TMN3701
Assignment 2 2025
Unique #:
Due Date: 9 May 2025
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, QUESTION 1
1.1. Introducing the Text through Pre-, While-, and Post-Reading Strategies
To effectively engage Grade 6 learners from multilingual backgrounds in reading a
short text on environmental conservation, it is crucial to structure the reading lesson
around pre-reading, while-reading, and post-reading activities. This approach fosters
comprehension, participation, and critical engagement.
During the pre-reading phase, I would activate learners’ prior knowledge and
curiosity by initiating a class discussion on the topic of conservation. For instance, I
would ask learners to share what they know about recycling, pollution, and ways to
protect the environment in their community. Visual aids such as pictures of littered
and clean parks or videos showing recycling processes can help bridge language
gaps and promote inclusivity for learners with limited English proficiency. I would
also pre-teach key vocabulary from the text using images, gestures, and translation
where appropriate, ensuring all learners are familiar with essential terms before
encountering them in context.
While reading, I would implement guided reading strategies. I would pause at
strategic points to ask prediction and clarification questions to check for
understanding. To accommodate learners at different proficiency levels, I would
allow group reading using methods like paired reading or echo reading, where more
fluent learners support those who need additional scaffolding. I would also
encourage learners to underline or highlight unfamiliar words and phrases for later
discussion.
Post-reading activities would include a comprehension discussion, where learners
summarise the main points in their own words. I would facilitate this in small groups
to encourage confidence among shy or low-proficiency learners. As a follow-up task,
learners could create posters on how to conserve the environment in their
neighbourhoods, reinforcing the theme and allowing for creativity. These activities
Varsity Cube 2025 +27 81 278 3372
Assignment 2 2025
Unique #:
Due Date: 9 May 2025
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, QUESTION 1
1.1. Introducing the Text through Pre-, While-, and Post-Reading Strategies
To effectively engage Grade 6 learners from multilingual backgrounds in reading a
short text on environmental conservation, it is crucial to structure the reading lesson
around pre-reading, while-reading, and post-reading activities. This approach fosters
comprehension, participation, and critical engagement.
During the pre-reading phase, I would activate learners’ prior knowledge and
curiosity by initiating a class discussion on the topic of conservation. For instance, I
would ask learners to share what they know about recycling, pollution, and ways to
protect the environment in their community. Visual aids such as pictures of littered
and clean parks or videos showing recycling processes can help bridge language
gaps and promote inclusivity for learners with limited English proficiency. I would
also pre-teach key vocabulary from the text using images, gestures, and translation
where appropriate, ensuring all learners are familiar with essential terms before
encountering them in context.
While reading, I would implement guided reading strategies. I would pause at
strategic points to ask prediction and clarification questions to check for
understanding. To accommodate learners at different proficiency levels, I would
allow group reading using methods like paired reading or echo reading, where more
fluent learners support those who need additional scaffolding. I would also
encourage learners to underline or highlight unfamiliar words and phrases for later
discussion.
Post-reading activities would include a comprehension discussion, where learners
summarise the main points in their own words. I would facilitate this in small groups
to encourage confidence among shy or low-proficiency learners. As a follow-up task,
learners could create posters on how to conserve the environment in their
neighbourhoods, reinforcing the theme and allowing for creativity. These activities
Varsity Cube 2025 +27 81 278 3372
