TPF3703 TEACHING PRACTICE III Grades R and 1 2021.

TPF3703 TEACHING PRACTICE III Grades R and 1 2021. STRUCTURE OF TPF3703 WORKBOOKS ASSIGNMENTS 50 AND 51 Assignment 50 Tutorial Letter 103 Unique number: Grade R (1 week) & Grade 1 (2 weeks) CONTRIBUTION TO 80 % OF FINAL MARK Emergent Mathematics Ms S Mahan E- mail: Theory module EMA1501 10 % 50% Mathematics for FP Teachers Dr RSS Mphahlele Tel: Theory module MFP1501 10 % Reading in FP Dr JS Rubbi Nunan Tel: Theory module RFP2601 10 % Resources: Resource Development in FP Prof C Meier Tel: 012 429 Theory module RDF2601 10% Inclusive Education in FP Dr JMC Motitswe Tel: E-mail: Theory module IEP3701 10% Assignment 51 – Grades 2 and 3 Tutorial Letter 104 Unique number: Grade 2 (1 week) & Grade 3 (2 weeks) CONTRIBUTION TO 80 % OF FINAL MARK Emergent Mathematics Ms S Mahan E- mail: Theory module EMA1501 10% 50 % Mathematics for FP Teachers Dr RSS Mphahlele Tel: Theory module MFP1501 10% Reading in FP Dr JS Rubbi Nunan Tel: Theory module RFP2601 10% Resources: Resource Development in FP Prof C Meier Theory module RDF2601 10% Inclusive Education in FP Dr JMC Motitswe Tel: E-mail: Theory module IEP3701 10% 8 4 TEACHING PRACTICE CONTENT FOR THE NEW BEd PROGRAMME TPF3703/103/0/2021 9 5 ADDITIONAL RESOURCES The theory for this workbook/portfolio will appear in a number of theoretical modules, and will be posted on myUnisa under Additional Resources. It is possible that you have • come from another university where you completed a similar module • been phased into the new B.Ed. programme and are not registered for the theoretical modules, or • lost or misplaced the learning guides. You will find the learning guides for EMA1501, MFP1501, RFP2601, RDF2601 and IEP3701 uploaded on myUnisa, under Additional Material on the TPF3703 portal. Use the guides to assist you with your teaching practice requirements. It is important that you READ these materials. 6 SECTION A – INSTRUCTIONS FOR ASSIGNMENT 50 6.1 Marking grid Please ensure that you complete EVERYTHING in this portfolio. Try to write your answers as fully and in as much detail as you can. This document sums up everything you have to complete during the five weeks of your teaching practice. You need to work hard; you will be credited for it. The following marking guideline will be used to mark this portfolio/workbook (TPF3703/103/0/2021). SECTION B GRADE R LESSONS – ONE WEEK LESSONS REQUIRED CONTRIBUTION LESSON 1 – EMERGENT MATHEMATICS 10 % LESSON 2 – MATHEMATICS FOR FOUNDATION PHASE TEACHERS 10 % LESSON 3 – READING IN FOUNDATION PHASE (RFP2601) 10 % LESSON 4 – RESOURCE DEVELOPMENT 10 % LESSON 5 – INCLUSIVE EDUCATION IN FP 10% SUBTOTAL 50 % 10 GRADE 1 LESSONS – TWO WEEKS LESSONS REQUIRED CONTRIBUTION LESSON 1 – EMERGENT MATHEMATICS 10 LESSON 2 – EMERGENT MATHEMATICS 5 LESSON 3 – MATHEMATICS IN FOUNDATION PHASE 10 LESSON 4 – MATHEMATICS IN FOUNDATION PHASE 5 LESSON 5 – READING IN FOUNDATION PHASE (RFP2601) 5 LESSON 6 – READING IN FOUNDATION PHASE (RFP2601) 5 LESSON 7 – RESOURCE DEVELOPMENT 5 LESSON 8 – RESOURCE DEVELOPMENT 5 LESSON 9 – INCLUSIVE EDUCATION 5 LESSON 10 – INCLUSIVE EDUCATION 5 SUBTOTAL 50% TOTAL 100 % 6.2 Grade R weekly planner To align with what is practised in schools, you are advised to reflect your weekly activities in Grade R on a weekly planner. With the guidance of your mentor teacher, design a weekly planner for Grade R. You should then to write a full lesson plan for each subject. An example of a weekly planner is attached for your guidance. TPF3703/103/0/2021 11 TEMPLATE FOR DAILY PLANNER, GRADE R Term 1 Theme Getting started Day 1 Date Arrival Greet learners: Good morning song. (See Teacher Resource) Orientation During the first week it is important to establish a routine. Demonstrate how children should sit on the carpet. Prepare name cards for the desks as well as for the learners. Free play 2 Morning ring Devotion, register, birthday, special news Introduce the prayer of the school Theme discussion The teacher introduces herself and asks each child to say his/her name. The teacher gives each child a name tag with his/her name on it. Mathematics ring Mental maths Focus activity Side activity 1 Side activity 2 Assessment Creative arts/ Perceptual/ Science Focus activity Creative arts: Performing arts: Teach them songs to establish different routines. Going to the toilet, pray before we eat, tidy up, story time. Teacher Resource 1 Side activity 1 Side activity 2 Languages ring Phonic Sight word Phonic Emergent writing Emergent reading Outdoor play Learners go outside do the actions to the song “I went to school one morning and I walked like this” (See Teacher Resource 2.) Life skills ring 12 Story Title Thabo and his friends (See Teacher Resource 3.) Questions 1. What was the boy’s/girl’s name? 2. What was broken? 3. Who broke it? 4. Who fixed it? Activity Assessment Teacher notes Reflect on the day Preparation for the next day • Blank paper • Blocks • Name tags • Note to parents about the picnic TPF3703/103/0/2021 13 6.3 Lesson template The lesson template below is meant to guide you on completing your lessons in Section B. Please study the guidelines provided for each section and use the information when preparing your own lessons in consultation with your classroom-based mentor teacher. Remember: these are guiding templates, you will use the information in your lessons that will be taught in the classroom in Section B THE LESSON PLAN TEMPLATE PROVIDES DETAILS OF WHAT IS EXPECTED Name & student number xxxxxx Grade & date xxx Content area xxxxxxx Subject xxxxxx Type of lesson Class lesson/group work/outdoor/fieldwork Theme of the week xxxxxx Name of school xxxxx Name of teacher Xxxxx Outcomes Learners are able to: xxxxxxx Concepts and new knowledge of the lesson Which concepts/new knowledge are you planning? Differentiation provided (enrichment/ learner support/concerns) How are you making provision for learner enrichment/support? What concerns do you have? LESSON PRESENTATION Introduction of lesson Provide a detailed description of how you plan to begin your lesson by explaining: how you will greet the learners, set the atmosphere for the lesson, activate the learners’ prior knowledge, and create a link between what they already know to the new knowledge you will be presenting. Also, explain how the THEME you selected above will help you do this. Further, indicate which resources you used. Body of lesson Presenting the new knowledge requires you to provide a detailed description of the CONTENT you will be presenting. You must Indicate how you will present the content of the lesson. You also need to consider which activities the learners will be required to do. Consolidation / Conclusion Provide a detailed description of how you plan the conclusion of the lesson. Explain how you will consolidate the new knowledge, incorporate assessment of the objectives and wrap up. What follow-up activities will you use to consolidate/reinforce the lesson concepts/content taught? ASSESSMENT 1) Assessor Provide details of how you will assess the learners at the end of the lesson, to determine whether they have achieved the objectives using any of these formats or any other method Self- Assessment Peer Assessment Teacher Assessment 2) Forms Participation (answering questions, reading activities, dialogue, role play ) Written work (writing exercises, essays, making models, drawings, painting etc.) Demonstrations (physical demonstrations, performing actions, experiments etc.) Models (collages, artwork, constructions, etc.) 3) Strategy/ methods Questioning Listening Writing Observation Reading Interpreting Reviewing Watching video Listening comprehension 14 4) Assessment instrument Checklist Assessment scale Analytical rubric Holistic rubric Other (give details) REFLECTION Reflect on the lesson you presented by indicating the strengths, weaknesses, challenges. Were the objectives met? What would you change? What did you learn from the lesson? What would you do differently next time? Resources Provide evidence of all the teaching resources used for the lessons, i.e. photos of learners making the artwork etc., equipment, and your homemade equipment, teaching resources. 6.4 Mentor Reflection template The table included below is an example of what each mentor needs to complete for the lessons you have presented. Make sure everything is completed on the day of the lesson presentation. TPF3703/103/0/2021 15 TEACHER / MENTOR EVALUATION Name & student number Grade & date Content area Subject Type of lesson Class lesson/group work/outdoor/fieldwork Theme of the week Name of school Name of teacher Did you assist the student with the planning? Did the student provide the completed lesson to you before the start of the class? Planning Question to be answered Not yet achieved 1 Almost achieved 2 Achieved 3 Excellent 4 Outcomes Were the outcomes achieved? Comments Concepts and new knowledge of the lesson Were concepts and new knowledge explained? Comments Differentiation provided (enrichment/ learner support/concerns Were the types of questions posed to learners sufficient, directed to the content and adequate? Comments LESSON PRESENTATION Not yet achieved 1 Almost achieved 2 Achieved 3 Excellent 4 Introduction of lesson Was the introduction relevant? Comments Was the introduction interesting, and did it capture the learners’ attention? Comments Was prior knowledge included? Comments Was it an interesting introduction? Comments Body of lesson How did the student present the content? Comments What activities were the learners required to do? Comments 16Conclusion Did the student use rhymes/poems/songs/listening comprehension/art activities to consolidate the lesson? Comments Was the lesson learner-centred? Comments Was the lesson integrated with other subjects? Comments ASSESSMENT 1) Assessor Did the student involve the learners by asking a learner/s to repeat a sentence, word or action/pair learners to do or complete an action or activity? Was there evidence of inclusion?  Self-assessment  Peer Assessment  Teacher Assessment 2) Forms Participation (answering questions, reading activities, dialogue, role play ) Written work (writing exercises, essays, making models, drawings, painting etc.) Demonstrations (physical demonstrations, performing actions, experiments etc.) x Models (collages, artwork, constructions, etc.) Did the teacher manage to get all learners to participate?  Were the slow learners also encouraged?  Were the demonstrations clear?  Were the resources appropriate? 3) Strategy Methods Questioning Listening Writing Observation Reading Interpreting Reviewing Watching video Strategy Not yet achieved 1 Almost achieved 2 Achieved 3 Excellent 4 Was it the most suitable strategy? Comments Were learners actively involved? Comments 4) Assessment instrument  Checklist  Assessment scale Analytical rubric Holistic rubric Other (give details).