Approaches to the Teaching of Literacy Skills to English First Additional Language Learners in Grade 3
Well-structured HLT3701 Assignment 2 (ANSWERS) 2024 - DISTINCTION GUARANTEED. (DETAILED ANSWERS - DISTINCTION GUARANTEED!).... QUESTION 1: (12)
1.1 Hill (2008) identifies different levels of language development in young learners.
1.1.1 Discuss the language development of learners who are at the ...
HLT3701
Assignment 2 2024
Unique #:
Due Date: 2024
Detailed solutions, explanations, workings
and references.
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, QUESTION 1
1.1.1. (2 ANSWERS PROVIDED)
At the early reading level, children are able to match letters to sounds and sound
out three and four-letter words. They can recognize high-frequency words on sight
and may be able to recognize at least 50 of the 100 most used words. They are
able to read simple reading books word by word and always read out aloud.
Additionally, they can use pictures to tell stories, write all the letters of the alphabet
legibly, write and spell three-letter phonic words, and recognize word families.
Understanding these stages of language development will enable teachers to
assist learners in developing language in class by providing appropriate reading
materials and activities that align with the learners' current abilities. Teachers can
also use phonics-based approaches to further develop the learners' ability to sound
out words and improve their reading skills. Additionally, by recognizing word
families and using pictures to tell stories, teachers can create engaging and
inclusive learning environments that promote natural and stress-free language
development.
OR
At the Early-reading level, young learners have made significant strides in their
language development. They can match all letters to their corresponding sounds
and are capable of sounding out three and four-letter words. They can recognize
high-frequency words on sight, with some children able to recognize at least 50 of
the 100 most commonly used words. Their reading typically involves simple, easy-
to-read books, and they often read aloud as a means of reinforcing their skills.
Additionally, these learners use pictures to tell stories, indicating the development
of narrative skills. In writing, they can legibly write all the letters of the alphabet and
spell simple three-letter phonic words such as "rat" and "pit." They also start
recognizing word families like "tap," "map," and "cap."
Understanding these stages is crucial for teachers as it allows them to create an
enriched learning environment that aligns with the learners' developmental needs.
Teachers can employ a variety of strategies to facilitate language growth, such as
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, providing a print-rich environment where students are surrounded by written words
and pictures, which helps in word recognition and meaning association. Activities
like shared reading, where teachers read with the students and encourage
participation, can further enhance reading skills. Phonics instruction becomes
essential to help children understand the relationship between letters and sounds,
thereby aiding in decoding unfamiliar words.
Morever, incorporating storytelling and picture descriptions in the curriculum can
encourage expressive language development and comprehension skills. Teachers
can also introduce high-frequency word games and practice sessions, which make
learning fun and engaging. Writing exercises that involve dictation or creating short
sentences can support both writing and spelling abilities. By understanding the
specific needs at the Early-reading level, teachers can implement targeted
interventions, ensuring a stress-free and natural progression in language
development.
1.1.2.
Activity 1: Word Family Matching Game
Materials Needed: Word family cards (e.g. -at, -an, -ug), picture cards (e.g. cat, bat,
mat), and a game board or table
Instructions:
1. Divide the learners into small groups and provide each group with a set of
word family cards and picture cards.
2. Explain to the learners that they need to match the picture cards with the
word family cards based on the ending sound.
3. Encourage the learners to discuss and sound out the words as they match
them.
4. Once they have successfully matched all the cards, they can take turns
reading out the words and creating simple sentences using the words they
have matched.
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