HOPEACADEMY
TMN3701
Assessment number: 3
Due date: 30 June 2025
2025
QUESTION 1
1.1 Provide a story that would be suitable for this lesson and
provide two reasons why it would be suitable for a Grade 6
class.
0 7 6 4 0 3 1 2 2 9
,TMN3701 Assessment number: 3
Due date: 30 June 2025
QUESTION 1
1.1 Provide a story that would be suitable for this lesson and provide two reasons
why it would be suitable for a Grade 6 class.
A suitable story for a Grade 6 reading lesson is The Great Animal Rescue by David
White. This short story tells of a group of children who discover injured animals in
the forest after a storm. They work together to rescue the animals and take them
to a shelter. The story is simple but exciting, and it has a clear message about
kindness, teamwork, and helping others.
This story is a good choice for two reasons. First, it includes many useful
vocabulary words such as “rescue,” “shelter,” “injured,” and “teamwork,” which
are important for learners at this level. These words can help learners build their
vocabulary and understand how to use them in context (White, 2019, p. 4).
Second, the story is easy to understand but also has questions that encourage
learners to think more deeply. For example, they can talk about how the children
felt or what they would do in a similar situation. This supports the development of
comprehension skills (White, 2019, p. 6).
Overall, The Great Animal Rescue is a story that Grade 6 learners can enjoy and
learn from while improving their vocabulary and reading understanding.
Reference:
White, D. 2019. The Great Animal Rescue. Oxford: Oxford Reading Tree.
1.2 Provide two pre- reading activities that would activate the learner’s prior
knowledge and assist them in making predictions about the story. Provide reasons
why you think your activities would be suitable.
, Before reading The Great Animal Rescue, two helpful pre-reading activities are
class discussion and picture prediction. First, I would ask learners if they have ever
helped an animal or seen an animal in danger. This activates their background
knowledge and connects their own lives to the story (White, 2019, p. 2). Second, I
would show them a picture of children helping animals and ask them what they
think the story is about. This encourages prediction and builds interest (White,
2019, p. 3). These activities are suitable because they make learners think, share
ideas, and get ready to understand the story better.
Reference:
White, D. 2019. The Great Animal Rescue. Oxford: Oxford Reading Tree.
1.3 While discussing and asking learners to read sections of the story you notice
that some learners struggle with the vocabulary in the story. Explain the
strategies you would use to support vocabulary acquisition during the reading
lesson.
When I see that some learners struggle with vocabulary during the reading lesson,
I use different strategies to help them understand and learn new words. First, I
stop and explain difficult words using simple language. I also use pictures or real-
life examples to show what the words mean. This helps learners connect the new
word to something they already know (White, 2019, p. 4).
Second, I write new words on the board and break them into smaller parts. We
say the words together and talk about what they might mean. I then ask learners
to use the words in their own sentences. This helps them remember the words
better (White, 2019, p. 5).
Third, I create a simple word wall in the class. New words from the story go up on
the wall with their meanings and pictures. Learners can look at this wall whenever
TMN3701
Assessment number: 3
Due date: 30 June 2025
2025
QUESTION 1
1.1 Provide a story that would be suitable for this lesson and
provide two reasons why it would be suitable for a Grade 6
class.
0 7 6 4 0 3 1 2 2 9
,TMN3701 Assessment number: 3
Due date: 30 June 2025
QUESTION 1
1.1 Provide a story that would be suitable for this lesson and provide two reasons
why it would be suitable for a Grade 6 class.
A suitable story for a Grade 6 reading lesson is The Great Animal Rescue by David
White. This short story tells of a group of children who discover injured animals in
the forest after a storm. They work together to rescue the animals and take them
to a shelter. The story is simple but exciting, and it has a clear message about
kindness, teamwork, and helping others.
This story is a good choice for two reasons. First, it includes many useful
vocabulary words such as “rescue,” “shelter,” “injured,” and “teamwork,” which
are important for learners at this level. These words can help learners build their
vocabulary and understand how to use them in context (White, 2019, p. 4).
Second, the story is easy to understand but also has questions that encourage
learners to think more deeply. For example, they can talk about how the children
felt or what they would do in a similar situation. This supports the development of
comprehension skills (White, 2019, p. 6).
Overall, The Great Animal Rescue is a story that Grade 6 learners can enjoy and
learn from while improving their vocabulary and reading understanding.
Reference:
White, D. 2019. The Great Animal Rescue. Oxford: Oxford Reading Tree.
1.2 Provide two pre- reading activities that would activate the learner’s prior
knowledge and assist them in making predictions about the story. Provide reasons
why you think your activities would be suitable.
, Before reading The Great Animal Rescue, two helpful pre-reading activities are
class discussion and picture prediction. First, I would ask learners if they have ever
helped an animal or seen an animal in danger. This activates their background
knowledge and connects their own lives to the story (White, 2019, p. 2). Second, I
would show them a picture of children helping animals and ask them what they
think the story is about. This encourages prediction and builds interest (White,
2019, p. 3). These activities are suitable because they make learners think, share
ideas, and get ready to understand the story better.
Reference:
White, D. 2019. The Great Animal Rescue. Oxford: Oxford Reading Tree.
1.3 While discussing and asking learners to read sections of the story you notice
that some learners struggle with the vocabulary in the story. Explain the
strategies you would use to support vocabulary acquisition during the reading
lesson.
When I see that some learners struggle with vocabulary during the reading lesson,
I use different strategies to help them understand and learn new words. First, I
stop and explain difficult words using simple language. I also use pictures or real-
life examples to show what the words mean. This helps learners connect the new
word to something they already know (White, 2019, p. 4).
Second, I write new words on the board and break them into smaller parts. We
say the words together and talk about what they might mean. I then ask learners
to use the words in their own sentences. This helps them remember the words
better (White, 2019, p. 5).
Third, I create a simple word wall in the class. New words from the story go up on
the wall with their meanings and pictures. Learners can look at this wall whenever
