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1. INTRODUCTION
Reflection and Evaluation
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As a preliminary educator, I have gained significant knowledge about instruction, be it

explicit, differentiated or varied instruction. Thus far through an explicit instructional
approach I intend to foster a sense of appreciation and diversity for all my learners.
Through an explicit teaching and learning approach I shall guarantee an inclusive
learning environment. For instance, it is very crucial to translanguage across instruction
such that all the learners are included throughout the teaching and learning process.
Scaffolding is in particular the most important tool to help support all my learners and
ensure that they understand what is required of them. Firstly, I will gradually enforce
teacher scaffolded instruction which mainly focuses on my input as the teacher. In
this manner I will model through visual and practical demonstrative teaching
approaches. This is a phase where I need to explicitly present the knowledge. For
instance, through elicitation I will always pause upon noticing any language error such
that they get an opportunity to correct and rectify their mistakes. I will repeatedly use a
tone that sets signals of my voice and practically demonstrate the words that are being
said as to give both verbal and non-verbal corrective feedback. Subsequently enforce a
teacher-learner scaffolded instruction such that my learners get an opportunity to
ask and seek confirmation from me in a continuously in a guided and directed manner.
During this phase I will particularly be there to help accompany them alongside in
similarly guided manner. Therefore, all my learners will receive a metalinguistic and
recasting response that enables them to enquire and get reconfirmation of their
outcomes. Thus far, I will give every learner an individual learning opportunity. In this
manner, a learner will participate actively in an individual activity and get an explicit
feedback from me and immediately be put in a position to rectify their response in a
clear and direct manner. Explicit instruction and a continuous corrective feedback work
hand in hand towards assisting my learners reach severally specified learning goals,
particularly in relation to language learning within a diverse learning context. Through
explicit instruction different learners get a variety of learning opportunities. An explicit
instruction is an instruction that is clear and direct. Goals are clear and there is focus on
specific skills or strategies, which are modelled and practiced until learners can use
them independently (E Pretorius & S Murray 2024:297). In order to encourage my
learners’ active participation during language instruction I will consistently include
recognition tasks such that all my learners get an opportunity to be assessed in an
openly welcoming manner and during these recognition tasks learners take part in
different language activities that encompass different learning needs and learning
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styles. Progressively, I will enforce productive tasks which seek to improve the
learners’ ability in an equally varied manner. Productive tasks grant an informative
result such the learner knows their language standard and ability. I will use different
instructional routines from response cards, signalling, erasable boards, think-pair-
share, choral responses to corporative learning groups. For instance, during choral
responses my learners will actively participate in rhyming songs which enforce a sense
of vocabulary learning. All my learners will get an opportunity to explicitly improve in
their phonological awareness, phonics, vocabulary, fluency and comprehension. In this
manner, different teaching and learning aids will be used to benefit all learners in a
timely manner. Most significantly, I shall consider developing a constructive literacy
programme as an intervention strategy for possible language challenges. I have
developed a strong and comprehensive ability to select appropriate children’s literature
that suits diverse cultures and language backgrounds. In this manner all my learners
will be able to see themselves in different literatures. Thus far, all my learners will be
placed in a much better position to use their imagination through fantasy and hence be.
In this way, all learners will be given an opportunity to dream, imagine and tell a story
about themselves. Through fantasy I will be able to enforce a sense of creativity and
multicultural belonging. All my learners will feel welcomed and open during role-play in
a fantasised manner. Through fantasy all previously discussed matters stand a good
chance of being accomplished. Fantasy stimulates the imagination and critical
thought, provides a safe space for the exploration of disturbing issues and encourages
the development of optimism (R Evans, I Joubert & C Meier 2023:1
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2. LITERATURE
Fantasy, Science Fiction and
Contemporary Realistic Fiction
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2.1 Critical Analysis on the Suitability of the stories

The Way I Feel by Janan Cain

Throughout the story, the author uses high frequency words such as sad, silly,
bored, shy, scared, angry, happy which makes it easier for the learner to relate or
familiarise themselves with the story. The tone and picture illustrations foster an
understanding of the meaning of the words. Alternatively, such as frustrated,
disappointed, and excited may be low frequency words to some learners due to their
minimal exposure and familiarity. The author partially fosters a sense of multiple
cultures in her portrayal. The setting of the story is mainly urban and inclined to the
western culture. In short, the atmosphere is more western and accommodates the
modern culture. In her illustration about “Thankful”, the author uses a chimney frame
which is familiar to the western type of culture compared to when she would have
used a tri-pot fire in the outdoor which is familiar to the African culture. In this
instance diversity is at minimal incorporation, though the characters in the story
represent different racial groups through their skin colour.

The Very Frustrated Monster by Andi Green

The author introduces words such as frustrating, upset, calm and bothering which
have minimal familiarity to some learners. The words are difficult to be understood
because the uses an abstract way to foster an understanding. Though the learners
can see the actions but they cannot understand the message conveyed. In this
manner, vocabulary is mostly unlikely to be understood and the words used are
mostly age inappropriate. The story uses a less visible characterisation. The
characters used in the story are aliens who are not culturally originate to all learners
in fact they are only seen on television. In this manner, we consider the fact that
some learners come from less privileged family backgrounds and get minimal
opportunities to see them. Therefore diversity of culture is limited due to the visual
illustration as well as the setting or atmosphere of the story.

A book of feelings by Jo Witek

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Here the author uses age appropriate vocabulary with a child friendly illustration and
depiction. Meaning is enforced through concrete visual demonstration and familiar or
child friendly objects such as a heart, balloon, house, star. For instance, when the
author explained the heaviness of her heart compared to the heaviness of an
elephant. The story is illustrated in a child friendly setting or surrounding consisting
of almost all the objects which make it easier for the learner to better understand the
meaning of the words introduced. The author maintains the use of explicit or direct
meaning through the use of all mutually familiar explanation. In this manner, all
diversity is incorporated and thus the learner can easily understand the knowledge
taught. The words taught are scaffolded and explicitly taught in a manner which
fosters the learners’ interest and understanding.

2.2 Video of my PowerPoint story (see attached PowerPoint MP4 file)

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3. APPLICATION
Literacy Learning Programme
Story Based
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GRADE 3
Term 1 - Week 1
Topic: Feelings
Story: I Feel by LK Foso
Poem: Feelings by Students of PC10
Song: Anyway I Feel
Monday Tuesday Wednesday Thursday Friday Time allocated
Vocabulary which Happy, sad, angry, Joyful, upset, calm Afraid, brave Exited, tired Nervous, proud 5 min
must be taught to scared
facilitate
understanding
Listening and Introduce feelings: Discuss (Talk about) Role-play: Sing a song: “How am I feeling … 10 min
speaking (oral) when?” game will be
Learners act out the synonyms for Use statements such as “Anyway I feel” with played with my
emotions using their “happy and sad” “I feel ____ when ____” actions learners
flashcards to in order to play around
reference with the words
Reading and Revise sound /h/ in Sound /s/ in sad, Sound /b/ in brave, Sound /e/ in excited, Sight word review 15 min
phonics happy, match the written on the board build words create a word list happy, sad, brave
word.
Re-read the story; Read lines from the Read part of the Re-read the entire 8 min
Shared Read the first page of discuss character poem; clap on rhyming story again, talk story, learners
reading the story, make feelings words about solutions
predictions
Whole class guided Group 1 guided Group 3 guided Whole-class reading
reading I (Teacher) will read reading Group 2 guided reading reading 10 min
the story to the whole Silent reading
Independent reading class Read captions from Match feeling word to Read feelings words
the feelings chart the picture from flashcards 5 min
Learners read the
same story
independently
Writing Draw a happy or sad Complete the Write two simple Write a short Write and illustrate 15 min
face and label it sentence: sentences using “I feel sentence for a own feeling
“I feel ____when ….” picture (drawing)
_____”

LTSM Flash cards, emotion Word wall, feelings Printed-out poem and Lyrics, picture cards Crayons, white 48 min
cards, storybook chart, vocabulary phonics chart papers, pencils
cards
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3.1 Topic:
Feelings
(Beginning Knowledge and Personal and Social Well-being)

Through this topic the learners can be taught the good and bad feelings
they need to know. The above mentioned topic aligns with the story taught
therefore it will be easier for the learners to understand. The topic fosters a
sense of well-being in the social context and how our learners should behave
towards each other in various emotional contexts. The topic is followed by
relevant learning objectives which enforce knowledge about the right and
wrong behaviour of learners.

3.2 Suitable Song

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Suitable Poem
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3.3 Activities
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Activity 1
Draw a picture of a sad and happy face

Sad Happy

Activity 2
Write five sentences about how the boy the
feeling:
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1. 2.

3. 4.

1. I feel _________
2. I feel ________
3. I feel _________
4. I feel _________

Activity 3

Match the word with its correct picture

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. Sad .

. Happy
.

. Angry
.
Activity 4
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Write a story about the picture you see. You can give
it your own title and names of the people in the
picture

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