DIPLOMA IN GRADE R TEACHING

ASSIGNMENT 1: SEMESTER 1
DUE DATE: 20 FEBRUARY 2025
THIS ASSESSMENT COVERS UNITS 1 - 2

MODULE NAME ENGLISH HOME AND FIRST ADDITIONAL LANGUAGE AND

LITERACY LEARNING IN GRADE R 1
MODULE CODE R-EHF 211
NQF LEVEL 6
EXAMINER MRS R. RIKHAMBA
INTERNAL MODERATOR MRS P. MOJA
ACADEMIC HEAD DR M. BRUWER
TOTAL MARKS 100

PURPOSE: The purpose of this PDF is for you to do preliminary work on your assessment in preparation for
online submission.

INSTRUCTIONS:
a) Read each question carefully and look at the mark allocation to guide your response.
b) Answer all questions in English, except for the language modules. The language to use when answering
the questions for the language modules will be stated in the front matter, e.g., answer in
Afrikaans/isiXhosa/isiZulu/Sepedi/Setswana.
ASSESSMENT PAPER

c) Attempt to complete all questions. Do not leave questions unanswered.

d) Even though you will be using your CLG, core readings and other sources to find the answers to the
questions, you must make sure that the answers you provide in your submission are written in your
own words. If you rewrite information from any source using the exact words of that source, it will be flagged
as plagiarism.
e) Using artificial intelligence (such as ChatGPT) to produce content and images and then represent these
as your own work is considered a severe irregularity that will be penalised accordingly.
f) Include in-text references where applicable (including referring to the CLG), as you will have to declare
your sources at the end of the paper. The list must be made in accordance with the Harvard-style
Referencing Guide employed by SANTS, which is provided as an additional resource for your module.
g) Refer to the Student Orientation Booklet in the Student Orientation Module regarding the information on
referencing and plagiarism.
a) Use a separate document to plan your rough answers.
b) Please note, however, that you will not be able to copy and paste those answers into your assessment.
SUBMISSION

You will have to retype your answers.

c) Please note that online submissions should be conducted through your laptop computer, desktop
computer, or tablet. If possible, avoid the use of your cell phone.
d) The preferred web browser to use is Google Chrome, but Firefox and Edge also work.
e) Carefully check each response before submitting your assessment.
f) Please take note that only one submission per student will be allowed. No resubmissions will be possible.
g) Please submit your assessment well in advance to avoid any personal or network-related challenges.
a) Should you experience any challenges, contact SANTS using any of the communication channels available
SUPPORT

on your MySANTS Dashboard.

b) Support is ONLY available from 8:00 to 16:00 on weekdays.

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 QUESTION ONE 38

Read Unit 1: Language and Literacy Theory, Section 1: The Structure of the English Language
and Section 2: Emergent Literacy in the Grade R Classroom in your R-EHF 211 Curriculum and
Learning Guide (CLG) before answering questions 1.1 – 1.3.

1.1 Different parts of speech are used to form complete sentences. Read the text and identify the
parts of speech as requested in the questions that follow.

The Cunning Fox and the Clever Stork

Once upon a time, there lived a very cunning and mischievous fox. He used to speak to
other animals sweetly and gain their trust, before playing tricks on them.

One day the fox met a stork. He befriended the stork and acted like a very good friend.
Soon, he invited the stork to have a feast with him. The stork happily accepted the
invitation.

The day of the feast came, and the stork went to the fox’s house. To her surprise and
disappointment, the fox said that he could not make a big feast as promised, and just
offered some soup. When he brought the soup out of the kitchen, the stork saw that it was
in a shallow bowl!

The poor stork could not have any soup with its long bill, but the fox easily licked the soup
from the plate. As the stork just touched the soup with the tip of its bill, the fox asked her,
“How is the soup? Don’t you like it?”

The hungry stork replied, “Oh it is good, but my stomach is upset, and I can’t take any
more soup!”
“I’m sorry for troubling you,” said the fox.
The stork replied, “Oh dear, please don’t say sorry. I have some health problem and cannot
enjoy what you offer.”
She left the place after thanking the fox and inviting him to her house for dinner.

The day arrived and the fox reached the stork’s place. After exchanging pleasantries, the
stork served soup for both of them, in a narrow jar with a long neck. She was able to have
the soup very easily with her long bill, but the fox obviously could not.

After finishing hers, the stork asked the fox if he was enjoying the soup. The fox
remembered the feast he had given the stork and felt very ashamed. He stammered,
“I…I’d better leave now. I have a tummy ache.”

Humiliated, he left the place running.

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 Available online (https://www.kidsworldfun.com/shortstories_foxandstork.php)

1.1.1 Identify six (6) common nouns from the story. (6)

1.1.2 Provide three (3) pronouns from the extract above. (3)

1.1.3 Identify four adverbs from the text. Use two adverbs per sentence to write two (2)
meaningful sentences. Pay attention to grammatical errors and proper sentence construction. (4)

1.2 Analyse the picture below:

a) Identify (2) verbs for each child’s actions in the picture below.
b) Use the identified verbs and write one sentence about each child, containing both the verbs
you chose for each child.
c) Please note you are not allowed to use the same verb more than once. Ensure your sentences
are appropriate to read with Grade R learners. (10)

Source available online (https://www.vectorstock.com/royalty-free-vector/cartoon-group-of-children-playing-in-the-park-vector-23242571)

1.3 Analyse the story pictures and answer the questions that follow.

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1. 2.

3. 4.

5. 6.

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 7. 8.

1.3.1 Refer back to the pictures above and create a short story that you can read to your Grade R
learners. Your story MUST have a beginning, middle, and end and follow a logical sequence.
Use the rubric below to help you develop your story. (12)

1 2 3
Creates a scene for where The student was unable to The student uses some The student used
the story is taking place. clearly explain where the descriptive words of the descriptive words to
story was taking place. place and some detail is provide a clear picture of
provided. where the story took
place.
Events in the story are Ideas are scattered and The story is organized. The story follows a logical
explained in a sequence that random sentences are put Some ideas are out of sequence and the story
makes sense. together. place but there is a clear flows. The events unfold
transition in the story. in a good transition.

Sentences are clear and It is difficult to read the Sentences begin with a Sentences are coherent
grammatically correct. story and make sense of capital letter and end with and contain no spelling or
what is happening in the a full stop. Punctuation grammatical errors. All
story. marks are used grammatical rules have
appropriately and there been applied.
are little to no spelling
errors.
Overall creativity. No effort was put into The reader is captured The reader is captured
making the story from beginning to finish. with story characters
interesting to read. The story is also given names. The story is
appropriate for Grade R easy to follow along and
learners. the story follows a logical
sequence.

1.3.2 Refer to the story you wrote and propose three (3) open-ended questions you can ask Grade
R learners. (3)

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 QUESTION TWO 41

Read Unit 1: Language and Literacy Theory, Section 2: Emergent Literacy in the Grade R
classroom in your R-EHF 211 Curriculum and Learning Guide (CLG) before answering questions
2.1 – 2.2.

2.1 Read the article on the reading challenges of Grade 4 learners from your core reading material
and answer the questions that follow:

Sibanda, L. (2020). Impact of linguistic complexity in English language texts on South Africa’s
primary school grade 3 to 4 transition. Issues in Educational Research, 30(2), pp. 673–690.

http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=143769687&

Introduction: Grade 3 to 4 transitional challenges

In South Africa, grade 3 and grade 4 learners are normally 9-10-year-olds in their third or fourth
year of formal schooling. The challenge of reading in grade 4 is well-documented (Sweet & Snow,
2003; Mcnamara, Ozuru & Floyd, 2011; van Staden, 2011; Rubiner, 2016). Although the challenge
is an international phenomenon, it is more prevalent among learners from low-performing and
disadvantaged schools, and within second-language learning contexts. Some learners manifest
adequate reading from grade 1 to grade 3, and suddenly struggle with reading when they enter
grade 4. Chall, Jacobs and Baldwin (1990) named this phenomenon the ‘fourth-grade slump’. It
describes learners falling behind in reading due to a shift from ‘learning to read’ in grades 1 to 3
and ‘reading to learn’ in grades 4 to 6 (Spaull, 2016). The significant impact of this “fourth-grade
slump” upon future learning has been acknowledged internationally (Lesnick, Goerge, Smithgall &
Gwynne, 2010; Spaull, 2016).

Various grade 3 to 4 transitional challenges have been identified in South Africa. According to
Sibanda (2017, p. 1), there are “challenges which impose particular competence needs on the
learners, whose satisfaction determines the extent to which subsequent learning and attainment
are constrained or expedited. Where the transition is too complex for learners, they hardly recover.”
Hernandez (2011) and Feister (2013) also confirmed that readers who struggle to read at grade 3
normally fail to catch up academically with their peers, and as a result, drop out of high school or
fail to graduate from higher education. The trend is true even within home language contexts; with
the challenge credited mainly to the shift from ‘learning to read’ to ‘reading to learn’ (Howie, Venter
& van Staden, 2008). In South Africa, the Department of Education (DoE, 2003) noted that many
South African learners may not be reading at grade level when they enter grade 4. Spaull (2016,
p. 1) confirmed that “most children in South Africa do not learn to read for meaning by the end of
grade 3 and remain perpetually behind.” South African learners perform very poorly in reading both
in African home languages and in English or Afrikaans (Pretorius & Spaull, 2016).

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 The other challenge specific to the South African context and similar educational contexts, is the
shift from the use of home language in the Foundation Phase (grade R to grade 3) to the use of
the language of learning and teaching (LoLT) from grade 4 and upwards. The shift occurs before
learners even become literate in their first language (Setati & Barwell, 2008; Spaull, 2016).

Sibanda and Baxen (2016) also noted another challenge which complicates the grade 3 to grade
4 transition. This is the shift in the nature of the texts from narrative texts to expository texts where,
the latter are more challenging on account of their embodiment of technical and academic
vocabulary (an example of a narrative text is a short story and an example of an expository text is
a life skills textbook). The assumption is that content area texts make more textual demands on
the reader than, for instance, language texts which take a more narrative presentation of content.
What has not been interrogated is the extent to which narrative texts at grade 4 represent a
significant shift in the textual demands made on the reader between the two transitional points.

The assumed complexity of expository texts emanates from their dense technical and academic
vocabulary and the fact that they are read for information, not pleasure. There has, therefore, been
an assumption that narrative texts, which can be read for enjoyment and are not riddled with
academic and technical vocabulary, present no transitional hurdles. This article interrogates the
extent of the shift in language complexity between English First Additional Language (EFAL) grade
3 and grade 4 workbooks in South Africa.

The study is guided by two main research questions, with question 1 framed into two sub-
questions.
1. What is the extent of the quantitative difference in the language demands between grade 3
and grade 4 Department of Basic Education (DBE) 2019 workbooks?
a. Is there a significant increase in the volume of material read between grade 3 and grade
4?
b. How significant is the increase in the complexity of the language used between the grade
3 and grade 4 English First Additional Language workbooks?

2. Are the selected English First Additional Language workbooks at the appropriate level for grade
3 and grade 4 learners?

2.1.1 Outline ten (10) important notes that can be taken from this article. USE YOUR OWN WORDS
when formulating your responses, no marks will be awarded for answers copied straight from
the text. All responses must be written in point form under each other so Markers will be able
to read your answers and award marks appropriately. (10)

2.1.2 Refer to your responses in QUESTION 2.1.1 and provide three (3) strategies you could
implement to prepare Grade R learners to transition to Grade 1. (6)

2.2 Refer to your recommended reader, Chapter 6: Introducing children’s storybooks for beginners,
and answer the questions below. [25]

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 Evans, R., Joubert, I. & Meier, C. (2018). Introducing Children’s Literature: A Guide to the
South African Classroom. Pretoria: Van Schaik Publishers.

Available online at EBSCOhost

http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=177501

Use the table below to guide your responses to the questions: Answer this question based on the
numbering of the task demand.

Task demand Mark allocation

1. With in-text citations provide three (3) key characteristics 3 marks

applicable to the Foundation Phase and identify suitable
reading material.
2. Using your own words, identify four (4) strategies for dealing 8 marks
with learners who have never been exposed to storybooks.

3. In your own words, explain the relationship between 6 marks

language and theory and children's storybooks.

4. Highlight three ideas for using storybooks for Grade R and 6 marks
Grade 1 – 3 learners in order to enhance language
development and emergent literacy.
5. In-text referencing is used correctly. 2 marks

QUESTION THREE 21

Read Unit 1: Language and Literacy Theory, Section 3: Children’s Literature for Grade R
Learners in your R-EHF 211 Curriculum and Learning Guide (CLG) before answering questions 3.1
– 3.2.

Analyse the short story and answer the questions.

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Page 9 of 11
Source available online: Let's go on a litter hunt - Book Dash

3.1 Study the short story above and complete the lesson planning form explaining how the lesson
will be presented. Please note no marks will be awarded for naming the book as a resource.
Your main activity must promote oral language development. (20)

Grade R language and learning

Resources (LTSM): (2)
1.
2.

Activity English concepts and skills the learners will

be learning: (4)
Introduction: (4)

Main activity: (8)

Closure: (2)

3.2 According to _______, emotion, motivation, and stress are key factors when learning a language.
(1)

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 a)Long
b)Cummins
c)Montessori

a) A is correct, B and C are incorrect.

b) B is correct, A and C are incorrect.
c) C is correct, A and B are incorrect.
d) None of the options are correct.

QUESTION FOUR 0

Provide a list of all the resources you used to help you complete this assignment.

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