, RFP2601
ASSIGNMENT 3
(PORTFOLIO) 2026
DUE OCTOBER 2026
QUESTION 1: (30)
1.1 Explain why selecting age-appropriate texts to teach reading is important. (5)
Selecting age-appropriate texts to teach reading is crucial for several reasons. Firstly, it ensures the
text is at the appropriate grade and ability level of the learner, which is essential for their reading
development (RFP2601, 2020:98). Using texts that are too difficult can place a learner in the
"frustration level" of reading, where they are unable to attain success even with support,
potentially causing anxiety and a dislike for reading (RFP2601, 2020:98). Conversely, texts that are
too easy do not provide the necessary challenge for progress.
Furthermore, age-appropriate texts are more likely to be engaging and interesting for learners.
When texts are relevant to their age and experiences, learners are more motivated to read, which
helps develop a love for reading (RFP2601, 2020:12). The study guide notes that as grades progress
from Grade 1 to Grade 3, the complexity of texts should increase to match the learners' developing
skills (RFP2601, 2020:69). Therefore, careful selection of texts is fundamental to effective reading
instruction and to ensure that "all learners must achieve success in reading" (RFP2601, 2020:99).
1.2 Provide three characteristics each on the following reading approaches:
Group guided reading
It involves an ability-group teaching strategy where learners read the same text under the
direct supervision of the teacher (RFP2601, 2020:5).
Each reading group typically has between six and ten learners, and the teacher listens to, guides,
and corrects each learner as they read (RFP2601, 2020:73).
It uses individual texts with the same title for each learner in the group, and the session
includes vocabulary extension, text-talk, and discussions (RFP2601, 2020:74).
ASSIGNMENT 3
(PORTFOLIO) 2026
DUE OCTOBER 2026
QUESTION 1: (30)
1.1 Explain why selecting age-appropriate texts to teach reading is important. (5)
Selecting age-appropriate texts to teach reading is crucial for several reasons. Firstly, it ensures the
text is at the appropriate grade and ability level of the learner, which is essential for their reading
development (RFP2601, 2020:98). Using texts that are too difficult can place a learner in the
"frustration level" of reading, where they are unable to attain success even with support,
potentially causing anxiety and a dislike for reading (RFP2601, 2020:98). Conversely, texts that are
too easy do not provide the necessary challenge for progress.
Furthermore, age-appropriate texts are more likely to be engaging and interesting for learners.
When texts are relevant to their age and experiences, learners are more motivated to read, which
helps develop a love for reading (RFP2601, 2020:12). The study guide notes that as grades progress
from Grade 1 to Grade 3, the complexity of texts should increase to match the learners' developing
skills (RFP2601, 2020:69). Therefore, careful selection of texts is fundamental to effective reading
instruction and to ensure that "all learners must achieve success in reading" (RFP2601, 2020:99).
1.2 Provide three characteristics each on the following reading approaches:
Group guided reading
It involves an ability-group teaching strategy where learners read the same text under the
direct supervision of the teacher (RFP2601, 2020:5).
Each reading group typically has between six and ten learners, and the teacher listens to, guides,
and corrects each learner as they read (RFP2601, 2020:73).
It uses individual texts with the same title for each learner in the group, and the session
includes vocabulary extension, text-talk, and discussions (RFP2601, 2020:74).
