same spelling pattern can be added to the list over the year.
Weak reading
There are many reasons why a child may struggle with reading. Be aware of the different reading levels in your class. Conduct reading tests regularly to find out and monitor their reading ages. Children with a weak reading age need assistance. Once you have identified these children, implement a reading programme and test their reading age after a few months. It is important to get their reading age up to and above their physical age. Practising reading is one of the best ways to improve reading. Introduce paired reading – at home and at school. This is where the reader reads aloud to a partner and the partner assists by following the words with the reader and helping when they get stuck on a particular word or pronounces the word incorrectly. Encourage parents or care- givers to get involved with this. The reader should never feel rushed or pressurised. They should feel relaxed and encouraged. It is important to create a positive atmosphere and attitude towards reading. Many barriers to reading exist because children have developed a sense of “I can’t” .
Weak comprehension
Help learners to engage with a text by showing them how to approach it and look for clues that will help them to read and understand it. This is especially important if they are learning in a second language. Use pictures with the text to help these children grasp concepts and humour in the text.
Step 1: Ask questions and make predictions about the title, the picture, the genre. Step 2: Read through the text and identify vocabulary, terms and expressions that are not familiar. This is an essential part of comprehending the text. Step 3: Once there is background knowledge, read through the text again.
There are different levels of understanding a text. Barrett’s taxonomy is a comprehensive guide that unpacks these different levels with examples of appropriate questions. As stated in the
CAPS document (page 166), “formal assessment must cater for a range of cognitive levels as shown below. A variety of types of questions such as multiple choice, cloze, comparison and direct questions should be used” . A “Cognitive Levels table” is provided in the CAPS document showing various types of questions that should be used to assess understanding of a text.
The 5 levels are: • Literal (Level 1) • Reorganisation (Level 2) • Inference (Level 3) • Evaluation (Level 4) • Appreciation (Level 5)
Teachers should use this to guide their questioning and text activities so that learners have a chance to express their knowledge according to their level of understanding. Use comprehension activities that are graded – from lower level questions to higher level questions. Marks should be distributed so that children have a chance to achieve by answering basic questions. Higher level questions can be used as extension activities.
Assessment
It is essential that children are assisted and not simply assessed when it comes to learning. Monitor progress through continuous assessment so that you can implement strategies to help learners with barriers. Begin sections of work with a baseline assessment that enables you to identify children with special needs. Use informal assessment strategies to keep track of their daily progress. Be flexible – a child may simply need extra time, a picture or a chance to verbalise an answer in order to express their knowledge or skill. The teacher who is able to grow a child through understanding their needs has achieved the ultimate goal in the classroom.
Resources for teachers
Teachers can find support activities throughout this guide. Support activities have been designed to help teachers help the learners who may not grasp the prescribed activity. Alternatives have been suggested and there are further
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