Reading
The skills acquired in the Foundation Phase will equip learners with a good oral basis in English Home Language. Learners will continue to develop their reading ability throughout the Intermediate Phase. This English Home Language series supports
Reading in the following ways: • The Learner’s Book and the Reader have been written to teach and reinforce reading skills.
• The Reader can be used to help learners develop confidence in reading silently by themselves (Independent Reading). The Reader is also ideal for Paired and Shared Reading.
• Learners become familiar with the key features of different text types.
• Visual literacy is promoted through relevant visual material.
• Learners become familiar with using the Reading Process.
The Reading Process
Reading should be approached using the reading process strategies which are outlined below: Pre-reading – activities are provided to prepare learners before reading to help with comprehension of the text. Learners engage in prediction about the text and discussion around the title of the text. Reading – these predictions can be built upon, and the class can be encouraged to reflect on what has taken place in the story to encourage retention through the repetition of details. Post-reading – learners answer questions relating to the story, and are encouraged to apply it to their own lives and other texts that they may have read. Key elements of the text can be identified by the teacher, in order to prompt learners’ discussion. The Reading Process is built into the reading
activities in both the Learner’s Book and the Reader.
Different reading strategies
Shared Reading Shared Reading is a whole class activity that focuses on modelling reading. It teaches the learners reading skills while helping them to read for meaning and comprehension. It is a method to
• Learners are able to practise important reading strategies, such as skimming and scanning.
help teach reading in any language, while also helping to teach phonics, vocabulary and language within a given context. You may need to use this method at the beginning of Grade 4 to guide learners into this phase. If you have Big Books, you can use them for Shared Reading. Alternatively, you can use texts from the Learner’s Book or Reader for this purpose. Shared Reading engages the whole class,
where learners with a range of reading abilities can participate while allowing the teacher to model how an effective reader reads. It allows the teacher to demonstrate reading strategies and provides learners with access to reading above their own reading level. It is a bridging between reading aloud to learners and learners reading independently. In the Intermediate Phase you will focus more
strongly on Independent reading, Paired Reading and Group Guided Reading.
Independent Reading In the Intermediate Phase your learners will need to reach a level at which they can read independently and with confidence. Therefore it is vital that you emphasise and develop Independent Reading. Independent Reading is a purposeful, planned activity and it can be done in the reading period. Learners read books or texts on their own to develop fluency. The CAPS specifies that Independent Reading should always relate to the theme that you are using to teach the rest of your language content. For this reason the contents page of the Reader indicates which Learner’s Book themes the different texts relate to. This is ideal for Independent Reading as the learners will build relevant vocabulary through the work they do in their Learner’s Book. This will assist them to engage with the texts in the Reader independently. The CAPS also suggests that texts used should be either the same text type covered in the CAPS for that two-week period or a different text type to expand exposure to a variety of texts. The Reader offers at least one other example of
a text type that appears in the CAPS teaching plan. These extra texts can be used as extension, support or as an alternative to what you are using.
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