HLT3701
EXAM ANSWERS
OCTOBER
2024
[TURN OVER]
,QUESTION 1: (16 Marks)
1.1 Read the paragraph below and answer the questions that follow:
As the Foundation Phase teacher, you can create a language-rich classroom by using
materials that are available in your environment to develop the children’s language skills
incidentally and facilitate language learning.
1.1.1 Explain why it is important to have a language-rich classroom in early childhood
and elementary classrooms. (3)
A language-rich classroom is vital because it builds the foundation for children’s vocabulary, communication
skills, and overall literacy development. Early exposure to rich language experiences—like storytelling,
conversations, and reading—helps children expand their vocabulary, understand language structure, and
express themselves more confidently. It also supports social and cognitive development as children learn to
communicate, solve problems, and make connections with others through language. These early skills are
crucial for future learning and academic success.
1.1.2 Discuss how would you organise your classroom to promote language rich-
Environment. (4)
To create a language-rich environment, the classroom can be organized into engaging, interactive areas that
encourage language use and exploration:
Reading Nook: A cozy area with a variety of picture books and storybooks invites children to explore
reading on their own or with a partner. Comfortable seating and a warm setup make this a special
place where children feel excited to pick up a book.
Writing Center: Equipped with paper, markers, letter stamps, and other tools, this area encourages
children to practice writing, from letters and words to short sentences. It helps them understand that
writing is a form of communication, sparking creativity and literacy development.
Role-Play Area: With costumes, props, and real-world items (like play food or a toy cash register), this
space encourages imaginative play, where children can act out different scenarios. This kind of play
enriches vocabulary as children use language to communicate in creative ways.
Interactive Walls: Using word walls, posters, and labels around the classroom helps children connect
print to the world around them. Labeling everyday objects reinforces language learning, while a word
wall with new vocabulary and sight words helps with recognition and understanding.
[TURN OVER]
, 1.1.3 What types of print materials would you include in your classroom and why? (3)
Having varied print materials supports different literacy skills and keeps children engaged with language in
multiple forms:
Picture Books and Storybooks: These encourage a love of reading and build vocabulary,
comprehension, and empathy as children explore different characters and settings.
Labels and Signs: Labeling items in the classroom (like “door,” “chair,” or “window”) connects written
words to real objects, helping children associate spoken language with print. Educational posters,
such as the alphabet or numbers, also provide visual reinforcement.
Word Walls and Alphabet Charts: These tools help children recognize letters and sight words, which
are essential building blocks for early reading. Word walls can be updated regularly to introduce new
vocabulary, making language learning dynamic and interactive.
1.2 In South Africa, the disadvantaged communities remain associated with poverty,
poor nutrition and poor teaching, as a result, display low literacy levels (Fleisch
2008). In view of this finding:
Apply the knowledge that you have acquired in this module to analyse any TWO
(2) socio- economic factors that impact beginning reading. (6)
1. Poverty: Poverty affects a child’s learning environment and access to resources. In low-income
homes, children may have limited access to books, educational toys, or even a quiet space to focus on
learning. This lack of early exposure to language can delay vocabulary and literacy development.
Without these foundational experiences, children may struggle with reading once they enter school,
making it harder to keep up with their peers.
2. Poor Nutrition: Good nutrition is essential for cognitive development and focus. Children from
disadvantaged communities often face malnutrition, which can impact their ability to concentrate and
learn. A child who is hungry or undernourished may find it hard to pay attention in class or remember
what they’ve learned. Poor nutrition can lead to fatigue and reduced engagement with reading
activities, affecting literacy development.
QUESTION 2: (38 marks)
2.1 The top-down (whole language approach) approach aims to motivate learners to make
predictions about the text, based on their own knowledge and experiences toward
the text cover, title, illustrations, keywords and by reading the first and last paragraphs
of the text or the whole text (Ardhani 2011).
Refer to the scenario above, answer the following questions.
2.1.1 Analyse in what ways does the whole language (top-down) approach support a
child's development of literacy skills, such as reading comprehension and
writing fluency. (4)
[TURN OVER]
EXAM ANSWERS
OCTOBER
2024
[TURN OVER]
,QUESTION 1: (16 Marks)
1.1 Read the paragraph below and answer the questions that follow:
As the Foundation Phase teacher, you can create a language-rich classroom by using
materials that are available in your environment to develop the children’s language skills
incidentally and facilitate language learning.
1.1.1 Explain why it is important to have a language-rich classroom in early childhood
and elementary classrooms. (3)
A language-rich classroom is vital because it builds the foundation for children’s vocabulary, communication
skills, and overall literacy development. Early exposure to rich language experiences—like storytelling,
conversations, and reading—helps children expand their vocabulary, understand language structure, and
express themselves more confidently. It also supports social and cognitive development as children learn to
communicate, solve problems, and make connections with others through language. These early skills are
crucial for future learning and academic success.
1.1.2 Discuss how would you organise your classroom to promote language rich-
Environment. (4)
To create a language-rich environment, the classroom can be organized into engaging, interactive areas that
encourage language use and exploration:
Reading Nook: A cozy area with a variety of picture books and storybooks invites children to explore
reading on their own or with a partner. Comfortable seating and a warm setup make this a special
place where children feel excited to pick up a book.
Writing Center: Equipped with paper, markers, letter stamps, and other tools, this area encourages
children to practice writing, from letters and words to short sentences. It helps them understand that
writing is a form of communication, sparking creativity and literacy development.
Role-Play Area: With costumes, props, and real-world items (like play food or a toy cash register), this
space encourages imaginative play, where children can act out different scenarios. This kind of play
enriches vocabulary as children use language to communicate in creative ways.
Interactive Walls: Using word walls, posters, and labels around the classroom helps children connect
print to the world around them. Labeling everyday objects reinforces language learning, while a word
wall with new vocabulary and sight words helps with recognition and understanding.
[TURN OVER]
, 1.1.3 What types of print materials would you include in your classroom and why? (3)
Having varied print materials supports different literacy skills and keeps children engaged with language in
multiple forms:
Picture Books and Storybooks: These encourage a love of reading and build vocabulary,
comprehension, and empathy as children explore different characters and settings.
Labels and Signs: Labeling items in the classroom (like “door,” “chair,” or “window”) connects written
words to real objects, helping children associate spoken language with print. Educational posters,
such as the alphabet or numbers, also provide visual reinforcement.
Word Walls and Alphabet Charts: These tools help children recognize letters and sight words, which
are essential building blocks for early reading. Word walls can be updated regularly to introduce new
vocabulary, making language learning dynamic and interactive.
1.2 In South Africa, the disadvantaged communities remain associated with poverty,
poor nutrition and poor teaching, as a result, display low literacy levels (Fleisch
2008). In view of this finding:
Apply the knowledge that you have acquired in this module to analyse any TWO
(2) socio- economic factors that impact beginning reading. (6)
1. Poverty: Poverty affects a child’s learning environment and access to resources. In low-income
homes, children may have limited access to books, educational toys, or even a quiet space to focus on
learning. This lack of early exposure to language can delay vocabulary and literacy development.
Without these foundational experiences, children may struggle with reading once they enter school,
making it harder to keep up with their peers.
2. Poor Nutrition: Good nutrition is essential for cognitive development and focus. Children from
disadvantaged communities often face malnutrition, which can impact their ability to concentrate and
learn. A child who is hungry or undernourished may find it hard to pay attention in class or remember
what they’ve learned. Poor nutrition can lead to fatigue and reduced engagement with reading
activities, affecting literacy development.
QUESTION 2: (38 marks)
2.1 The top-down (whole language approach) approach aims to motivate learners to make
predictions about the text, based on their own knowledge and experiences toward
the text cover, title, illustrations, keywords and by reading the first and last paragraphs
of the text or the whole text (Ardhani 2011).
Refer to the scenario above, answer the following questions.
2.1.1 Analyse in what ways does the whole language (top-down) approach support a
child's development of literacy skills, such as reading comprehension and
writing fluency. (4)
[TURN OVER]
