PRS302A
STUDENT NUMBER:61391085
UNIQUE NUMBER: 717436
CONTENTS
Question one… page 1
Question two… page 1
Question three…page 1, 2
Question four…page 2,3
Question five…page 3
Question six…page 3,4
Question seven… page 4
Question eight…page 4,5
Bibliography …page 06
1. Books with the following characteristics are appropriate for the learners:
-A simple plot and a story that is based on familiar experience.
-Colorful and bold illustrations.
-Realistic illustrations with lots of detail that learners can understand.
-Lots of repetition in the story.
-Wonderful-sounding words (rhymes, nonsense words, repetition) and good
language.
2. sequence stories:
2.1- waking up in the morning (opening your eyes, stretching out and
yawning, getting out of bed).
-Making tea, (putting teabag into a cup, pour boiling water, add sugar to cup,
mix and remove teabag, pour milk).
-Making pizza (one day Brent wanted pizza. First he rolled soft dough out
with a rolling pin. Next he spread sauce on the dough, then Brent sprinkled
cheese and perreroni on the pizza. Last he cut the pizza and ate it.
2.2 Waking up in the morning: The drawing will consist of a child opening
his eyes, yawning and stretching out his hands. Thereafter waking up from
bed.
2.3 Activities for sequence stories: sequence pictures- e.g. getting up in the
morning.
The set of pictures must be identically colored in, e.g. the pyjamas must be
the same in each picture.
The child must arrange the set of cards in the correct order of sequence.
The child should be asked to discuss why he arranged the cards in a
particular sequence.
3. Seven predictable stages through which learners go when learning to
write:
Scribble writing: young learners first attempts at writing are scribbles. But if
you look closely, you will begin to see that they do distinguish between
drawing and writing.
Making recognizable letters: as learners gain more experience in writing,
they begin to make actual letters. These letters are often part of a series of
marks, some of which are not letters at all.
Page one
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
johanna
MARK | 1
More organized writing: learners begin to understand that writing has to be
organized on the page. Rather than placing the marks haphazardly on the
page, they begin to understand that writing goes from left to right and that
they have to leave spaces between words.
Grasping the connection between speech and writing: as learners begin to
recognize letters, they also start to understand that each letter represents a
sound. At this stage they may begin writing words and making up their own
spelling for example, “kt” for “cat”. There is no need...
