TMS3720 Assignment
3 2024 (234942) -
DUE 11 July 2024
QUESTIONS WITH COMPLETE ANSWERS
[School]
[Course title]
,TMS3720 Assignment 3 2024 (234942) - DUE 11 July 2024
QUESTION 1
1.1 In light of the above statement by the Progress in International Reading
and Literacy Study (PIRLS) that South African learners lack proper reading
skills and that 81% of Grade 4 pupils in South Africa do not read with
comprehension (Roux, 2023), explain and demonstrate with a few
examples extracted from the story The Necklace, by Guy de Maupassant,
how you would teach intensive reading for comprehension at a word level.
(10)
1.2 Explain and demonstrate with a few examples extracted from the story
The Necklace, by Guy de Maupassant, how you would teach intensive
reading for comprehension at a sentence and paragraph level. (10)
1.3 Explain and demonstrate with a few examples extracted from the story
The Necklace, by Guy de Maupassant, how you would teach intensive
reading for comprehension at whole text level. (10) [30]
### Question 1.1: Teaching Intensive Reading for Comprehension at a
Word Level
**Explanation:**
Intensive reading at the word level focuses on understanding the
meanings, connotations, and uses of individual words within a text. This
process helps students build their vocabulary and improve their ability to
decode and comprehend text.
**Examples from "The Necklace" by Guy de Maupassant:**
1. **Vocabulary Building:**
- **Word:** "prospects"
, - **Context in the story:** "She had no dowry, no expectations, no
means of being known, understood, loved, married by any rich and
distinguished man; and she let herself be married to a little clerk at the
Ministry of Public Instruction."
- **Teaching Strategy:** Explain the meaning of "prospects" (chances or
opportunities for future success) and ask students to think of situations in
their lives where they consider their prospects.
2. **Word Connotations:**
- **Word:** "elegant"
- **Context in the story:** "She was simple since she could not be
elegant, but she was unhappy as though kept out of her own class."
- **Teaching Strategy:** Discuss the connotation of "elegant" (graceful
and stylish) and ask students to describe someone they consider elegant,
highlighting the difference between the dictionary definition and the implied
social status.
3. **Word Usage:**
- **Word:** "chagrin"
- **Context in the story:** "She wept all day long, from chagrin, from
regret, from despair, and from distress."
- **Teaching Strategy:** Define "chagrin" (distress or embarrassment at
having failed or been humiliated) and ask students to use the word in
sentences related to their personal experiences to reinforce understanding.
### Question 1.2: Teaching Intensive Reading for Comprehension at a
Sentence and Paragraph Level
**Explanation:**
3 2024 (234942) -
DUE 11 July 2024
QUESTIONS WITH COMPLETE ANSWERS
[School]
[Course title]
,TMS3720 Assignment 3 2024 (234942) - DUE 11 July 2024
QUESTION 1
1.1 In light of the above statement by the Progress in International Reading
and Literacy Study (PIRLS) that South African learners lack proper reading
skills and that 81% of Grade 4 pupils in South Africa do not read with
comprehension (Roux, 2023), explain and demonstrate with a few
examples extracted from the story The Necklace, by Guy de Maupassant,
how you would teach intensive reading for comprehension at a word level.
(10)
1.2 Explain and demonstrate with a few examples extracted from the story
The Necklace, by Guy de Maupassant, how you would teach intensive
reading for comprehension at a sentence and paragraph level. (10)
1.3 Explain and demonstrate with a few examples extracted from the story
The Necklace, by Guy de Maupassant, how you would teach intensive
reading for comprehension at whole text level. (10) [30]
### Question 1.1: Teaching Intensive Reading for Comprehension at a
Word Level
**Explanation:**
Intensive reading at the word level focuses on understanding the
meanings, connotations, and uses of individual words within a text. This
process helps students build their vocabulary and improve their ability to
decode and comprehend text.
**Examples from "The Necklace" by Guy de Maupassant:**
1. **Vocabulary Building:**
- **Word:** "prospects"
, - **Context in the story:** "She had no dowry, no expectations, no
means of being known, understood, loved, married by any rich and
distinguished man; and she let herself be married to a little clerk at the
Ministry of Public Instruction."
- **Teaching Strategy:** Explain the meaning of "prospects" (chances or
opportunities for future success) and ask students to think of situations in
their lives where they consider their prospects.
2. **Word Connotations:**
- **Word:** "elegant"
- **Context in the story:** "She was simple since she could not be
elegant, but she was unhappy as though kept out of her own class."
- **Teaching Strategy:** Discuss the connotation of "elegant" (graceful
and stylish) and ask students to describe someone they consider elegant,
highlighting the difference between the dictionary definition and the implied
social status.
3. **Word Usage:**
- **Word:** "chagrin"
- **Context in the story:** "She wept all day long, from chagrin, from
regret, from despair, and from distress."
- **Teaching Strategy:** Define "chagrin" (distress or embarrassment at
having failed or been humiliated) and ask students to use the word in
sentences related to their personal experiences to reinforce understanding.
### Question 1.2: Teaching Intensive Reading for Comprehension at a
Sentence and Paragraph Level
**Explanation:**
