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 consolidation activities as the back of this Teacher’s Guide for children who need revision. The Internet is also a wonderful resource for teachers. Here are some sites that will provide support and resources:
http://www.help2read.org/ http://www.literacyforall.co.za/ http://www.wordworks.org.za/ www.thutong.doe.gov.za/ResourceDownload.aspx? id=37353...1
Remedial education
In this series, you will find carefully designed support activities. These activities have been included to give learners who struggle with a particular aspect of language another chance to succeed. However, if your learners experience more serious barriers to learning, remedial assistance can be very helpful. Remedial assistance can help to motivate learners if they experience psychological barriers. It can also help learners to address serious conceptual and language challenges they may be experiencing. Below is a description of some of the barriers which may be overcome with remedial intervention. Information has also been included about factors that increase the likelihood that remedial assistance will be required. If you think that learners in your class may need remedial assistance, it is important to refer them.
Examples of psychological challenges
Problems with self-direction and self-esteem Learners may show a lack of motivation because they are unsure of what they are aiming at or they may lack confidence in their own ability. Remedial interventions can increase motivation by making learners aware of the relevance of their work.
Difficulties with adjusting socially and emotionally and problems with family and peer relationships Learners may have trouble fitting in and have difficulty with their relationships. This can be demotivating. One-on-one remedial attention can help to motivate learners.
Examples of environmental challenges
Learners who have not been taught properly Some learners may have fundamental gaps in their understanding because of problems with the way they were taught in earlier grades. For instance, their reading age may be lower than is expected.
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