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Student number:
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Question 1
1.1
a) Sibling Rivalry Book: “The Berenstain Bears and the Trouble with Brothers” by
Stan and Jan Berenstain.
Why it's appropriate: This story helps young children understand sibling rivalry
and the importance of cooperation, communication, and caring for each other. It
uses familiar characters and a relatable family situation to address conflicts
between siblings.
b) Being Disabled or Sick Book: “Wonder” by R.J. Palacio
Why it's appropriate: Although Wonder is often for older children, it can be
adapted for younger learners through discussion. The story of a boy with a facial
deformity encourages empathy, understanding, and kindness towards those with
disabilities.
c) Dealing with the Trauma of Divorce or a Family Break-up Book: “Two Homes” by
Claire Masurel
Why it's appropriate: Two Homes gently reassures children that even though their
parents live in separate homes, both love them very much. It helps children
navigate the changes and emotions surrounding divorce in an age-appropriate
manner.
d) Peer Rejection Book: “Chrysanthemum” by Kevin Henkes
Why it's appropriate: This book deals with the feelings of rejection that arise
when a little girl is teased for her unique name. It teaches children about self-
acceptance, resilience, and how to handle bullying or peer rejection.
e) The Death of a Loved One Book: “The Invisible String” by Patrice Karst
Why it's appropriate: The Invisible String uses the metaphor of an invisible string
connecting people to their loved ones, even when they are no longer physically
present. It provides comfort and understanding to children dealing with loss.
 1.2 Lesson Plan

Theme: Peer Rejection

Name of the book and author: “Chrysanthemum” by Kevin Henkes
Introduction

Lesson Objective: To help children understand peer rejection and how to respond positively to
bullying or being different.

Activation of prior knowledge: I will begin the lesson by asking the children if they’ve ever felt left
out or different from others. Create a safe space for children to share their experiences. Then, I will
introduce the book “Chrysanthemum” by explaining that it’s about a little girl with a unique name
who faces teasing from her peers.

Context: I will highlight that this story will show how Chrysanthemum handles her feelings and how
we can all learn to accept and celebrate our differences
Activities during book reading

a)While reading, I will pause at key moments (when Chrysanthemum is teased, when she feels
sad, when she meets a supportive adult) and ask the children how they think she is feeling.
b) I will discuss why the other children might be teasing Chrysanthemum. Encourage students to
think about how teasing might make someone feel and how they should respond in similar
situations.

c) I will ask the children to predict what might happen next before turning key pages to keep them
engaged.
Activities after book reading to consolidate the message of the story

A) Discussion: After reading, I will discuss how Chrysanthemum handled the teasing and how
the story ends on a positive note. Reinforce the message of embracing what makes us
unique.
B) Activity: I will ask each child to draw a picture of something unique about themselves (e.g.,
their name, a hobby, or a characteristic). Once everyone is finished, have them present their
drawings and explain why they are proud of their unique trait.
C) Role-Playing: I will set up a scenario where one student might feel left out or different. Allow
the children to act out kind ways to include the child or support them.
An activity to send home to parents for consolidation at home

I will send home a short note explaining the lesson and suggesting that parents.
1.3 Five Book-Related Suggestions to Address Bullying:
 Reading a Story about Empathy and Kindness
Book Suggestion: “Have You Filled a Bucket Today?” by Carol McCloud.
Purpose: This book teaches children about kindness, empathy, and the
impact of their actions on others. The concept of “filling buckets”
emphasizes helping others and being considerate.
 Using a Story to Foster Self-Acceptance.
Book Suggestion: “Stand Tall, Molly Lou Melon” by Patty Lovell .Purpose:
This story helps children understand the importance of being themselves,
no matter what others think, while addressing issues of bullying through
self-confidence and self-acceptance.
 Role-Playing Using a Story with Characters Overcoming Bullying.
Book Suggestion: “One” by Kathryn Otoshi. Purpose: One is a story where
colours represent emotions, and bullying is shown through the interactions
of colours. It promotes the idea that everyone has the power to stand up to
bullying, using a simple and visual narrative.
 Creating a Classroom Code of Conduct After Reading.
 Book Suggestion: “The Recess Queen” by Alexis O’Neill Purpose: The
book addresses playground bullying and offers a great opportunity to
discuss class rules and conduct around kindness and inclusion. After
reading, students can help create a set of rules promoting anti-bullying
behaviour.
 Group Reading to Encourage Teamwork
Book Suggestion: “Enemy Pie” by Derek Munson Purpose: This story
shows how misunderstandings can lead to negative feelings but how
spending time together can help children become friends. It encourages
teamwork and helps students work on resolving conflicts together.

The three most effective ideas for addressing bullying in a Foundation

Phase classroom would be:
 Reading a Story about Empathy and Kindness (“Have You Filled a Bucket
Today?”)Why Effective: Empathy is a critical skill for young children to
develop, and this story provides a clear and memorable metaphor (filling
buckets) that children can understand. It teaches them that they have a
choice in how they treat others, and their actions can either help or hurt
someone emotionally.
  Using a Story to Foster Self-Acceptance (“Stand Tall, Molly Lou
Melon”)Why Effective: Children who are confident in themselves are less
likely to be affected by bullying, and this book emphasizes standing strong
despite what others may say. By teaching self-acceptance, you help
students build resilience.
 Role-Playing Using a Story with Characters Overcoming Bullying
(“One”)Why Effective: Role-playing is an interactive method that allows
children to practice standing up to bullying in a safe environment. One is
visually engaging and communicates a powerful message of inclusion and
standing up for others.

1.3 Here are five suggestions on how to use literature to tackle bullying:
a)Suggestions
1. Read Aloud Stories about Bullying
Select age-appropriate books that depict bullying scenarios and discuss
them with the class.
2. Create a Bullying Awareness Booklet
Have students contribute to a class booklet that illustrates their
understanding of bullying and how to prevent it.
3. Role-Playing Activities
Use stories as a basis for role-playing exercises where students can act out
scenarios and practice responses to bullying.
4. Book Discussions and Reflections
After reading, facilitate discussions where students can share their thoughts
and feelings about the characters and situations.
5. Art Projects Based on Books
Encourage students to create art projects that represent themes of kindness
and friendship from the stories they read.
b) Selected Ideas and Implementation
Read Aloud Stories about Bullying
Reading aloud stories that address bullying can create a safe space for students to
engage with the topic. This method allows students to hear different perspectives and
understand the feelings of those involved in bullying situations. To implement this, I
would select a few well-regarded children's books that illustrate bullying and its
consequences. After reading, I would facilitate a discussion, encouraging students to
express their thoughts and feelings about the story and relate it to their own
experiences
Role-Playing Activities
Role-playing can be a powerful tool for helping students practice how to respond to
bullying. By acting out scenarios, students can explore different responses and
understand the impact of their actions. I would implement this by first reading a story
that includes a bullying scenario, then dividing the class into small groups. Each group
would be assigned a scene to act out, allowing them to practice positive responses and
conflict resolution strategies in a supportive environment
Book Discussions and Reflections
Facilitating discussions after reading can deepen students' understanding of bullying
and its effects. This method encourages critical thinking and empathy. I would
implement this by asking open-ended questions about the characters’ actions and
feelings, guiding students to reflect on their own behaviours and choices. This could be
done in a circle time format, where each student has the opportunity to share their
thoughts, fostering a sense of community and support
Question 2

2.2
a)This is scribbling. The child is in the pre-communicative stage where they are
experimenting with symbols and marks that do not yet represent recognizable letters or
words. It shows the earliest stage of writing, where children begin by making marks on
paper to represent writing, even though these marks are not yet connected to specific
letters or sounds.
Decision: This writing shows the early stages of emergent writing where the child is
experimenting with marks but does not yet understand the conventional alphabet or the
concept of spacing.
b) This example represents early phonetic spelling. The child is using letter-like forms or
some recognizable letters to write, but their understanding of phoneme-grapheme
correspondence is still developing. "APPEL" could be an attempt to write "APPLE" using
phonetic spelling.
Decision: The child is in the semi-phonetic stage, where they are beginning to represent
sounds with letters, but they often use only a few letters to represent entire words.
There is evidence of initial letter sounds, but the spelling is incomplete.
c) This image seems to show drawing without any writing. The child is using pictures to
express meaning, which is common in the pre-writing or pre-communicative stage,
where children use drawings to tell stories before they understand how to write words.
Decision: This is likely an example of a child still in the pre-communicative stage, relying
on drawing to communicate ideas rather than writing letters or words.
d) The writing in this example looks like invented spelling where the child is making a
phonetic attempt to spell words, even if it's not conventional. "PRINSES" could be an
attempt to spell "PRINCESS". The drawing of castles also shows an effort to represent
a theme in writing.
Decision: This is in the phonetic stage, where the child is attempting to use letters to
represent sounds. The spelling might not be accurate, but there is a closer relationship
between the sounds the child hears and the letters they choose.
e)This example shows letter-like forms but seems to contain more random strings of
letters and symbols. This is typical of the pre-phonetic stage, where children recognize
that letters represent sounds but may not yet understand the rules of writing, spacing, or
spelling.
Decision: The child is in the pre-phonetic stage. They are trying to use symbols that
resemble letters but are not yet using them correctly in terms of spelling or structure.

2.3
a)This example shows a child experimenting with scribbling. The child has observed the
basic form of print and understands that writing involves creating marks on paper.
However, they have not yet grasped the function of specific letters or words. The
influence of print can be seen in the child's attempt to mimic writing through random
symbols, which shows awareness that print represents something meaningful, even
though the child has not yet connected symbols to sounds.
b)In this case, the child is using recognizable letters to attempt spelling "APPEL" (likely
intended to be "APPLE"). The child demonstrates an understanding of letter-sound
correspondence, indicating they have observed how letters can represent sounds in
spoken language. They also show an understanding of the directionality of print (left to
right) and word spacing, though spelling conventions are still developing.
c)This image depicts a drawing rather than writing, suggesting the child has observed
that writing and drawing are both forms of communication. However, they have not yet
internalized the concept of using letters and words to convey meaning. The use of
drawing shows an early understanding that marks on paper can convey meaning, but
they are still relying on visuals rather than letters.
2.4
a) Shared language system:
Reading and writing rely on a shared language system because both involve knowledge
of vocabulary, grammar, and syntax. This common system allows the reader to
understand written texts and the writer to create meaningful sentences.

b) Vocabulary:
Both reading and writing help expand vocabulary. When students read, they are
exposed to new words, and when they write, they learn to use these words in context. A
strong vocabulary enhances both reading comprehension and written expression.

c) Print awareness:
Print awareness refers to understanding the structure and organization of written text.
As students read, they become familiar with how print works (left to right direction,
spacing, punctuation), which then informs their writing practices.

d) Phonemic awareness:
Phonemic awareness, the ability to recognize and manipulate sounds in words, is
crucial in both reading and writing. It helps in decoding words while reading and
encoding (spelling) words during writing.

e) Motivation and engagement:

Engagement in reading often inspires writing, and motivation to express ideas through
writing can lead to an interest in reading. Both reading and writing reinforce each other
when learners are motivated to engage with texts creatively and purposefully.
Question 3

3.1Six practical ways of using children's literature to immerse Foundation Phase

learners in English:
1.Read-Aloud Sessions: Teachers can read stories aloud to introduce learners to
English sounds, structures, and vocabulary in an engaging way.
2.Storytelling and Retelling: Encouraging learners to retell stories in their own words
helps reinforce understanding and boosts confidence in English.
3.Interactive Story time: Using props, pictures, or acting out parts of the story can make
literature more interactive and improve comprehension.
4.Picture Books for Vocabulary Development: Using books with illustrations helps
learners connect words with images, aiding vocabulary development.
5.Group Discussions on Stories: Encouraging learners to discuss characters, plot, or
their favourite parts of a story in English helps develop conversational skills.
6.Creative Writing Based on Literature: Learners can create their own stories or endings
to stories they have read, encouraging the application of language skills in a creative
context.

3.2
a) Five features to focus on when teaching learners how to analyse a text:
1.Plot: Understanding the sequence of events and how they unfold.
2.Characters: Analysing the motivations, actions, and growth of characters throughout
the text.
3.Setting: Understanding the time and place in which the story occurs.
4.Theme: Identifying the underlying messages or lessons in the text.
5.Point of View: Recognizing the narrator's perspective and how it influences the
reader's understanding of the story.
b) I will use a book review activity using 5ws and h questioning:
1) What is the title of the story?
2) Who is the main character in the story?
3) Where is the story taking place?
4) When is the story taking place?
5) Why did you choose this book?
6) How did the story end?

3.3
Writing helps students break down and construct language, making them more aware of
grammar, spelling, and sentence structure, which aids in reading comprehension.
Similarly, reading provides exposure to different writing styles, vocabulary, and text
structures, which can improve a student's writing skills. Invented spelling, where
learners attempt to write words based on their sound, supports phonemic awareness,
encouraging a deeper understanding of how letters and sounds connect in both reading
and writing.

Question 4

4.1
a) Interesting and fun topic for Grade 2 learners to write a story about: "Imagine you
found a magical door in your school. Where does it lead? Write a story about the
adventure you go on after opening the door."

b) Writing framework with prompts:

 Beginning: Where did you find the door? What did the door look like?
 Middle: What happened when you opened the door? Who did you meet on the
other side? What kind of adventure did you go on?
 End: How did your adventure end? Did you return through the door or stay in the
new place? How did you feel about your adventure?
c)How to help and guide learners through each stage of writing:
1.Prewriting: Help learners brainstorm ideas by discussing the topic in class and making
a list of possible adventure ideas.
2.Drafting: Guide learners in organizing their ideas using the writing framework
(beginning, middle, and end). Encourage them to write freely without worrying too much
about spelling or grammar.
3.Revising: Work with learners to read through their drafts and think about ways to
improve the story, such as adding more details or making the sequence of events
clearer.
4.Editing: Help learners focus on correcting spelling, punctuation, and grammar errors.
Encourage peer editing so they can learn from each other's mistakes.
5.Publishing: Allow learners to share their stories with the class, either by reading aloud
or displaying their work in a class book.

Reference

 Austin, R. A., & Thompson, D. R. (1997). Exploring algebraic patterns through

literature. Mathematics Teaching in the Middle School, 2(4), 274-81.
 Bamford, R. A., & Kristo, J. V. (1998). Making facts come alive: Choosing quality
nonfiction literature K-8. Norwood, MA: Christopher-Gordon Publishers.
 Clarke, D. (2002). Making measurement come alive with a children's
storybook. Australian Primary Mathematics Classroom, 7(3), 9-13.
 Furner, J. M., Yahya, N., & Duffy, M. L. (2005). Teach mathematics: Strategies to
reach all students. Intervention in School and Clinic, 41(1), 16-23.
 Shatzer, J. (2008). Picture book power: Connecting children's literature and
mathematics. The Reading Teacher, 61(8), 649-653.
 Tiedt, I. M. (2000). Teaching with picture books in the middle school. Newark,
DE: International Reading Association