ASSIGNMENT 4 2026
TPF2601
TPF2601
DUE 29 SEPTEMBER 2026
PORTFOLIO 2026
,Assessments 4/0/2026
4.5 PROOF OF PLACEMENT
[PROOF OF PLACEMENT EMAIL FROM - TO BE
PASTED HERE]
PROOF OF PLACEMENT
SIGNED AND STAMPED BY THE PRINCIPAL
School Stamp:
Principal Signature: _______________________
Date: 01 June 2026
4.6 MARKING GRID
To be completed by the marker
,SECTION A: LANGUAGE [50]
ACTIVITY 1: MORNING RING
Observe the mentor teacher during the morning ring session. Based on your
observation, respond to the items below:
1.1 Birthday chart
Describe how the mentor teacher used the birthday chart during morning ring.
The mentor teacher used the birthday chart by pointing to the current month and asking
learners whose birthday falls in that month. She would call the learner whose birthday it
was to stand up and then the class would sing "Happy Birthday." The teacher also
asked the birthday child to point to their name on the chart and say how old they are
now. This routine happened at the beginning of each morning ring session when a
learner had a birthday that day or during that week.
Explain what you would change and why, based only on what you observed in the
classroom.
Based on my observation, I would change how the birthday chart is displayed to include
pictures of the learners next to their names. Currently, only names are written on the
chart, and some Grade R learners struggle to recognize their written names. Adding
photographs, learners would be able to associate their names with their faces, making it
easier for them to identify themselves and their peers. This would enhance their name
recognition skills and build confidence during the morning ring activity. Also, this
, modification would support emergent literacy by helping learners make connections
between written and spoken language.
1.2 Weather chart
Explain how the teacher linked the weather chart to oral language e.g.
vocabulary, full sentences.
The teacher linked the weather chart to oral language by asking specific questions that
required learners to respond in full sentences. For example, she would ask, "What is the
weather like today?" and learners were expected to respond with "Today the weather is
sunny" rather than just saying "sunny." She introduced vocabulary such as "sunny,"
"cloudy," "rainy," "windy," and "temperature." Learners were also encouraged to
describe how the weather made them feel, using phrases like "I feel hot because the
sun is shining," promoting expressive language. The teacher used visual cues on the
chart to support learners in forming their sentences.
1.3 Attendance register
Describe how the teacher marked the attendance register and explain how the
learners participated in the routine.
The teacher marked the attendance register by calling each learner's name one by one.
When a learner's name was called, they had to respond "Present, teacher" or "I am
here, teacher." The teacher then marked the register with a tick next to the learner's
name. Learners actively participated by taking turns and responding clearly. Some
learners were also given the responsibility of counting how many learners were present
and how many were absent by looking at the register. The teacher used a visual chart
TPF2601
TPF2601
DUE 29 SEPTEMBER 2026
PORTFOLIO 2026
,Assessments 4/0/2026
4.5 PROOF OF PLACEMENT
[PROOF OF PLACEMENT EMAIL FROM - TO BE
PASTED HERE]
PROOF OF PLACEMENT
SIGNED AND STAMPED BY THE PRINCIPAL
School Stamp:
Principal Signature: _______________________
Date: 01 June 2026
4.6 MARKING GRID
To be completed by the marker
,SECTION A: LANGUAGE [50]
ACTIVITY 1: MORNING RING
Observe the mentor teacher during the morning ring session. Based on your
observation, respond to the items below:
1.1 Birthday chart
Describe how the mentor teacher used the birthday chart during morning ring.
The mentor teacher used the birthday chart by pointing to the current month and asking
learners whose birthday falls in that month. She would call the learner whose birthday it
was to stand up and then the class would sing "Happy Birthday." The teacher also
asked the birthday child to point to their name on the chart and say how old they are
now. This routine happened at the beginning of each morning ring session when a
learner had a birthday that day or during that week.
Explain what you would change and why, based only on what you observed in the
classroom.
Based on my observation, I would change how the birthday chart is displayed to include
pictures of the learners next to their names. Currently, only names are written on the
chart, and some Grade R learners struggle to recognize their written names. Adding
photographs, learners would be able to associate their names with their faces, making it
easier for them to identify themselves and their peers. This would enhance their name
recognition skills and build confidence during the morning ring activity. Also, this
, modification would support emergent literacy by helping learners make connections
between written and spoken language.
1.2 Weather chart
Explain how the teacher linked the weather chart to oral language e.g.
vocabulary, full sentences.
The teacher linked the weather chart to oral language by asking specific questions that
required learners to respond in full sentences. For example, she would ask, "What is the
weather like today?" and learners were expected to respond with "Today the weather is
sunny" rather than just saying "sunny." She introduced vocabulary such as "sunny,"
"cloudy," "rainy," "windy," and "temperature." Learners were also encouraged to
describe how the weather made them feel, using phrases like "I feel hot because the
sun is shining," promoting expressive language. The teacher used visual cues on the
chart to support learners in forming their sentences.
1.3 Attendance register
Describe how the teacher marked the attendance register and explain how the
learners participated in the routine.
The teacher marked the attendance register by calling each learner's name one by one.
When a learner's name was called, they had to respond "Present, teacher" or "I am
here, teacher." The teacher then marked the register with a tick next to the learner's
name. Learners actively participated by taking turns and responding clearly. Some
learners were also given the responsibility of counting how many learners were present
and how many were absent by looking at the register. The teacher used a visual chart
