FLT3701 ASSIGNMENT 2
QUESTION 1:
1.1 Three reasons why I agree that decoding is not enough for reading comprehension are:
1.2
- Decoding skills alone cannot help learners make meaning of the text. Comprehension requires readers
to make connections between the text and their prior knowledge, background experiences, and the
context of the reading.
- Comprehension involves a range of cognitive processes, such as visualization, predicting, inferring,
questioning, and summarizing. Decoding simply focuses on recognizing and pronouncing the words
correctly.
- Reading comprehension is essential for all academic subjects and requires higher-order thinking skills.
If learners are only able to decode but not comprehend, they will struggle to understand the concepts in
other subjects that rely on reading, such as math, science, and social studies.
1.3 Strategies that can enhance reading with understanding are:
1.4
1.2.1 Phonological awareness:
Phonological awareness is the ability to identify and manipulate sounds in spoken language, such as
rhyming, syllables, and phonemes. This skill is crucial for reading because it helps learners to decode and
understand the sound-symbol relationship of written language. Teachers can enhance reading with
phonological awareness by using games, songs, and exercises that focus on these skills.
1.2.2 Frame of reference:
Frame of reference is the connection between the text and the reader’s prior knowledge and
experiences. Teachers can enhance reading with a frame of reference by previewing the text, relating it
to the learners’ interests and experiences, and asking questions to activate their background knowledge.
1.2.3 Images and pictures:
Images and pictures can help learners visualize the text, make connections, and understand the
concepts. Teachers can enhance reading with images and pictures by using illustrations, diagrams, and
graphic organizers that represent the text’s ideas.
, 1.3 Two reasons why Grade 3 learners’ reading levels can have an impact on their learning in Grade 4
and the higher grades where English is the language of teaching and learning are:
- Reading is essential for higher-order thinking and academic success in all subjects. If learners have poor
reading comprehension skills, they may struggle to understand the concepts in other subjects that rely
on reading, such as math, science, and social studies.
- English is the language of instruction in higher grades, and learners who are not proficient in English
may face challenges in understanding and expressing themselves. This could lead to frustration,
disengagement, and lower academic achievement.
1.5 The phrases “word calling” or “barking at print” mean that learners are simply reading the words
without understanding their meaning or context. They may be able to pronounce the words but
have no comprehension of what they are reading or the ideas conveyed by the text.
1.6
QUESTION 2:
2.1 Vocabulary development activity on Body Parts for Grade 1:
2.1.1 Skills development:
The activity focuses on developing learners’ vocabulary and their ability to use body part words in
context. It also promotes listening and speaking skills.
2.1.2 Resources:
Pictures, flashcards, worksheets, and posters with body parts
2.1.3 Discussion:
Introduce the topic of body parts and elicit from the learners the different parts of the body they know.
Ask them to point to their body parts and label them. Use pictures or flashcards to reinforce the
vocabulary. Then, introduce new body part words and ask the learners to repeat them after you.
2.1.4 Learning activity / Presentation:
QUESTION 1:
1.1 Three reasons why I agree that decoding is not enough for reading comprehension are:
1.2
- Decoding skills alone cannot help learners make meaning of the text. Comprehension requires readers
to make connections between the text and their prior knowledge, background experiences, and the
context of the reading.
- Comprehension involves a range of cognitive processes, such as visualization, predicting, inferring,
questioning, and summarizing. Decoding simply focuses on recognizing and pronouncing the words
correctly.
- Reading comprehension is essential for all academic subjects and requires higher-order thinking skills.
If learners are only able to decode but not comprehend, they will struggle to understand the concepts in
other subjects that rely on reading, such as math, science, and social studies.
1.3 Strategies that can enhance reading with understanding are:
1.4
1.2.1 Phonological awareness:
Phonological awareness is the ability to identify and manipulate sounds in spoken language, such as
rhyming, syllables, and phonemes. This skill is crucial for reading because it helps learners to decode and
understand the sound-symbol relationship of written language. Teachers can enhance reading with
phonological awareness by using games, songs, and exercises that focus on these skills.
1.2.2 Frame of reference:
Frame of reference is the connection between the text and the reader’s prior knowledge and
experiences. Teachers can enhance reading with a frame of reference by previewing the text, relating it
to the learners’ interests and experiences, and asking questions to activate their background knowledge.
1.2.3 Images and pictures:
Images and pictures can help learners visualize the text, make connections, and understand the
concepts. Teachers can enhance reading with images and pictures by using illustrations, diagrams, and
graphic organizers that represent the text’s ideas.
, 1.3 Two reasons why Grade 3 learners’ reading levels can have an impact on their learning in Grade 4
and the higher grades where English is the language of teaching and learning are:
- Reading is essential for higher-order thinking and academic success in all subjects. If learners have poor
reading comprehension skills, they may struggle to understand the concepts in other subjects that rely
on reading, such as math, science, and social studies.
- English is the language of instruction in higher grades, and learners who are not proficient in English
may face challenges in understanding and expressing themselves. This could lead to frustration,
disengagement, and lower academic achievement.
1.5 The phrases “word calling” or “barking at print” mean that learners are simply reading the words
without understanding their meaning or context. They may be able to pronounce the words but
have no comprehension of what they are reading or the ideas conveyed by the text.
1.6
QUESTION 2:
2.1 Vocabulary development activity on Body Parts for Grade 1:
2.1.1 Skills development:
The activity focuses on developing learners’ vocabulary and their ability to use body part words in
context. It also promotes listening and speaking skills.
2.1.2 Resources:
Pictures, flashcards, worksheets, and posters with body parts
2.1.3 Discussion:
Introduce the topic of body parts and elicit from the learners the different parts of the body they know.
Ask them to point to their body parts and label them. Use pictures or flashcards to reinforce the
vocabulary. Then, introduce new body part words and ask the learners to repeat them after you.
2.1.4 Learning activity / Presentation:
