CHL2601: Children’s
Literature
ASSIGNMENT 13 2022
Question 1
CHOOSING A THEME AND
Start by deciding on 5 to 8 main topic words that you wish to concentrate on. Depending on the
proficiency and demands of your students, you can start with more or fewer words. I like to pick
words that my kids might recognize and some that they might not.
We next read the sentences aloud, go over the meanings, discuss the function, features, and class
of the words, and use them in phrases. The pupils' relevant information on the theme or topic can
, be evaluated at this point, and you can determine what needs to be taught. To maintain the
emphasis on expanding our vocabulary, we add new terms throughout the week or replace some of
the simpler words with more difficult ones.
BUILDING VOCABULARY AROUND THE THEME
• Read the topic vocabulary words and sort it alphabetically. To arrange the word wall cards,
students can write on them or move them around.
• Select two terms to contrast and compare in a conversation or with the use of a Venn diagram.
Additionally, this is a fantastic approach to target a feature, function, or class.
• Let pupils choose a word and illustrate it to show that they understand the vocabulary term.
Choose one to three words, then ask students to create a statement containing them all.
DEVELOPING A WRITING FRAMEWORK
• Establish, maintain and consolidate.
• Establish purpose for reading and determine the text type
• The pupils collaborate in groups of three or two. A portion of a narrative is read aloud by the
teacher, who then instructs the class on how to continue the story in pairs. (Typically, this entails
introducing dialogue or description.)
• After the learners have supplied a section to the story, the teacher will dictate the following
section and urge them to add more.
• This procedure can go on for five or six paragraphs or up until participants become focused.
• Give the pupils enough time to practice using sound effects and playing their roles.
• The stories are then all heard by the kids.
• Asking your pupils to create a few comprehensions check questions for their stories might help
you concentrate their attention throughout the listening activity.
GUIDING LEARNERS THROUGH THE DIFFERENT PHASES OF WRITING AND EDITING AND
IMPROVING ON THEIR DRAFTS
Though the use of the following phases which are: Semi-phonetic phase, Pre-communicative phase,
Phonetic phase, Transitional and Orthographically correct I can guide my pupils in writing and editing
drafts.
1|Page
Literature
ASSIGNMENT 13 2022
Question 1
CHOOSING A THEME AND
Start by deciding on 5 to 8 main topic words that you wish to concentrate on. Depending on the
proficiency and demands of your students, you can start with more or fewer words. I like to pick
words that my kids might recognize and some that they might not.
We next read the sentences aloud, go over the meanings, discuss the function, features, and class
of the words, and use them in phrases. The pupils' relevant information on the theme or topic can
, be evaluated at this point, and you can determine what needs to be taught. To maintain the
emphasis on expanding our vocabulary, we add new terms throughout the week or replace some of
the simpler words with more difficult ones.
BUILDING VOCABULARY AROUND THE THEME
• Read the topic vocabulary words and sort it alphabetically. To arrange the word wall cards,
students can write on them or move them around.
• Select two terms to contrast and compare in a conversation or with the use of a Venn diagram.
Additionally, this is a fantastic approach to target a feature, function, or class.
• Let pupils choose a word and illustrate it to show that they understand the vocabulary term.
Choose one to three words, then ask students to create a statement containing them all.
DEVELOPING A WRITING FRAMEWORK
• Establish, maintain and consolidate.
• Establish purpose for reading and determine the text type
• The pupils collaborate in groups of three or two. A portion of a narrative is read aloud by the
teacher, who then instructs the class on how to continue the story in pairs. (Typically, this entails
introducing dialogue or description.)
• After the learners have supplied a section to the story, the teacher will dictate the following
section and urge them to add more.
• This procedure can go on for five or six paragraphs or up until participants become focused.
• Give the pupils enough time to practice using sound effects and playing their roles.
• The stories are then all heard by the kids.
• Asking your pupils to create a few comprehensions check questions for their stories might help
you concentrate their attention throughout the listening activity.
GUIDING LEARNERS THROUGH THE DIFFERENT PHASES OF WRITING AND EDITING AND
IMPROVING ON THEIR DRAFTS
Though the use of the following phases which are: Semi-phonetic phase, Pre-communicative phase,
Phonetic phase, Transitional and Orthographically correct I can guide my pupils in writing and editing
drafts.
1|Page
