog ran quickly through the park because he was chasing a ball."
, Purpose:
This activity develops expressive writing by encouraging learners to add detail to their sentences.
As noted in the study guide, "writing is a critical skill for young learners to master" (HLT3701,
2020:35). The activity scaffolds learners from simple sentences to more complex structures,
building vocabulary and descriptive language skills (HLT3701, 2020:118).
Activity 3: Punctuation Activities Stage
Activity Title: "Punctuation Police"
Objective: To develop learners' understanding and correct use of punctuation marks in writing.
Activity Description:
The teacher prepares a short passage of text with all punctuation removed and errors inserted (e.g.,
no capital letters, missing full stops, incorrect use of question marks). Learners are issued a
"Punctuation Police" badge and given the task of "patrolling" the text to identify and correct all
punctuation errors. They must use red pen to insert capital letters, full stops, question marks, and
exclamation marks where needed. The activity can be extended by having learners create their own
passages with punctuation errors for peers to correct.
Purpose:
This activity addresses the progression of writing skills outlined in the curriculum, where learners
need to "use correct punctuation" (HLT3701, 2020:49). It develops visual discrimination skills and
reinforces the rules of punctuation in a fun, engaging manner. The "Punctuation Police" theme
makes learning memorable and encourages learners to become more aware of punctuation in their
own writing.
1.2 Creating a Language-Rich Classroom with Limited Resources (8 marks)
As a teacher in a school with limited resources, creating a language-rich classroom requires
creativity and resourcefulness. According to the study guide, "it is necessary for every teacher to
ensure that their spaces of teaching and learning is well resourced and equipped with teaching and
learning materials that facilitate language learning" (HLT3701, 2020:22). Here are two practical
examples:
Example 1: Homemade Big Books and Shared Reading Materials
Despite limited resources, teachers can create their own big books using recycled materials. Large
sheets of cardboard or brown paper can be folded and stapled to create books. Learners can
contribute illustrations, and the teacher can write repetitive text that builds on familiar themes.
These homemade big books serve the same purpose as commercially produced ones, enabling
"shared reading as a class with teacher" (HLT3701, 2020:45). The teacher can use these books daily
for shared reading, modelling fluent reading, and developing comprehension strategies.
The study guide emphasises that "you can easily make your own from simple materials" (HLT3701,
2020:23). This approach is particularly valuable because it involves learners in the creation process,
making the texts more meaningful and engaging. These books can be stored in the reading corner
and revisited throughout the year.
ASSIGNMENT 2 2026
DUE 17 AUGUST 2026
QUESTION 1 (20 marks)
1.1 Design THREE activities for different stages of literacy development (3x4=12)
Activity 1: Independent Reading Stage
Activity Title: "Book Review Bunting"
Objective: To encourage independent reading and develop comprehension skills through creative
expression.
Activity Description:
Learners select a book they have read independently during the week. The teacher provides each
learner with a triangular-shaped piece of coloured paper (similar to a bunting flag). Learners are
instructed to write the title and author of the book, draw their favourite scene from the story, and
write one sentence explaining why they would recommend the book to a friend. These flags are
then strung together across the classroom to create a "Book Review Bunting," allowing learners to
see what their peers are reading and enjoying.
Purpose:
This activity builds on the independent reading level where children "can read 98-99% of the words
on a page" (HLT3701, 2020:113). It extends beyond decoding to comprehension, requiring learners
to summarise, evaluate, and make connections. The activity also promotes a culture of reading as
learners share recommendations with peers.
Activity 2: Sentence Writing Stage
Activity Title: "Sentence Stretchers"
Objective: To develop learners' ability to construct detailed and meaningful sentences.
Activity Description:
The teacher writes a simple sentence on the board, such as "The dog ran." Learners are given a
"sentence stretcher" worksheet with prompts. They must expand the sentence by answering:
Where did the dog run? Why did the dog run? How did the dog run? What did the dog look like?
Each question is added to the sentence to create a more detailed version. For example: "The big,
brown dog ran quickly through the park because he was chasing a ball."
, Purpose:
This activity develops expressive writing by encouraging learners to add detail to their sentences.
As noted in the study guide, "writing is a critical skill for young learners to master" (HLT3701,
2020:35). The activity scaffolds learners from simple sentences to more complex structures,
building vocabulary and descriptive language skills (HLT3701, 2020:118).
Activity 3: Punctuation Activities Stage
Activity Title: "Punctuation Police"
Objective: To develop learners' understanding and correct use of punctuation marks in writing.
Activity Description:
The teacher prepares a short passage of text with all punctuation removed and errors inserted (e.g.,
no capital letters, missing full stops, incorrect use of question marks). Learners are issued a
"Punctuation Police" badge and given the task of "patrolling" the text to identify and correct all
punctuation errors. They must use red pen to insert capital letters, full stops, question marks, and
exclamation marks where needed. The activity can be extended by having learners create their own
passages with punctuation errors for peers to correct.
Purpose:
This activity addresses the progression of writing skills outlined in the curriculum, where learners
need to "use correct punctuation" (HLT3701, 2020:49). It develops visual discrimination skills and
reinforces the rules of punctuation in a fun, engaging manner. The "Punctuation Police" theme
makes learning memorable and encourages learners to become more aware of punctuation in their
own writing.
1.2 Creating a Language-Rich Classroom with Limited Resources (8 marks)
As a teacher in a school with limited resources, creating a language-rich classroom requires
creativity and resourcefulness. According to the study guide, "it is necessary for every teacher to
ensure that their spaces of teaching and learning is well resourced and equipped with teaching and
learning materials that facilitate language learning" (HLT3701, 2020:22). Here are two practical
examples:
Example 1: Homemade Big Books and Shared Reading Materials
Despite limited resources, teachers can create their own big books using recycled materials. Large
sheets of cardboard or brown paper can be folded and stapled to create books. Learners can
contribute illustrations, and the teacher can write repetitive text that builds on familiar themes.
These homemade big books serve the same purpose as commercially produced ones, enabling
"shared reading as a class with teacher" (HLT3701, 2020:45). The teacher can use these books daily
for shared reading, modelling fluent reading, and developing comprehension strategies.
The study guide emphasises that "you can easily make your own from simple materials" (HLT3701,
2020:23). This approach is particularly valuable because it involves learners in the creation process,
making the texts more meaningful and engaging. These books can be stored in the reading corner
and revisited throughout the year.
