59000716

SIDUDUZIWE ZONDI

ASSIGNMENT NO: 02

2020
UNIQUE NO: 623145

HLT3701

user
[Type the company name]
1/1/2020
59000716 ASSIGNMENT 02 UNIQUE NO: 786027

1 TABLE OF CONTENTS
QUESTION 01

LANGUAGE DVELOPMENT STAGES

QUESTION 02

2.1 GROUPING LEARNERS IN THEIR ABILITY

2.2 READING APPROACH TO APPLY TO DO READING

2.3HOW TO APPLY THIS APPROACH TO DO READING

QUESTION 03

3.1 IDENITFY AND DESCRIPTION OF LITERACY LEVELS

3.2 IDENTIFY AND DESCRIPTION OF TWO OTHER LITERACY LEVELS

QUESTION 04

4.1 THE SUCCESS OF LILY’S CLASSROOM

4.2 HOW TO CREATE A PRINT –RICH CLASSROOM

4.3 BENEFITS OF A PRINT-RICH CLASSROOM

4.4 PRINT-RICH CLASSROOM IVE VISITED

4.5 STUDY CHART AND EXPLAIN ITS USE TO FACILITATE LEARNING IN

CLASSROOM

QUESTION 5

5.1 FOUR OBJECTS AROUND THE SCHOOL

5.2 ENCOURAGING MORE GROUPS OF LEARNERS TO PARTICIPATE

5.3 WHAT THEME TO GIIVE FOR LESSON

5.4 IMPORTANCE OF SHOW AND TELL

5.5 ASSESSMENT PLAN FOR A SHOW AND TELL ACTIVITY

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Question 01
Children of the ages 3-4 years old develop a more complex grammatical
structure, at this age, the child will be able to say his or her name and will be
able to say or speak roughly about 250-500 words. Changes can be observed as
they will be able to answer simple questions, speak more clearly, tell simple
stories about their environment and their families and will be able to follow
simple commands given to them. Having this knowledge about the developing
of language at this stage, the teacher is able to prepare and provide suitable
apparatus for teaching to fit every learner needs, the teacher will also be able
to encourage language growth within the classroom while refraining from
complicated questioning and information. Knowledge of this language
development will also assist the teacher to look out for struggling learners as
well thos who experience difficulties. The teacher will then be able to adjust
and plan her lessons or activities accordingly to accommodate these learners.
The comprehension of these levels is important as the teacher is able to
provide additional/extra attention, which can empower and motivate the
learners’ growth and development of language skills. Suitable lesson plans and
activities, posing questions, and awareness of abilities and an increased
comprehension of the development stages will all assist in making certain the
learner is given provision for optimum teaching, and learning experiences.

Question 02

2.1 As an experienced educator my duty would be to first asses the learner’s

reading ability and their level of comprehension for their age group. In order to
do this, I would first pay attention to one child that is, to listen to each learner
read independently in order to grade them and group them into an
appropriate group of learners with same abilities, a list of these groups will be
displayed in the class.

2.3 ability level groups would be to use the socio-cultural approach as this
provides ample of support and help as well as independent and peer support.

Questions 03

3.1 the first picture of scribble depicts the work of beginners level.
This type of piece of art has been done by a baby/toddler and at this
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level the young child likes to indulge in the exploration of picture

books and illustrations, learning occurs through touching of concrete
material and tactile, looking, tasting, and smelling. These children
enjoy listening to songs, stories and repetition of words, songs. They
can turn pages, look at pictures and join in as they get older. They
can also learn to hold crayons and other writing implements and
scribble to make big circles.

The second piece shows the Early fluent level, this child can read
simple reading books but can now read in phrases rather than word
by word, and can read silently to themselves rather out loud, they
can comprehend most of what they read. Their able to write more
quickly and can write sentences quickly.their spelling may not always
be correct but they have learnt most of the high-frequency words.
Their able to write sentences also bearing in mind that the use of full
stops and so on go at the end of a sentence according to the mood of
the sentence.

3.2Early emergent level, by the age of 3 they will have learnt over
100 stories and hundred of thousands of words. Their scribbles
slowly become a mix of drawing and pretend writing. They can
explain their drawing and may begin to write a few letters and
numbers.

Emergent level, children at this stage now know what a word is and
can associate written words with oral words. This happens when the
child is in Grade1 or pre-school. This stage children can recognize
their names and say it, also a few other words in their environment
or simple books. They can listen to stories and say what the story is
about, to show understanding, their drawing continues.they can clap
syllables as they say their names.

Question 04

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4.1 Yes, lily has been successful in making her classroom as

stimulating as possible by using materials, that can be used to
develop all four skills informally in a natural, enjoyable fashion,
throughout the day and not only in timetable lessons, she uses charts
as a good way to encourage speaking and listening and teach diction
such as, the days of the week, months, seasons time and description
of weather. She has a birthday chart, classroom labels which are
important in the classroom, as they present an informal reading
practice. However as a great addition Lily can also have a reading
corner in her classroom to foster reading from early on. If space is
not available she can neatly decorate a cardboard box that can be
stored under her table and include a few cushions for comfort.

4.2 Daily chart- this is a good way to encourage speaking and

listening and teach vocabulary such as days of the week, months,
and seasons,

Birthday calendar- with children’s names placed under their

birthday month.

Classroom labels- labeling objects in the classroom offers valuable

incidental reading opportunities , TABLE, CHAIR, DESK.

Reading corner- this important for children to feel free when reading
and selecting reading material that suits their mood. Each day I can
read a story.

The word wall- display words with pictures on the wall. This
encourages incidental reading. Words can be grouped under a topic
for instance.

4.4

4.5 weather chart- using a chart is a good fashion to motivate

speaking and listening in children and to teach vocabulary. I can ask
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learners the following questions in the morning for example: what is

the date today?

Who can tell me which day it is today?

What is the weather like today?

Why do you think it is so cold today?

What season is cold?

When do you think it will get warmer?

What season will that be?

I could make the daily chart and use vivid colors and for creativity I
could use both pictures, hand drawn and concrete objects from
nature like leaves and so on to decorate.

Question 05

5.1 ask learners to show me four objects in and out of the classroom

Show me any object that has the same shape as a square

How many sides has a square?

Learners can point or shout window, desk, posters and so on

5.2 for participation I can repeat the lesson and work with shy
learners

Use more visuals, more concrete objects for them to touch and feel
and ask them the texture of the object, e.g soft or hard?

Use audio material such as song or rhyme, that commands or

instructs like the if you’re happy and you know it clap your hands
rhyme. This way all learners are actively involved singing and moving.

We can play the ‘Simon say’ game to make it more interesting.

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5.3 Our Environment . this can be a suitable theme as it depicts

things or objects in and around the child’s context.

5.4show and tell is important as it teaches reading skills, children

learn to express themselves, increases their level of confidence,
language structure is learnt, it also teaches them sequencing as one
has to greet first then give the title and then tell the class about
his/her show and tell object they’ve brought to school. Children also
learn vocabulary and sentence construction, they also learn
mannerism and rules of communication. e.g greeting first instead of
just jumping into her presentation.

5.5

Name of school :Progress Primary School

Name of teacher : Siduduziwe
Grade : Grade R Date:18/08/2020
Theme : when I grow up
Activity: learners come dressed in their occupational clothing
Skills assessed: speaking, confidence, knowledge of occupatuion
chosen, sentence structure, eye contact
Name of leaner: fahima

Assessment criteria Maximum Learner mark comments

mark
1.can speak 2 1 Speaks
clearly/fluenlty softly
2. can form a sentence 2 2 Good
3.has confidence 2 1 Needs to
to more
show and
tell to get
used to

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59000716 ASSIGNMENT 02 UNIQUE NO: 786027

audience
4.eye contact 2 1 Learner
needs look
above
heads
5.knowledge of chosen 2 2 Good
occuipation
Total marks 10 7 07
Teachers reflection Learner
came
prepared in
terms of
knowledge of
topic, learner
needs more
practice
infornt of
classmates,
eye contact
can be learnt
during this
time.

Question 06

6.1

6.2 vocabulary is increased, word recognition is enhanced, child can

associate words with pictures, confidence level is increased and all
these influence reading the beginning.

6.3 have a print rich classroom with a word wall, play language
games such and command games, read stories everyday where
learners sit at the library corner and listen, use role play, make
learners listen to rhymes, songs and age appropriate stories such as
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59000716 ASSIGNMENT 02 UNIQUE NO: 786027

MATILDA and AKHEELA and the bee that foster language

development. Encourage learners to read at home.

6.4 he means that teachers should check in with learner for prior
knowledge of the topic, this can mean that the child is familiar with
some words or terms, or story or rhyme, this can be in the child’s
home language as well as this also helps learner to recall was is being
taught faster. Teacher is then able to use what child already knows
through experiences and add the new information. This helps
learners to grasp faster.

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