,RFP2601 ASSIGNMENT 3 (PORTFOLIO)
DUE DATE: 14 OCTOBER 2026
QUESTION 1:
TEACHING READING IN THE FOUNDATION PHASE
1.1 Explain why selecting age-appropriate texts to teach reading is important.
Selecting age-appropriate texts is important because Foundation Phase learners are still
developing their reading, language and comprehension skills. The reading material used in
the classroom should match the learners’ level of development so that they can understand
the vocabulary, sentences and ideas presented in the text. When learners are given texts
that are too difficult, they may struggle to recognise words and understand the meaning of
the passage. This can lead to frustration and may reduce their confidence in reading.
Age-appropriate texts also help learners develop their vocabulary. Learners should be
introduced to new words while still being able to understand most of the language used in
the text. Stories that contain familiar situations, characters, objects and experiences can
make reading easier to understand because learners can connect the story to things they
already know.
Suitable texts also support reading comprehension. When the content is appropriate for the
learner’s age and reading level, the teacher can ask questions about characters, events,
settings and important information in the story. Learners can also make predictions and
explain their own ideas about what they have read.
Another important reason is motivation. Young learners are more likely to participate in
reading when the text is interesting and meaningful to them. Colourful illustrations, simple
stories and familiar topics can make reading enjoyable and encourage learners to read
more often. The Department of Basic Education emphasises the importance of supporting
learners to develop foundational literacy skills at an appropriate level so that they can
progress successfully in reading (Department of Basic Education, 2021).
, Therefore, age-appropriate texts provide learners with a suitable level of challenge while
helping them develop vocabulary, comprehension, confidence, fluency and a positive
attitude towards reading.
1.2 Provide three characteristics each of group guided reading, shared reading and
independent reading.
Group Guided Reading
1. Small-group teaching: Learners are divided into small groups so that the teacher
can work more closely with them. This allows the teacher to identify specific reading
difficulties and provide individual support where necessary.
2. Teacher guidance and support: The teacher guides learners while they read and
assists them with unfamiliar words, pronunciation, sentence meaning and
comprehension.
3. Texts are matched to learners' reading levels: Learners use texts that are suitable
for their current reading ability. The teacher can gradually introduce more difficult
texts as learners improve.
Shared Reading
1. Teacher modelling: The teacher demonstrates how a fluent reader reads by
modelling correct pronunciation, expression, pace and phrasing.
2. Learners participate together: Learners do not simply sit and listen to the teacher.
They follow the text, join in reading, repeat words or sentences and respond to
questions.
3. Discussion and interaction: The teacher interacts with learners about the story,
pictures, vocabulary, characters and events. Learners are encouraged to make
predictions, explain ideas and connect the story to their own experiences
(Department of Education, 2008).
Independent Reading
1. Individual reading: Each learner reads a suitable text independently rather than
depending on the teacher or another learner to read the whole text.
DUE DATE: 14 OCTOBER 2026
QUESTION 1:
TEACHING READING IN THE FOUNDATION PHASE
1.1 Explain why selecting age-appropriate texts to teach reading is important.
Selecting age-appropriate texts is important because Foundation Phase learners are still
developing their reading, language and comprehension skills. The reading material used in
the classroom should match the learners’ level of development so that they can understand
the vocabulary, sentences and ideas presented in the text. When learners are given texts
that are too difficult, they may struggle to recognise words and understand the meaning of
the passage. This can lead to frustration and may reduce their confidence in reading.
Age-appropriate texts also help learners develop their vocabulary. Learners should be
introduced to new words while still being able to understand most of the language used in
the text. Stories that contain familiar situations, characters, objects and experiences can
make reading easier to understand because learners can connect the story to things they
already know.
Suitable texts also support reading comprehension. When the content is appropriate for the
learner’s age and reading level, the teacher can ask questions about characters, events,
settings and important information in the story. Learners can also make predictions and
explain their own ideas about what they have read.
Another important reason is motivation. Young learners are more likely to participate in
reading when the text is interesting and meaningful to them. Colourful illustrations, simple
stories and familiar topics can make reading enjoyable and encourage learners to read
more often. The Department of Basic Education emphasises the importance of supporting
learners to develop foundational literacy skills at an appropriate level so that they can
progress successfully in reading (Department of Basic Education, 2021).
, Therefore, age-appropriate texts provide learners with a suitable level of challenge while
helping them develop vocabulary, comprehension, confidence, fluency and a positive
attitude towards reading.
1.2 Provide three characteristics each of group guided reading, shared reading and
independent reading.
Group Guided Reading
1. Small-group teaching: Learners are divided into small groups so that the teacher
can work more closely with them. This allows the teacher to identify specific reading
difficulties and provide individual support where necessary.
2. Teacher guidance and support: The teacher guides learners while they read and
assists them with unfamiliar words, pronunciation, sentence meaning and
comprehension.
3. Texts are matched to learners' reading levels: Learners use texts that are suitable
for their current reading ability. The teacher can gradually introduce more difficult
texts as learners improve.
Shared Reading
1. Teacher modelling: The teacher demonstrates how a fluent reader reads by
modelling correct pronunciation, expression, pace and phrasing.
2. Learners participate together: Learners do not simply sit and listen to the teacher.
They follow the text, join in reading, repeat words or sentences and respond to
questions.
3. Discussion and interaction: The teacher interacts with learners about the story,
pictures, vocabulary, characters and events. Learners are encouraged to make
predictions, explain ideas and connect the story to their own experiences
(Department of Education, 2008).
Independent Reading
1. Individual reading: Each learner reads a suitable text independently rather than
depending on the teacher or another learner to read the whole text.
