CHL2601 Assignment 10
(COMPLETE ANSWERS) 2024
(183772) - DUE 10 October
2024
CONTACT:
,CHL2601 Assignment 10 (COMPLETE ANSWERS) 2024
(183772) - DUE 10 October 2024
Question 1 [30] 1.1 What books would you choose to
support Foundation Phase learners that are reading on
the following levels? • the frustrational level (3) • the
instructional reading level (3) • the independent reading
level (3)
To support Foundation Phase learners at different reading levels—frustrational, instructional, and
independent—you would choose books with varying complexity and levels of support.
1. Frustrational Level
Learners at the frustrational level find the text too difficult to read independently, so the focus
should be on providing additional support through adult assistance, such as read-aloud sessions.
Choose books that are engaging but still challenging:
"Where the Wild Things Are" by Maurice Sendak: Though the vocabulary may be
advanced, the story is captivating, making it easier to support the child through guided
reading or read-alouds.
"The Gruffalo" by Julia Donaldson: The rhyme scheme and imaginative storyline
draw in children, but the text may require guidance, making it a good option for
frustrational-level readers with adult help.
"The Very Hungry Caterpillar" by Eric Carle: This book can be complex for some
learners, particularly in terms of new vocabulary and sentence structure, but it provides
an opportunity to engage learners through rich illustrations.
2. Instructional Reading Level
At this level, learners can read with some guidance, so books should offer moderate challenges,
allowing for development of comprehension and fluency with teacher or peer support.
"Frog and Toad Are Friends" by Arnold Lobel: The text is structured in a way that
supports developing readers, with some challenging vocabulary that can be worked
through with instruction.
"Amelia Bedelia" by Peggy Parish: This book includes more complex humor and
wordplay, helping learners improve vocabulary while needing occasional help to
understand the jokes.
"Magic Tree House Series" by Mary Pope Osborne: These books present historical
and adventure content, with enough complexity to require some teacher guidance but
engaging enough to support independent learning with support.
3. Independent Reading Level
, Learners at the independent level can read on their own with comprehension and fluency, so
books should be at their reading level or slightly below for enjoyment and confidence-building.
"Elephant & Piggie Series" by Mo Willems: This series uses simple language and
repetitive phrases that are perfect for independent reading.
"Henry and Mudge Series" by Cynthia Rylant: A step up from simpler picture books,
this series offers fun stories that children can confidently read alone.
"Mr. Putter & Tabby Series" by Cynthia Rylant: Another simple yet enjoyable series,
this offers more complex narratives but is written for young, independent readers.
Each set of books addresses the needs of learners at varying levels, ensuring they receive
appropriate challenges and support.
1.2 Think about and develop three innovative and
creative ideas to make reading “cool” for learners in the
Foundation Phase. (6) Source:
Here are three innovative and creative ideas to make reading "cool" for Foundation Phase
learners:
1. Reading Superheroes Club
Create a "Reading Superheroes Club," where learners earn superhero badges for reaching reading
milestones. They can have personalized superhero identities, and each book they read powers up
their superhero abilities. Learners can be given capes or masks to wear during reading sessions,
making them feel empowered and excited about reading. This gamifies reading, making it more
engaging and fostering a sense of accomplishment.
2. Storybook Theater
Introduce "Storybook Theater" sessions where learners turn their favorite books into mini-
performances. They can act out the characters, dress up, and use props to bring stories to life.
This interactive approach not only enhances comprehension but also makes reading a fun and
social activity. It encourages learners to engage deeply with the text while developing creativity
and confidence in storytelling.
3. Book Buddy Program
Pair up Foundation Phase learners with older students in a "Book Buddy Program." Each pair
meets regularly to read together, with the older learner guiding the younger one through stories.
The older students can recommend books, share reading tips, and create a sense of mentorship.
This peer-driven initiative makes reading a shared, community experience and helps younger
learners view reading as a cool, social activity.
(COMPLETE ANSWERS) 2024
(183772) - DUE 10 October
2024
CONTACT:
,CHL2601 Assignment 10 (COMPLETE ANSWERS) 2024
(183772) - DUE 10 October 2024
Question 1 [30] 1.1 What books would you choose to
support Foundation Phase learners that are reading on
the following levels? • the frustrational level (3) • the
instructional reading level (3) • the independent reading
level (3)
To support Foundation Phase learners at different reading levels—frustrational, instructional, and
independent—you would choose books with varying complexity and levels of support.
1. Frustrational Level
Learners at the frustrational level find the text too difficult to read independently, so the focus
should be on providing additional support through adult assistance, such as read-aloud sessions.
Choose books that are engaging but still challenging:
"Where the Wild Things Are" by Maurice Sendak: Though the vocabulary may be
advanced, the story is captivating, making it easier to support the child through guided
reading or read-alouds.
"The Gruffalo" by Julia Donaldson: The rhyme scheme and imaginative storyline
draw in children, but the text may require guidance, making it a good option for
frustrational-level readers with adult help.
"The Very Hungry Caterpillar" by Eric Carle: This book can be complex for some
learners, particularly in terms of new vocabulary and sentence structure, but it provides
an opportunity to engage learners through rich illustrations.
2. Instructional Reading Level
At this level, learners can read with some guidance, so books should offer moderate challenges,
allowing for development of comprehension and fluency with teacher or peer support.
"Frog and Toad Are Friends" by Arnold Lobel: The text is structured in a way that
supports developing readers, with some challenging vocabulary that can be worked
through with instruction.
"Amelia Bedelia" by Peggy Parish: This book includes more complex humor and
wordplay, helping learners improve vocabulary while needing occasional help to
understand the jokes.
"Magic Tree House Series" by Mary Pope Osborne: These books present historical
and adventure content, with enough complexity to require some teacher guidance but
engaging enough to support independent learning with support.
3. Independent Reading Level
, Learners at the independent level can read on their own with comprehension and fluency, so
books should be at their reading level or slightly below for enjoyment and confidence-building.
"Elephant & Piggie Series" by Mo Willems: This series uses simple language and
repetitive phrases that are perfect for independent reading.
"Henry and Mudge Series" by Cynthia Rylant: A step up from simpler picture books,
this series offers fun stories that children can confidently read alone.
"Mr. Putter & Tabby Series" by Cynthia Rylant: Another simple yet enjoyable series,
this offers more complex narratives but is written for young, independent readers.
Each set of books addresses the needs of learners at varying levels, ensuring they receive
appropriate challenges and support.
1.2 Think about and develop three innovative and
creative ideas to make reading “cool” for learners in the
Foundation Phase. (6) Source:
Here are three innovative and creative ideas to make reading "cool" for Foundation Phase
learners:
1. Reading Superheroes Club
Create a "Reading Superheroes Club," where learners earn superhero badges for reaching reading
milestones. They can have personalized superhero identities, and each book they read powers up
their superhero abilities. Learners can be given capes or masks to wear during reading sessions,
making them feel empowered and excited about reading. This gamifies reading, making it more
engaging and fostering a sense of accomplishment.
2. Storybook Theater
Introduce "Storybook Theater" sessions where learners turn their favorite books into mini-
performances. They can act out the characters, dress up, and use props to bring stories to life.
This interactive approach not only enhances comprehension but also makes reading a fun and
social activity. It encourages learners to engage deeply with the text while developing creativity
and confidence in storytelling.
3. Book Buddy Program
Pair up Foundation Phase learners with older students in a "Book Buddy Program." Each pair
meets regularly to read together, with the older learner guiding the younger one through stories.
The older students can recommend books, share reading tips, and create a sense of mentorship.
This peer-driven initiative makes reading a shared, community experience and helps younger
learners view reading as a cool, social activity.
