, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
Question 1: Children’s Literature Theory
1.1. C (ii and iv only)
Reasoning: Singing, gestures, and role-play are multimodal (ii) and support different learning styles
(iv). They do not rely only on written language (i) and do not avoid movement (iii).
1.2. A (i, iii and iv only)
Reasoning: The statement reflects social assumptions (i), interpretations based on personal
experience (iii), and issues of identity and access (iv). It is not a reason to discourage sharing
opinions (ii).
1.3. D (ii, iii and iv only)
Reasoning: Inclusive literacy learning is supported by reading aloud with discussion (ii), using visual
prompts and gestures (iii), and including singing and role-play (iv). Allowing only fluent speakers to
answer (i) is exclusionary and incorrect.
1.4. B (i, ii and iii only)
Reasoning: The book is developmentally appropriate because it uses illustrations to support meaning
(i), connects with children's emotions and dreams (ii), and allows discussion of familiar/unfamiliar
experiences (iii). It does not contain abstract academic language only (iv).
1.5. C (i, iii and iv only)
Reasoning: Sequencing pictures develops comprehension of narrative structure (i), visual literacy
skills (iii), and understanding of story events (iv). It is not memorisation without meaning-making
(ii).
1.6. D (ii, iii and iv only)
Reasoning: The repeated song reinforces vocabulary (ii), supports oral fluency and pronunciation
(iii), and creates links between texts and experiences (iv). It does not limit learner participation (i).
1.7. A (i, ii and iv only)
Reasoning: Reader-response theory values learners relating stories to their own beliefs (i),
interpreting differently based on background (ii), and discussing stereotypes (iv). Memorising the
rhyme perfectly (iii) is not a focus of this theory.
1.8. C (i, iii and iv only)
Reasoning: The belief is problematic because gender stereotypes may discourage participation (i),
children's literature can challenge biases (iii), and reading identities are shaped by social attitudes
(iv). The statement that boys should not read picture books (ii) is a false and problematic premise.
1.9. B (i, ii and iii only)
Reasoning: Active meaning-making is encouraged by role-playing (i), singing with gestures (ii), and
discussing illustrations (iii). Copying definitions from the board (iv) is a passive activity.
1.10. D (ii, iii and iv only)
Reasoning: A reading culture is strengthened by enjoyable shared reading (ii), connecting literature
to performance and creativity (iii), and encouraging participation in multiple ways (iv). Relying
entirely on formal testing (i) would not strengthen a reading culture.
Question 1: Children’s Literature Theory
1.1. C (ii and iv only)
Reasoning: Singing, gestures, and role-play are multimodal (ii) and support different learning styles
(iv). They do not rely only on written language (i) and do not avoid movement (iii).
1.2. A (i, iii and iv only)
Reasoning: The statement reflects social assumptions (i), interpretations based on personal
experience (iii), and issues of identity and access (iv). It is not a reason to discourage sharing
opinions (ii).
1.3. D (ii, iii and iv only)
Reasoning: Inclusive literacy learning is supported by reading aloud with discussion (ii), using visual
prompts and gestures (iii), and including singing and role-play (iv). Allowing only fluent speakers to
answer (i) is exclusionary and incorrect.
1.4. B (i, ii and iii only)
Reasoning: The book is developmentally appropriate because it uses illustrations to support meaning
(i), connects with children's emotions and dreams (ii), and allows discussion of familiar/unfamiliar
experiences (iii). It does not contain abstract academic language only (iv).
1.5. C (i, iii and iv only)
Reasoning: Sequencing pictures develops comprehension of narrative structure (i), visual literacy
skills (iii), and understanding of story events (iv). It is not memorisation without meaning-making
(ii).
1.6. D (ii, iii and iv only)
Reasoning: The repeated song reinforces vocabulary (ii), supports oral fluency and pronunciation
(iii), and creates links between texts and experiences (iv). It does not limit learner participation (i).
1.7. A (i, ii and iv only)
Reasoning: Reader-response theory values learners relating stories to their own beliefs (i),
interpreting differently based on background (ii), and discussing stereotypes (iv). Memorising the
rhyme perfectly (iii) is not a focus of this theory.
1.8. C (i, iii and iv only)
Reasoning: The belief is problematic because gender stereotypes may discourage participation (i),
children's literature can challenge biases (iii), and reading identities are shaped by social attitudes
(iv). The statement that boys should not read picture books (ii) is a false and problematic premise.
1.9. B (i, ii and iii only)
Reasoning: Active meaning-making is encouraged by role-playing (i), singing with gestures (ii), and
discussing illustrations (iii). Copying definitions from the board (iv) is a passive activity.
1.10. D (ii, iii and iv only)
Reasoning: A reading culture is strengthened by enjoyable shared reading (ii), connecting literature
to performance and creativity (iii), and encouraging participation in multiple ways (iv). Relying
entirely on formal testing (i) would not strengthen a reading culture.
