your own individual assignment. It is unacceptable for students to submit identical
assessments on the basis that they worked together. That is regarded as copying (a
form of plagiarism) and none of these assessments will be marked. Furthermore, you
may be penalised or subjected to disciplinary proceedings by the University.
In order to uphold academic integrity, please complete the declaration of honesty
(Addendum A) and attach it to the back of your answer file.
1.5 Assessment 02
This assessment measures your achievement of the outcomes of learning units 1 and 2.
ASSESSMENT 02
Essay-type questions
NB: This assessment is COMPULSORY for all students registered for this module.
QUESTION 1
The following questions are based on the scenario below.
Tom is a 4-year-old boy who stays with his granny in a village. Every evening his granny
tells him short bedtime stories. He enjoys storytelling. He has just been admitted at a local
daycare centre and the teacher is impressed by how Tom retells the stories to his peers at
the centre. His language is characterised by more complex sentences that resemble that of
older children.
1.1 Describe the language stage that Tom displays. Give concrete examples to
support your answer.
Tom displays characteristics of the "Adult-Like Language Structures" stage of language
acquisition. At the age of 4, he is capable of producing more complex sentences
resembling those of older children. This stage typically occurs during the pre-school years,
around ages 5 and 6. Examples of Tom's language skills include using adjectives such as
"heavy" and constructing sentences with more complex grammatical structures. For
instance, if Tom says, "The big red ball is heavy," it demonstrates his ability to use
descriptive adjectives and construct a sentence with multiple components.
, 1.2 How can Tom’s grandmother employ advanced strategies and techniques
to strengthen and promote his language skills through supplementary
activities?
I would encourage storytelling sessions where Tom can actively participate by
adding his own twists or endings to the stories.
Engaging in conversations with Tom about various topics to expand his vocabulary
and encourage him to express his thoughts and ideas.
Introducing age-appropriate books with more complex storylines and vocabulary to
enhance Tom's language comprehension and expression.
Providing opportunities for Tom to engage in imaginative play, such as role-playing
scenarios or creating stories with toys or puppets, to stimulate his creativity and
language development.
Incorporating activities that encourage Tom to ask questions, make predictions, or
summarize information, which fosters critical thinking and communication skills.
1.3 Recommend ways that you as a teacher can explore to advance the
literacy development of children like Tom.
Implementing interactive and hands-on literacy activities that cater to different
learning styles and preferences, such as storytelling, puppet shows, or dramatic
play.
Integrating technology tools and resources, such as educational apps,
audiobooks, or multimedia presentations, to engage children in interactive
learning experiences and enhance their literacy skills.
Collaborating with parents and caregivers to create a supportive home-school
connection by sharing literacy strategies, recommended reading materials, and
extension activities that reinforce classroom learning.
Providing a print-rich environment with access to a variety of age-appropriate
books, magazines, and writing materials to encourage independent reading and
writing exploration.
Differentiating instruction to accommodate the diverse needs and abilities of all
children, including those like Tom who may demonstrate advanced language
assessments on the basis that they worked together. That is regarded as copying (a
form of plagiarism) and none of these assessments will be marked. Furthermore, you
may be penalised or subjected to disciplinary proceedings by the University.
In order to uphold academic integrity, please complete the declaration of honesty
(Addendum A) and attach it to the back of your answer file.
1.5 Assessment 02
This assessment measures your achievement of the outcomes of learning units 1 and 2.
ASSESSMENT 02
Essay-type questions
NB: This assessment is COMPULSORY for all students registered for this module.
QUESTION 1
The following questions are based on the scenario below.
Tom is a 4-year-old boy who stays with his granny in a village. Every evening his granny
tells him short bedtime stories. He enjoys storytelling. He has just been admitted at a local
daycare centre and the teacher is impressed by how Tom retells the stories to his peers at
the centre. His language is characterised by more complex sentences that resemble that of
older children.
1.1 Describe the language stage that Tom displays. Give concrete examples to
support your answer.
Tom displays characteristics of the "Adult-Like Language Structures" stage of language
acquisition. At the age of 4, he is capable of producing more complex sentences
resembling those of older children. This stage typically occurs during the pre-school years,
around ages 5 and 6. Examples of Tom's language skills include using adjectives such as
"heavy" and constructing sentences with more complex grammatical structures. For
instance, if Tom says, "The big red ball is heavy," it demonstrates his ability to use
descriptive adjectives and construct a sentence with multiple components.
, 1.2 How can Tom’s grandmother employ advanced strategies and techniques
to strengthen and promote his language skills through supplementary
activities?
I would encourage storytelling sessions where Tom can actively participate by
adding his own twists or endings to the stories.
Engaging in conversations with Tom about various topics to expand his vocabulary
and encourage him to express his thoughts and ideas.
Introducing age-appropriate books with more complex storylines and vocabulary to
enhance Tom's language comprehension and expression.
Providing opportunities for Tom to engage in imaginative play, such as role-playing
scenarios or creating stories with toys or puppets, to stimulate his creativity and
language development.
Incorporating activities that encourage Tom to ask questions, make predictions, or
summarize information, which fosters critical thinking and communication skills.
1.3 Recommend ways that you as a teacher can explore to advance the
literacy development of children like Tom.
Implementing interactive and hands-on literacy activities that cater to different
learning styles and preferences, such as storytelling, puppet shows, or dramatic
play.
Integrating technology tools and resources, such as educational apps,
audiobooks, or multimedia presentations, to engage children in interactive
learning experiences and enhance their literacy skills.
Collaborating with parents and caregivers to create a supportive home-school
connection by sharing literacy strategies, recommended reading materials, and
extension activities that reinforce classroom learning.
Providing a print-rich environment with access to a variety of age-appropriate
books, magazines, and writing materials to encourage independent reading and
writing exploration.
Differentiating instruction to accommodate the diverse needs and abilities of all
children, including those like Tom who may demonstrate advanced language
