Reading in the CAPS Foundation Phase
The CAPS curriculum places reading at the centre of Foundation Phase learning. Home Language and First Additional Language both require systematic instruction in reading, progressing from phonemic awareness in Grade R to independent reading by Grade 3. Teachers need a clear understanding of reading development and practical strategies to support all learners.
The Five Components of Reading Instruction
Phonemic Awareness
Before learners can read, they need to hear and manipulate individual sounds in spoken words. Activities include rhyming games, clapping syllables, identifying beginning and ending sounds, and blending sounds together. In the CAPS Foundation Phase, phonemic awareness is developed through daily oral activities in the Home Language period.
Phonics
Phonics instruction teaches learners the relationship between letters and sounds. The CAPS curriculum follows a systematic approach, introducing letter-sound relationships in a planned sequence. Teachers should:
- Teach letter-sound correspondences explicitly and systematically
- Provide daily practice in blending sounds to read words
- Use decodable texts that match the phonics patterns learners have been taught
- Integrate phonics with shared reading and writing activities
For learners whose home language is not the Language of Learning and Teaching (LoLT), phonics instruction may need additional scaffolding to address sounds that don’t exist in their home language.
Fluency
Fluent readers read accurately, at an appropriate pace, and with expression. The CAPS curriculum develops fluency through:
- Shared reading – Teacher reads aloud while learners follow, modelling fluent reading
- Paired reading – Learners read together, supporting each other
- Repeated reading – Learners re-read familiar texts to build speed and confidence
- Group guided reading – Small groups read at their instructional level with teacher support
Vocabulary
Building vocabulary is critical, particularly in South Africa where many learners are reading in their first additional language. Teachers should:
- Pre-teach key vocabulary before reading activities
- Use visual aids, gestures, and real objects to explain new words
- Create word walls in the classroom
- Encourage wide reading to build incidental vocabulary
Comprehension
Understanding what is read is the ultimate goal of reading instruction. CAPS comprehension strategies include predicting, questioning, clarifying, summarising, and making connections. Teachers should model these strategies during shared reading and gradually release responsibility to learners.
Structuring the Reading Lesson
The CAPS Foundation Phase timetable allocates significant time to language instruction. A balanced reading programme includes:
- Shared reading (whole class) – 15 minutes daily
- Phonics (whole class then small group) – 15 minutes daily
- Group guided reading (small groups on rotation) – 15 to 20 minutes per group
- Independent reading (while teacher works with guided groups) – daily
Supporting Struggling Readers
- Identify difficulties early through regular informal assessment
- Provide additional phonics practice for learners who have not mastered letter-sound relationships
- Use the CAPS support materials and Reading Norms to track whether learners are on track for their grade
- Refer to the PSRIP (Primary School Reading Improvement Programme) resources for structured approaches to reading instruction
- Involve parents by sending home simple reading activities and books where possible
Resources
- CAPS Foundation Phase Home Language and FAL curriculum documents
- PSRIP lesson plans and reading materials
- DBE workbooks (available free from the Department of Basic Education)
- Nal’ibali reading-for-enjoyment campaign materials (available in multiple South African languages)