CHL2601 Assignment 8

2024 (165437) - DUE 23

September 2024
QUESTIONS WITH COMPLETE ANSWERS

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CHL2601 Assignment 8 2024 (165437) - DUE 23 September 2024

Question 1 [35]

1.1 Learners in different age groups go through different physical and

emotional stages. Physical, social and emotional challenges can be
predicted and addressed through appropriate reading material. A story may
help the reader to identify with a similar fictional situation of being a
refugee, being disabled or feeling rejected. Identify and recommend books
that teachers and/or parents can use to address the following:

a) sibling rivalry (2)

b) being disabled or sick (2)

c) dealing with the trauma of divorce or a family break-up (2)

d) peer rejection (2)

e) the death of a loved one (2) The books that you recommend must be
appropriate for children under the age of 11 years. Give the title and the
author of every book you identify, and explain why this book is appropriate.

1.2 Choose any one of the themes above and use the book you have
identified to develop a lesson to address the specific challenge with
Foundation Phase learners. Use the following layout to plan your lesson:
Theme: Name of the book and author: Introduction to your lesson (how you
will activate prior knowledge and create the context) 2 Activities during
book reading 5 Activities after book reading to consolidate the message of
the story 5 CHL2601/ASSESSMENT 8/2024 7 An activity to send home to
parents for consolidation at home 3
1.3 Imagine you are dealing with physical or emotional bullying in your
school. Generate ideas in which books and reading could be used to
address the issue with learners in the Foundation Phase. List at least five
suggestions. Then choose the three ideas from your list that would be most
effective. Explain why the three ideas you have selected will be most
effective. Also explain how you would implement each one in a Foundation
Phase classroom. (10)

1.1 Book Recommendations for Specific Themes

a) Sibling Rivalry

• Title: "The Pain and the Great One"

Author: Judy Blume
Explanation: This book is excellent for addressing sibling rivalry as it
presents the story from the perspectives of both siblings. It helps
children understand that both sides have feelings and that conflict is a
normal part of sibling relationships. The relatable situations in the
book can foster empathy and understanding among siblings.

b) Being Disabled or Sick

• Title: "Wonder"
Author: R.J. Palacio
Explanation: Although "Wonder" is aimed at slightly older children,
the story of Auggie Pullman, a boy with a facial difference, can be
adapted for younger audiences. The book teaches empathy and
acceptance, helping children understand that differences are
something to be embraced.

c) Dealing with the Trauma of Divorce or a Family Break-up

 • Title: "Two Homes"
Author: Claire Masurel
Explanation: "Two Homes" is a reassuring book that helps children
understand that they can still have a happy life even when their
parents are no longer together. It gently addresses the reality of living
in two homes and emphasizes that both parents still love the child.

d) Peer Rejection

• Title: "Chrysanthemum"
Author: Kevin Henkes
Explanation: "Chrysanthemum" is about a young mouse who loves
her name until she starts school and gets teased for it. This book
helps children understand the importance of kindness and self-
acceptance, making it a powerful tool for addressing peer rejection.

e) The Death of a Loved One

• Title: "The Invisible String"

Author: Patrice Karst
Explanation: This book beautifully addresses the theme of loss by
explaining the concept of an invisible string that connects us to our
loved ones, even when they are not physically present. It’s a
comforting story for children dealing with the death of a loved one.

1.2 Lesson Plan: Addressing Peer Rejection

Theme: Peer Rejection

Name of the Book and Author: "Chrysanthemum" by Kevin Henkes
Introduction to Your Lesson

• Context: Begin by discussing names and how everyone has a

special name. Ask the learners if they like their names and how they
would feel if someone teased them about it.

• Prior Knowledge: Encourage the learners to share any experiences

they’ve had where they felt left out or teased by peers. Explain that
you will be reading a story about a little mouse who experiences
something similar.

Activities During Book Reading

1. Predictive Questioning: Pause at key moments in the story and ask

the learners what they think will happen next.

2. Character Empathy: Ask the learners how they think

Chrysanthemum is feeling when she is teased. Discuss how they
would feel in her situation.

3. Interactive Participation: Have the learners repeat certain lines or

phrases from the book to reinforce key moments and messages.

4. Visualizing Emotions: Encourage learners to close their eyes and

imagine how Chrysanthemum feels, then share their thoughts.

5. Discussion Prompt: After each teasing incident in the book, pause

and discuss with the class how Chrysanthemum could respond and
how her classmates should behave.

Activities After Book Reading to Consolidate the Message of the Story

 1. Role-Playing: Have the learners act out scenes where
Chrysanthemum is teased and then how they would respond as kind
friends.

2. Drawing Feelings: Ask the learners to draw a picture of

Chrysanthemum before and after she was teased, and then share
their pictures with the class.

3. Writing Letters: Encourage the learners to write a kind letter to

Chrysanthemum, offering her advice or comfort.

4. Creating a Kindness Wall: Dedicate a wall in the classroom where

learners can post notes about acts of kindness they’ve seen or done.

5. Discussion Circle: Hold a group discussion where learners talk

about what they learned from the story and how they can apply it in
their own lives.

An Activity to Send Home to Parents for Consolidation at Home

• Family Discussion: Send a note home encouraging parents to

discuss with their child how to be kind to others and what to do if they
see someone being teased. Provide guiding questions for the
discussion.

• Name Activity: Ask parents to work with their child to create a poster
of their name, including its meaning or why it’s special to them.

• Book Sharing: Encourage the child to share the story of

"Chrysanthemum" with their family and talk about the lessons they
learned.
1.3 Addressing Bullying Through Books and Reading

Ideas for Addressing Bullying

1. Classroom Book Club on Kindness: Create a book club where

learners read and discuss books about kindness, empathy, and
dealing with bullies.

2. Anti-Bullying Story Time: Dedicate a weekly story time to books

that address bullying and its effects, followed by group discussions.

3. Bullying Role-Play: Use scenarios from books to role-play different

situations involving bullying and practice appropriate responses.

4. Creating a Class Book: Have learners write and illustrate their own
stories about bullying, emphasizing positive resolutions.

5. Bullying Awareness Posters: After reading books about bullying,

have learners create posters promoting anti-bullying messages for
the school.

Three Most Effective Ideas

1. Classroom Book Club on Kindness

o Effectiveness: Regular discussions on themes of kindness and

empathy foster a culture of inclusivity in the classroom.

o Implementation: Select a series of books on bullying and

kindness, read a chapter or a book weekly, and then discuss its
messages with the learners. Encourage learners to share
personal experiences and how they can apply the lessons
learned.
 2. Anti-Bullying Story Time

o Effectiveness: Regularly exposing children to stories about

bullying helps normalize conversations around the topic and
provides them with tools to handle such situations.

o Implementation: Schedule a weekly story time specifically

focused on books about bullying. After reading, hold a class
discussion on the story’s message, encouraging learners to
think about how they can be kind to others.

3. Creating a Class Book

o Effectiveness: Writing and illustrating their own stories helps

learners internalize the lessons about bullying and empowers
them to express their understanding creatively.

o Implementation: Guide the learners through the process of

creating their own anti-bullying story, either individually or as a
group. Compile the stories into a class book that can be shared
with others in the school, promoting a school-wide anti-bullying
message.

Question 2 [30]

2.1 A number of studies have shown that boys enjoy reading less than
girls. Empirical evidence also indicates that boys in all countries are not
only less likely than girls to say that they read for enjoyment, they also have
different reading habits when they do read for pleasure; girls are more likely
to read fiction or magazines, while boys are more likely to read newspapers
and comics. Earlier you have learned about the immense power that choice
of text can have in encouraging children to read. Think of and discuss six
strategies that you can use in your community to encourage boys (under
the age of 11) to read. (6)

2.2 To answer this question, refer to section 5.3 of your study guide.
Consider the following examples of children’s writing. For each example,
indicate the phase of writing and explain your decision. (9) a) 8 b) c) d) e)
CHL2601/ASSESSMENT 8/2024 9

2.3 For each of the images above, indicate how children’s observation of
the form and function of print have influenced their understanding and use
of the written language. (10)

2.4 Reading and writing are interconnected as both skills are part of the
broader concept of literacy. Both skills involve understanding, interpretation
and communication through written language. Explain this reciprocal
relationship with reference to the following:

a) a shared language system

b) vocabulary

c) print awareness

d) phonemic awareness

e) motivation and engagement (5)

2.1 Strategies to Encourage Boys (Under 11) to Read

1. Incorporate Interests: Identify topics that boys are naturally

interested in, such as sports, superheroes, adventure, or science,
 and provide reading materials that align with these interests. This
could include comics, graphic novels, and non-fiction books about
their favorite subjects.

2. Interactive Storytelling: Use interactive methods like storytelling

sessions or read-aloud activities that involve participation. Boys could
take turns reading or act out parts of the story to make the experience
more engaging.

3. Reading Competitions: Organize friendly reading competitions with

rewards or recognition for milestones achieved, such as the number
of books read or hours spent reading. This taps into boys’ competitive
nature and makes reading more exciting.

4. Digital Platforms: Utilize technology by incorporating e-books,

audiobooks, and reading apps that have gamified elements. These
platforms often include features that make reading more interactive
and appealing to boys who enjoy digital content.

5. Role Models: Engage male role models, such as fathers, older

brothers, or community leaders, who can share their love for reading.
Boys are more likely to be influenced by seeing men they admire
reading.

6. Reading Clubs: Establish reading clubs specifically for boys where

they can discuss books they have read, share their thoughts, and
recommend books to each other. This creates a sense of community
and belonging around reading.

2.2 Phases of Writing

 • Example a): Without the specific writing samples, it is challenging to
determine the exact phase, but if a child is writing with scribbles or
random letters, they are likely in the Preliterate Phase. This phase is
characterized by children making marks that imitate writing without
clear letter formation.

• Example b): If the writing shows the use of recognizable letters or

attempts at writing words, even with misspellings, it indicates the
Emergent Phase. Children begin to understand the alphabet and
attempt to write words based on their phonetic understanding.

• Example c): If the child writes simple, complete sentences with basic
punctuation, they might be in the Early Writer Phase. This phase
shows an understanding of sentence structure and basic grammar.

• Example d): A child writing longer sentences or short paragraphs

with more complex vocabulary and punctuation would be in the
Transitional Writer Phase. Here, children begin to experiment with
more detailed writing and complex sentence structures.

• Example e): If the child is capable of writing cohesive paragraphs

with a clear beginning, middle, and end, they would be in the Fluent
Writer Phase. At this stage, the child demonstrates a solid
understanding of writing conventions and can convey ideas clearly.

2.3 Children's Observation of Print

• Image a): If the image shows a child using random letters or symbols,
it suggests they are aware that writing is made up of symbols, though
they may not yet understand the specific meanings of letters.
 • Image b): If a child writes letters or words in a random order, it shows
they recognize the shape and form of letters, understanding that print
is a sequence of symbols that convey meaning, even if they haven't
mastered the correct order.

• Image c): Writing that includes recognizable words or phrases

indicates an understanding of how print functions to convey specific
information. This child is likely mimicking forms they’ve seen in books
or other print materials.

• Image d): If the child writes a string of letters or words with spaces, it
shows they are starting to understand word boundaries and that
words are units of meaning within a sentence.

• Image e): Writing that is organized in sentences with punctuation

shows a deeper understanding of the rules governing written
language, such as sentence structure and grammar.

2.4 The Reciprocal Relationship Between Reading and Writing

1. Shared Language System: Both reading and writing rely on the

same language system, which includes grammar, syntax, and
vocabulary. Mastery in one area reinforces the other as children learn
how language is structured and used.

2. Vocabulary: As children read, they encounter new words, which

expand their vocabulary. This, in turn, enhances their writing as they
have more words at their disposal to express ideas clearly and
effectively.
 3. Print Awareness: Understanding how print works (e.g., reading from
left to right, recognizing word boundaries) helps children both in
reading and writing. As they become familiar with the conventions of
print, they can apply this knowledge when they write.

4. Phonemic Awareness: Recognizing the sounds that letters and

combinations of letters make is crucial for both reading and writing.
Phonemic awareness allows children to decode words when reading
and to encode sounds when writing.

5. Motivation and Engagement: A child who is motivated to read is

likely also motivated to write, and vice versa. Engagement in one
area often leads to increased interest and effort in the other, as both
skills are part of the broader concept of literacy.

Question 3 [20]

3.1 All learners in South Africa have the right to be educated in the official
language of their choice where this is reasonably practicable. In the
Foundation Phase, learners are taught in their mother tongue. In Grade 4,
they have to learn and understand the content of many different subject
through the medium of English, without being adequately prepared to meet
such cognitive demands. The Foundation Phase teacher has an
opportunity to improve learners’ English skills. Literature can help
overcome the challenge of insufficient English proficiency in the
Intermediate Phase. Although children’s literature is not a magic wand,
think of six practical ways of using children’s literature to immerse
Foundation Phase learners in English. (6)
3.2 All learners can benefit from reaching a deep understanding of a text
and how it is structured. Only then will they truly be able to respond to the
text and gain something personal from the reading experience.

a) List five features you will focus on when you teach learners how to
analyse a text. (5)

b) Then design a creative and original activity to help Grade 3 learners to

unravel a text and to respond to the book in an interesting way. (5) 10

3.3 Analyse how writing facilitates reading and reading facilitates writing.
Also refer to the importance of invented spelling. (4)

Question 4 [15]

4.1 You are planning a creative writing activity for Grade 2 learners.

a) Come up with an interesting and fun topic that your learners must write a
story about. (2)

b) Develop a writing framework with prompts that you will give to your
learners to help and guide them during the story-writing process. (5)

c) Explain how you will help and guide learners in each of the four stages of
writing. (8)

3.1 Practical Ways to Use Children’s Literature to Immerse

Foundation Phase Learners in English

1. Storytelling Sessions: Regularly read engaging and age-

appropriate English stories to the class, using expressive voices and
gestures. This helps learners become familiar with the rhythm and
structure of the language.
 2. Picture Books: Use picture books where the images closely relate to
the text. This helps learners associate words with their meanings
through visual context, enhancing their vocabulary and
comprehension.

3. Interactive Reading: Encourage learners to participate in reading by

asking them to repeat phrases, predict what happens next, or identify
objects in the pictures. This makes the reading experience more
dynamic and reinforces language learning.

4. Vocabulary Games: After reading a story, play games like word

matching, flashcards, or "word hunts" based on the vocabulary from
the story. This reinforces new words in a fun and memorable way.

5. Role-Playing: Have learners act out scenes from the stories. This
allows them to practice spoken English in a playful, low-pressure
environment, enhancing both their speaking and listening skills.

6. Story Retelling: Ask learners to retell a story in their own words. This
encourages them to think about the language used in the story and
helps them practice forming sentences in English.

3.2 Deep Understanding of Text

a) Five Features to Focus on When Teaching Text Analysis

1. Main Idea: Understanding the central theme or message of the text.

2. Character Development: Analyzing how characters change and

what motivates their actions.

3. Plot Structure: Recognizing the beginning, middle, and end of the

story and how events are connected.
 4. Setting: Understanding the time and place in which the story occurs
and how it influences the plot.

5. Language Use: Examining the author’s choice of words, tone, and

style, and how these contribute to the text’s meaning.

b) Creative Activity for Grade 3 Learners

Activity: Story Map Adventure

• Objective: To help learners analyze and respond to a story by

creating a visual story map.

• Instructions:

o After reading a story, provide learners with a large piece of

paper and colored pencils.

o Ask them to draw the key settings of the story and label them in
English.

o Encourage them to draw the main characters and show their

journey through the plot by drawing arrows between different
scenes.

o Learners should then write short sentences or keywords about

what happens in each part of the story.

o Finally, ask learners to share their story maps with the class,
explaining their illustrations and how they represent the story.

3.3 How Writing Facilitates Reading and Vice Versa

• Writing Facilitates Reading: When learners write, they are forced to

think about spelling, sentence structure, and the organization of
 ideas. This practice helps them recognize these elements when
reading, improving their comprehension and decoding skills.

• Reading Facilitates Writing: Exposure to written language through

reading helps learners understand how sentences are structured, the
use of punctuation, and the flow of ideas, which they can then apply
to their own writing.

• Invented Spelling: This refers to young learners' attempts to write

words based on how they sound, even if the spelling is incorrect.
Invented spelling is important because it shows that learners are
developing phonemic awareness, which is crucial for both reading
and writing. It allows them to experiment with language, build
confidence, and gradually learn the correct spelling through practice
and exposure.

4.1 Creative Writing Activity for Grade 2 Learners

a) Fun Topic for Story Writing

Topic: "A Day with a Talking Animal"

b) Writing Framework with Prompts

• Beginning: "Once upon a time, I met a special animal who could

talk. The animal was a..."

• Middle: "We decided to go on an adventure to... On our way, we

met..."

• End: "At the end of the day, the animal said... and I felt..."

c) Guiding Learners Through the Four Stages of Writing

1. Prewriting:

o Guidance: Brainstorm ideas with the learners about what kind

of talking animal they want to write about. Use a mind map on
the board to gather ideas about the animal’s characteristics, the
adventure, and the setting.

o Support: Provide picture cards or word lists related to animals,

places, and actions to help them with ideas.

2. Drafting:

o Guidance: Encourage learners to start writing their stories

using the prompts. Remind them that it’s okay if the story isn’t
perfect at this stage; the goal is to get their ideas down on
paper.

o Support: Walk around the classroom to provide assistance

with spelling, sentence structure, or expanding their ideas if
they get stuck.

3. Revising:

o Guidance: Ask learners to reread their stories and think about

how they could make them more exciting or clear. Suggest
adding more details or dialogue to their stories.

o Support: Pair learners with a buddy to read each other’s

stories and give simple feedback, such as "I like this part
because..." or "Maybe you could add more about..."

4. Editing:
o Guidance: Help learners correct any spelling or punctuation
errors in their stories. Encourage them to use the word wall or
dictionaries for words they are unsure of.

o Support: Provide individual feedback on their drafts and guide

them in making the necessary corrections before finalizing their
stories.