TPF3703 Assignment 4 - Portfolio 51 | Due August 2025

TPF3703 Assignment 4 - Portfolio 51 | Due August 2025. All lessons (Grade R to Grade 1) and evaluations done. LESSON 1: MFP1501 - GRADE 2 Find teaching and learning resources that will enable you to create lists and quantity sets suitable for Grade 2 learners (NB: Resources need to be different from the ones you used for Grade R and Grade 1 learners.) Ask learners to come up with a story that is linked to the resources that you are showing them, as part of the introduction of your lesson. In the presentation of your lesson, teach the learners to count numbers as lists and to count numbers, as associated with a quantity for describing a set size, using the resources you found. Plan an assessment that learners will do at the end of this lesson that is associated with the story you told and the activities you presented. Most importantly, the assessment should be aimed at assessing the following: • Stable order principle - to see if learners are consistently using the number words in the same order. • One-to-one principle – to see if learners can count every item in a set only once, using only one number. • Cardinal principle – to see if learners understand that the last number word used represents the cardinality of the set. LESSON 2: MFP1501 - GRADE 2 Conduct a research on how to support learners who might experience challenges with any of the following principles: • Stable order principle. To see if learners are consistently using the number words in the same order. • One-to-one principle – To see if learners can count every item in a set only once, using only one number. • Cardinal principle – To see if learners understand that the last number word used represents the cardinality of the set • Abstraction principle – To see if learners recognize that any collection of like or unlike items can be counted as a set. • Order irrelevance principle – To see if learners understand that the result is the same, no matter the order in which the objects are counted. Plan a lesson aimed at supporting these learners. In your presentation section, illustrate how you will differentiate the teaching and learning activities to support those diverse learners in the class. Plan the assessment that will show inclusion of each difficulty. LESSON 6: HLT3701- GRADE 2 16 LESSON 3: RFP2601 – GRADE 2 GRADE 2: Plan and present a reading lesson using word cards Refer to Section 7.2.2 in your study material, which highlights the effectiveness of word cards for building and reading sentences. Word cards are particularly useful for constructing sentences that learners can later read on sentence cards, charts, or the chalkboard. Design a lesson using word cards to help learners build and read sentences. Focus on creating engaging, personal, and practical experiences to ensure that learning is meaningful and enjoyable for the learners. Make the lesson activity interactive and relatable to foster an enjoyable and impactful learning experience for your learners. Remember to: Use the provided lesson plan template to structure your lesson effectively. Practice the lesson under the supervision of your mentor teacher. LESSON 4: RFP2601 – GRADE 2 GRADE 2: Plan and present a reading lesson using sentence halves Refer to Section 7.2.3 in your study material, which highlights the effectiveness of using sentence halves as an approach for teaching sentence construction and reading. Sentence halves encourage learners to match and combine parts of a sentence, helping them understand sentence structure and meaning. Design a lesson where learners use sentence halves to build and read complete sentences. Focus on creating engaging, personal, and practical experiences to ensure that learning is both meaningful and enjoyable for the learners. Remember to: Use the provided lesson plan template to structure your lesson effectively. Practice the lesson under the supervision of your mentor teacher. LESSON 5: HLT3701- GRADE 2 LESSON: Modelled Reading in the Classroom Select a book or passage suitable for the Grade 2 learners' interests and curriculum objectives. For fiction, pick stories with rich plots and relatable characters. For non-fiction, choose engaging topics with clear visual aids like diagrams or charts. Familiarize yourself with the content to identify vocabulary, sentence structures, or ideas to highlight during reading. Indicate what will you do during:  Introduction  Presentation  Conclusion • Expose learners to texts beyond their independent reading level. • Develop comprehension by introducing learners to story elements (e.g., settings, characters, and plot) in fiction and structures (e.g., headings, captions) in non-fiction. • Enhance vocabulary and sentence structure knowledge through exposure to complex language. TPF3703/ASSESSMENT 51/0/2024 17 LESSON 6: GRADE 2: LESSON: Integrating Language Skills in the Classroom (Speaking and Listening Skills with Reading and Viewing Skills) Plan and teach an integrated activity that will promote collaboration and strengthens all language skills in a meaningful, engaging way. This activity combines reading the text, analyzing the visual content, and writing descriptive sentences. Ensure that you do the following:  Read a story aloud while showing the accompanying illustrations from a big book or a digital presentation.  After reading, learners engage in a group discussion about the story.  Learners take turns speaking to share their thoughts, actively listening to their peers’ ideas while connecting them to the story. LESSON 7: GRADE 2 - RDF2601 Choose three different topics in CAPS Natural Science, keeping in mind your chosen topics and focus objectives. Create a scenario wherein learners will be able to differentiate between natural and man-made features in rural environments. Provide various materials, for learners to identify natural and man- made materials. Lastly, describe how you would use the materials to support the teaching and learning process by explaining, very briefly, how you would present these lessons and activities in a classroom environment to achieve your learning outcomes. LESSON 6: HLT3701- GRADE 2 18 LESSON 8: GRADE 2 - RDF2601 Prepare a lesson plan on how to teach learners to create a collage in Grade 2 The lesson plan should indicate the use of recycled resources. Introduction and questions - questions should be linked to the stages of developing a collage. Lesson presentation - development questions and the resources used. Lesson conclusion - resources and the questions that are linked to resources. Grouping of learners - assigning a task to create a collage per group. Each group to present which recycled materials they have used to design and make their collage. Pictures should be taken. LESSON 9: GRADE 2 - IFP3701 In this activity, you are required to design a checklist that can be used to identify learners who experience barriers to learning in mathematics. Remember that most learners experience difficulties, of one sort or another, from time to time. In this exercise, you are looking for persistent and ongoing patterns of difficulties or behaviour that could indicate a barrier to learning in mathematics. LESSON 10: GRADE 2 - IFP3701 Design a differentiated lesson plan for your Grade 2 learners, where you are going to teach “Patterns”. • In your lesson, make sure that you outline your aim and learning outcomes, in detail, and adapt the content to cater for the diverse learning needs of learners in your classroom. • In your lesson plan, explain, in detail, how you are going to use different activities to cater for the diverse needs of learners in your classroom. • Write down the problems that learners experienced during the lesson presentation. • For the lesson plan, use the template provided 18 Use the following sources as a point of reference: • IFP3701 Study Guide 001 • CAPS Document for Mathematics in the Foundation Phase. GRADE 3 LESSONS LESSON 1: MFP1501 Find teaching and learning resources that will enable you to create lists and quantity sets suitable for Grade 3 learners (NB: Resources need to be different from the ones you used for Grade R, Grade 1 and Grade 2 learners.) Ask learners to come up with a story that is linked to the resources that you are showing them, as part of the introduction of your lesson. In the presentation of your lesson, teach the learners to count numbers as lists and count numbers, as associated with quantity for describing a set size, using the resources you found. Plan an assessment that learners will do at the end of this lesson that is associated with the story you told and the activities you presented. Most importantly, the assessment should be aimed at assessing the following: • Stable order principle - to see if learners are consistently using the number words in the same order. • One-to-one principle – to see if learners can count every item in a set only once, using only one number. • Cardinal principle – to see if learners understand that the last number word used represents the cardinality of the set. • Abstraction principle – to see if learners recognise that any collection of like or unlike items can be counted as a set. • Order irrelevance principle – to see if learners understand that the result is the same, no matter the order in which the objects are counted. 19 TPF3703/ASSESSMENT 51/0/2024 LESSON 2: RFP2601 GRADE 3: Plan and present a reading lesson using sentence cards Refer to Section 7.2.3 in your study material, which explains how sentence cards can effectively support teaching sentence reading and paragraph building. These cards encourage learners to interactively construct and rearrange sentences, enhancing their understanding of sentence structure and logical flow. Design a lesson where learners use sentence cards to read individual sentences and then organize them into coherent paragraphs. The lesson activities should be focused on developing learners’ reading and writing skills in a structured way. Ensure the activity is engaging and practical to make learning meaningful and enjoyable. Remember to: Use the provided lesson plan template to structure your lesson effectively. Practice the lesson under the supervision of your mentor teacher. LESSON 3: HLT3701 - WRITING SKILLS GRADE 3: Reading for Meaning and Comprehension Prepare and teach a Grade 3 lesson where learners will engage with a text to develop comprehension skills and make connections between the text and their own experiences. Choose an interesting and age-appropriate story. Materials Needed • Short storybook • Comprehension questions • Poster or picture related to the story Take note of the following information: 1. Introduction: Start with a short discussion using the weather chart. Ask learners to describe today’s weather and write simple sentences on the board such as “It is sunny today.” 2. Comprehension Activity: Discuss the main ideas of the story using guiding questions:  "Who are the characters?"  "What happened in the beginning, middle, and end of the story?"  "Why do you think this happened?" Connect the story to learners’ lives. For example, "Have you ever felt like [character]?" 3. Vocabulary Extension: Use the poster or picture to discuss new words related to the story. Play a quick game, such as asking learners to act out the meaning of the words. 20 LESSON 4: RDF2601 - MICRO TEACHING LESSONS Children are constantly developing their listening and speaking skills, not only in each of the components of language, but also during other subjects. Because listening and speaking are crucial to all learning, it is important that these skills are effectively developed early in a child’s academic life. Hence, in the Foundation Phase, there is time specifically dedicated to the development of these two important skills. The time allocation for “Listening and Speaking” provides for (1) the time spent at the beginning of the day and (2) focused listening and speaking activities. Each morning should begin with a brief whole-class oral activity with the children. Use this time to • talk about the day, date, the weather chart, children who have birthdays and any special events for the day • check attendance - take a roll call to identify children present / absent • hear a few children share their news, ‘show and tell’ about a picture or object, talk about the diary, sports, concerts, topical events and storytelling 21 TPF3703/ASSESSMENT 51/0/2024 • (Try to listen to every child’s news at least once every two weeks.) 1. Choose a reading topic and develop reading resources. 2. Introduce the lesson, in three different ways, to a Grade 3 class, using different resources. 3. Conclude the lesson, in three different ways, using different resources. In light of the above, the following resources may be valuable: • A weather chart, to promote the listening and speaking provisions by CAPS. • Weather charts can range from simple weather charts to more complex weather stations. When creating weather charts, or downloading free printables from an online platform, remember to ensure that the images of the seasons or weather conditions are representative of South Africa. For example, for a cold day, a snowflake is not necessarily relevant and a picture with dry grass and bare trees would be more applicable to our climate. • Job charts with “today’s helpers” may also be a discussion point for the beginning of the day and this will also contribute to positive classroom management. • A simple solution to ensure all your learners are given an opportunity to speak and share their ideas during discussions on topics (from across the curriculum), and to create an inclusive classroom, is the use of talking tokens, which can be created out of any small object. These tokens can take the form of plastic lids, old ice-cream sticks, dry felt-tipped pens, small stones or even pieces of scrap paper. Each child’s name is then written on one of the tokens. As you progress through a lesson and pose questions, a token is pulled out of its container and that child is addressed. Another method to use with talking tokens is to allocate each child a certain number of tokens and they would then use them to “pay” to talk when answering questions or when sharing ideas in large or small group discussions. This encourages learners to think before they speak, and develops critical thinking and reasoning skills, as they need to “spend” their tokens wisely on what they say, especially if there is only a limited number of tokens for them to use. TPF3703/ASSESSMENT 51/0/2024 21 LESSON 5: IFP3701 In this activity, you are required to design a Home Language differentiated lesson, where you will teach Grade 3 learners about “Reading and Phonics”. Choose any topic under “Reading and Phonics”. Use the scaffolding teaching approach to respond to the learners’ diverse learning needs. • In your lesson, make sure that you outline your aim, objectives and learning outcomes in detail. • Indicate different activities that will be used to cater for the diverse needs of learners in your classroom. • From your lesson, write all the problems or difficulties that you have identified that learners experienced. • Use the lesson template provided, for your lesson plan. Use the following sources: • IFP3701 study guide 001 • CAPS document for Home Language - Grade R to 3