2 Things to include in this planning stage could be: • reading the text title and the table of contents,
• looking at the images and predicting what the text may be about. • skim-reading the text looking for headings, words in bold type and
summaries. As you skim read, think about what you already know about the subject and what more you would like to know.
3 In class explain to the learners what you will be doing. Start by explaining how you planned before reading the text.
4 To monitor understanding during reading, you can explain where you stopped to ask yourself whether you understood the contents. If the text has a long or complex sentence, describe how you divided it up to understand it. Find places where you
could ask questions such as: • Why would this ...? • Is this similar to ... ? • How can I figure out what this new word means? • What does the writer want me to know? • What do I think will happen next? Why do I think that? • Do I need to re-read this for detailed information?
5 Now show learners how to evaluate their metacognitive strategies by asking and
answering questions such as: • Did I read and understand this well? • What helped me to understand? What didn’t help? • What should I do the next time I read about this topic? • What will help me to remember what I read?
By engaging with how learners think, you can prepare them better for their lives and learning in the future.
Cognitive levels and abilities for Life Orientation in the Senior Phase
The table on the next page gives exaples of the questions that can be asked during assessment in order to cover the different cognitive levels. Refer to page 16 again for the spread of levels as prescribed by the CAPS.
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