Amor Nel

64426572
HLT3701
Examination
02 November
2020
Question 1:
1.1)
1.2) Reading stories that are vocabulary rich that will help them learn new words
and correct sentence and word structures and let them do a grouping activity
where they can learn from each other.

1.3.1) Mrs Pakathi uses the shared writing strategy in the scenario.

1.3.2) The learners get a sense and example of how their writing should be done,
the sentence structure and thinking process. They are guided by the teacher to not
write blunt short sentences but to elaborate their sentences and think of better words
to use in their sentences. The children’s self-confidence are nourished when they
read their work to their partner and feel a sense of proud- they will also write at their
best because they know their partner will read it. Children learn incidentally and from
others, they definitely learn new vocabulary from their friends and help each other
with grammar. The children learn to express themselves more freely and better.

1.3.3) teachers follow the cycle of lessons for writing, writing is not an act alone
listening, speaking and reading goes together with writing. All four aspects should be
included to help the learner. Modelled writing: the children see an example of how
their work should be done and what the teacher expects of the learner – this is
important to avoid frustration and confusion during the lesson and exercise. Oral
presentation: explaining the purpose of the task and who the writing id for. This is
important for the learner to hear what is expected and to get a clear explanation on
what they need to do and think. Shared writing: representing learner’s ideas writing
their ideas and sentences on the board. This is important, when the child feels
involved in the lesson they automatically give their full attention and do their best in
the task. Writing frame: The teacher creates a writing frame to help the children
structure their writing and giving them enough time to complete their task. Revising
or editing: helping children to check if their sentences make sense to each other and
check for spelling and grammar. As we said this is important because children learn
from each other and fact is they remember corrections from each other very good.
Feedback: Giving children the chance to read their work out load stimulates self-
confidence and help them see any errors in their own work, feedback is important to
help children correct mistakes and avoid errors in the future- also so the teacher can
plan their next lesson to accommodate children and help them with areas of
development they struggle in.
Question 2:
2.1) “Reading is a process in which a person constructs meaning from print.”

2.1.1)There are three types of knowledge you need in order to read and make
meaning of the text (reading with meaning): Syntactic knowledge- knowledge of the
language in which the text is written, the child needs to understand the language in
which they will be reading and that’s also why oral skills are important. Semantic
knowledge- general knowledge and vocabulary knowledge, meaning children should
have a big vocabulary and great general knowledge to learn easily and have some
knowledge of the topic of the text. Grapho-phonic knowledge- knowledge of letters
and the sounds they make, children need to hear the sounds in words and be able to
see and recognise the letters in words. You need all three in order to fluently read
the text.

2.1.2) A child who has a hearing problem would not be able to hear the proper
pronunciation causing that they don’t know how to spell certain words, lacking his
grapho-phonic knowledge and results in that child finding it very difficult to read. A
child who has a sight problem and can’t see letters clearly will also lack grapho-
phonic knowledge results that the child struggles with the reading process.

A child who does not have a large vocabulary and rich general knowledge because
they may not be involved in many language and vocabulary rich conversations or
maybe the only one in the family who gets the opportunity to go to school would lack
semantic- knowledge and will result in trouble reading.

2.2.1)

* Prediction

* Questioning

* Visualising

* Seeking clarification

* Summarising

2.2.2)

*Predicting: the child looks at the cover and sentences and words to predict what the
text could be about, this is an effective strategy for learners to bring up any
knowledge they may have on what the text is about to be ready to take in new
knowledge, it pulls the learners interest and then their attention as well.

* Questioning: The child questions what they want to know about the text or what are
they going to learn from this text and what is going to happen next in the story of the
famous WHY is this happening they want a reason for something that happed in the
story? This is effective because it triggers their memory in remembering their
questions and why they question something. It holds their attention in the text and
helps them make sense of the text.

* Visualising: the learner visualises what happens in the text every aspect becomes
a video in their head as the story goes on. This is effective for them to get a clear
image of what the text means and says and what they are learning through the text.
It helps them to comprehend the text quicker because they can capture it in their
minds without realising.

* Seeking clarification: finding answers when they don’t understand something. This
is effective because the child should not be afraid to ask when they don’t understand
the text.

* Summarising: Good readers think about the text when they are done or as they
close their books and think about what they just read, they summarise the facts and
events in the text, this is very effective for their memory and to store general and
new information and knowledge.

2.2.3)
Question 3:
3.1) The scaffolding techniques that Mr Xuma should apply to develop his learner’s
language proficiency during news time are:

* Repeat and respond to what children say.

* In your respond try to use new and interesting words and widen their vocabulary.

* Model correct language use so the children hear the correct language structures.

* Expand and Expend learners to new words.

* Engage in Self-talk: where the teacher links the children’s talk to real life situations.

* Motivate and prompt learner’s to make their sentences longer and more vocabulary
rich.

3.2) Stages and strategies of teaching phonics:

Stage 1: Matching letters of the alphabet to sounds. Children learn each letter of the
alphabet and their shape and then link it to the common sound they make. Letter
sounds should not be learned in isolation but in other words as examples.

Stage 2: Blending letters to make words: As soon as children know about six to
seven letters, they should be able to put the words together to form three-letter-
words that make sense, they learn best with building rhyming words as they
progress to higher grades they will make more complex words.

Stage 3: Consonant blends: when there are two or three consonants together in a
word and every consonant sound is heard. At the end of the foundation phase they
should know at least 40 common consonant blends.

Stage 4: Consonant and vowel diagraphs: When two or more letters make one
sound. Consonant diagraph examples: ch,sh,th… Vowel diagraphs:
oo,oa,ea,ee…Silent letters and double letters are also diagraphs because they make
one sound.

Stage 5: R-controlled words: Combination of vowel + r sometimes make new sounds

Stage 6: structural analysis: Making children aware of prefixes and suffixes, root
words, homonyms and homophones.

Question 4:
4.1)Classical teaching refers to the traditional, old and common way of teaching
where the children all face the front of the class with nothing that could distract them,
while the teacher at the front of the class teaches them new information and the
whole class listens and responds to what the teacher is saying.

Shared reading is when the whole class sit on the mat away from their tables quietly
and listen while teacher reads them a story out of a big book with illustrations. The
teacher asks questions and explains the story to the children and they respond.

If I would apply classical teaching to do shared reading I would first let the children
sit on the mat (so that they are not distracted) while I sit on a small chair and use a
big book to read from. I would before reading explain new vocabulary and ask
questions about the cover of the book. As I read from the book I would make sure to
keep regular eye contact with the children and use different tones and voices to suite
the characters in the story and again ask many questions to keep their attention and
to make sure they have an understanding of what is happening in the story. The
learners would answer my questions and ask questions when they don’t understand
something. New information they could possibly learn from the action is how a book
is handled ( turning pages, reading from top to bottom and from left to right), new
vocabulary and meanings as well as language structures and how a story is read,
their speaking and listening skills will be developed and improve their concentration.
They will learn to be good readers and writers, because they are exposed to different
texts and structures as well as new language and vocabulary.

4.2) Little Red Riding Hood.

4.2.1) Preparation: I would make sure to read the text before I read it to the class, to
have my questions in place and know what words could be unfamiliar to them that I
need to explain. I would make sure the book is in good condition and that it is
appropriate for their age group and suitable for their needs.

4.2.2) Before the lesson: I would ask them to put their books and things away and
join me on the mat, ( this would already make them excited) then I would tell them
that we are going to read a good book( building their anticipation) as soon as
everybody is in place I would tell them to softly rub their palms together( this relaxes
the children) and then tell them to rest their hands in their lap. I would tell them now
we are going to learn some new words, and tell them how smart they are and that its
easy words that they will remember- then I’ll tell them the words and their meanings.
I will show them the cover of the story and ask who is in the story what animals they
see and what do they think is going to happen in the story.

4.2.3) I will read them the story with as much expression, different tones and voices.
I would make sure to keep regular eye contact with the learners and ask questions to
know if they understand and encourage their interaction. Show them pictures and
talk about what is happening in the question, maybe laugh for funny illustrations like
the wolf in granny’s sleeping cloths.
4.2.4) I will ask them if they enjoyed and liked the story, ask what is their mood now
that the story is over, ask why questions to make them think . I would ask them the
new words that they have learned and who remembers their definitions. Then they
would go to their desk and I will get a stimulating picture with fine detail for them to
colour in and do a language lesson suitable.