, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
QUESTION 1
1.1 Explain why selecting age-appropriate texts to teach reading is important.
Selecting age-appropriate texts is important because the text must match the learner’s grade level and,
more importantly, the learner’s reading ability level, otherwise the learner may be placed at the
frustration level of reading where the text is too difficult to read even with teacher support (RFP2601,
Study Guide, p. 98). The text should also be at the instructional level, where it has a slight degree of
difficulty and the learner can read it with teacher support within the zone of proximal development
(RFP2601, Study Guide, p. 98).
In addition, the text should be at the independent level, where the learner can read successfully on
their own without support (RFP2601, Study Guide, p. 98). Age-appropriate texts also help learners
achieve success in reading, since all learners must achieve success and reading should not be seen as
a competitive process but as a developmental process (RFP2601, Study Guide, p. 99). Furthermore,
selecting appropriate texts ensures that learners are not left to read within the frustration level, and
where a learner struggles, a text at a lower level should be given so that the learner can read to
achieve success (RFP2601, Study Guide, p. 99).
1.2 Provide three characteristics each on the following reading approaches:
Group guided reading
It usually takes place in the carpet corner of a foundation phase classroom and under the direct
supervision of the teacher (RFP2601, Study Guide, p. 73).
The teacher works with at least two ability-level groups per day, with about six to ten learners
per group depending on their ability levels (RFP2601, Study Guide, p. 74).
Individual texts with the same title are used by each learner, and learners in the group follow
and read the same story (RFP2601, Study Guide, p. 74).
Shared reading
It takes place with the whole class during shared reading focus time (RFP2601, Study Guide, p.
72).
The teacher and learners read together, or the teacher reads and the learners repeat read the
same until the learners learn to read the text (RFP2601, Study Guide, p. 72).
Resources such as one enlarged text, a big book, a chart, a poster, or individual texts may be
used, and there may be questions and discussions before, during and after reading (RFP2601,
Study Guide, p. 72).
Independent reading
Learners engage in reading texts that interest them, and each learner has their own choice of
reading text (RFP2601, Study Guide, p. 76).
Learners are engaged in silent reading so that they do not disturb the learner next to them
(RFP2601, Study Guide, p. 76).
It provides learners with reading practice and develops their fluency (RFP2601, Study Guide, p.
76).
QUESTION 1
1.1 Explain why selecting age-appropriate texts to teach reading is important.
Selecting age-appropriate texts is important because the text must match the learner’s grade level and,
more importantly, the learner’s reading ability level, otherwise the learner may be placed at the
frustration level of reading where the text is too difficult to read even with teacher support (RFP2601,
Study Guide, p. 98). The text should also be at the instructional level, where it has a slight degree of
difficulty and the learner can read it with teacher support within the zone of proximal development
(RFP2601, Study Guide, p. 98).
In addition, the text should be at the independent level, where the learner can read successfully on
their own without support (RFP2601, Study Guide, p. 98). Age-appropriate texts also help learners
achieve success in reading, since all learners must achieve success and reading should not be seen as
a competitive process but as a developmental process (RFP2601, Study Guide, p. 99). Furthermore,
selecting appropriate texts ensures that learners are not left to read within the frustration level, and
where a learner struggles, a text at a lower level should be given so that the learner can read to
achieve success (RFP2601, Study Guide, p. 99).
1.2 Provide three characteristics each on the following reading approaches:
Group guided reading
It usually takes place in the carpet corner of a foundation phase classroom and under the direct
supervision of the teacher (RFP2601, Study Guide, p. 73).
The teacher works with at least two ability-level groups per day, with about six to ten learners
per group depending on their ability levels (RFP2601, Study Guide, p. 74).
Individual texts with the same title are used by each learner, and learners in the group follow
and read the same story (RFP2601, Study Guide, p. 74).
Shared reading
It takes place with the whole class during shared reading focus time (RFP2601, Study Guide, p.
72).
The teacher and learners read together, or the teacher reads and the learners repeat read the
same until the learners learn to read the text (RFP2601, Study Guide, p. 72).
Resources such as one enlarged text, a big book, a chart, a poster, or individual texts may be
used, and there may be questions and discussions before, during and after reading (RFP2601,
Study Guide, p. 72).
Independent reading
Learners engage in reading texts that interest them, and each learner has their own choice of
reading text (RFP2601, Study Guide, p. 76).
Learners are engaged in silent reading so that they do not disturb the learner next to them
(RFP2601, Study Guide, p. 76).
It provides learners with reading practice and develops their fluency (RFP2601, Study Guide, p.
76).
