CHL2601 Assignment 8 (DETAILED ANSWERS) 2024 - DISTINCTION GUARANTEED

CHL2601 Assignment 8 (DETAILED ANSWERS) 2024 - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED Answers, guidelines, workings and references .... Question 1 [35] 1.1 Learners in different age groups go through different physical and emotional stages. Physical, social and emotional challenges can be predicted and addressed through appropriate reading material. A story may help the reader to identify with a similar fictional situation of being a refugee, being disabled or feeling rejected. Identify and recommend books that teachers and/or parents can use to address the following: a) sibling rivalry (2) b) being disabled or sick (2) c) dealing with the trauma of divorce or a family break-up (2) d) peer rejection (2) e) the death of a loved one (2) The books that you recommend must be appropriate for children under the age of 11 years. Give the title and the author of every book you identify, and explain why this book is appropriate. 1.2 Choose any one of the themes above and use the book you have identified to develop a lesson to address the specific challenge with Foundation Phase learners. Use the following layout to plan your lesson: Theme: Name of the book and author: Introduction to your lesson (how you will activate prior knowledge and create the context) 2 Activities during book reading 5 Activities after book reading to consolidate the message of the story 5 CHL2601/ASSESSMENT 8/2024 7 An activity to send home to parents for consolidation at home 3 1.3 Imagine you are dealing with physical or emotional bullying in your school. Generate ideas in which books and reading could be used to address the issue with learners in the Foundation Phase. List at least five suggestions. Then choose the three ideas from your list that would be most effective. Explain why the three ideas you have selected will be most effective. Also explain how you would implement each one in a Foundation Phase classroom. (10) Question 2 [30] 2.1 A number of studies have shown that boys enjoy reading less than girls. Empirical evidence also indicates that boys in all countries are not only less likely than girls to say that they read for enjoyment, they also have different reading habits when they do read for pleasure; girls are more likely to read fiction or magazines, while boys are more likely to read newspapers and comics. Earlier you have learned about the immense power that choice of text can have in encouraging children to read. Think of and discuss six strategies that you can use in your community to encourage boys (under the age of 11) to read. (6) 2.2 To answer this question, refer to section 5.3 of your study guide. Consider the following examples of children’s writing. For each example, indicate the phase of writing and explain your decision. (9) a) 8 b) c) d) e) CHL2601/ASSESSMENT 8/2024 9 2.3 For each of the images above, indicate how children’s observation of the form and function of print have influenced their understanding and use of the written language. (10) 2.4 Reading and writing are interconnected as both skills are part of the broader concept of literacy. Both skills involve understanding, interpretation and communication through written language. Explain this reciprocal relationship with reference to the following: a) a shared language system b) vocabulary c) print awareness d) phonemic awareness e) motivation and engagement (5) Question 3 [20] 3.1 All learners in South Africa have the right to be educated in the official language of their choice where this is reasonably practicable. In the Foundation Phase, learners are taught in their mother tongue. In Grade 4, they have to learn and understand the content of many different subject through the medium of English, without being adequately prepared to meet such cognitive demands. The Foundation Phase teacher has an opportunity to improve learners’ English skills. Literature can help overcome the challenge of insufficient English proficiency in the Intermediate Phase. Although children’s literature is not a magic wand, think of six practical ways of using children’s literature to immerse Foundation Phase learners in English. (6) 3.2 All learners can benefit from reaching a deep understanding of a text and how it is structured. Only then will they truly be able to respond to the text and gain something personal from the reading experience. a) List five features you will focus on when you teach learners how to analyse a text. (5) b) Then design a creative and original activity to help Grade 3 learners to unravel a text and to respond to the book in an interesting way. (5) 10 3.3 Analyse how writing facilitates reading and reading facilitates writing. Also refer to the importance of invented spelling. (4) Question 4 [15] 4.1 You are planning a creative writing activity for Grade 2 learners. a) Come up with an interesting and fun topic that your learners must write a story about. (2) b) Develop a writing framework with prompts that you will give to your learners to help and guide them during the story-writing process. (5) c) Explain how you will help and guide learners in each of the four stages of writing. (8)