TPF3703 Assignment 3 - Portfolio 50 | Due August 2025

TPF3703 Assignment 3 - Portfolio 50 | Due August 2025. All lessons (Grade R to Grade 1) and evaluations done. LESSON 4: GRADE R - RDF2601 16 LESSON 1: MFP1501 - GRADE R In these lessons, I want you to present one topic to all the Foundation Phase classes showing progression. I want to see how you will be able to move from the level of Grade R to Grade 3. Counting can be seen as an easy activity for learners. There are two distinctly different ways of thinking about counting numbers. These are: • Ordinality – counting numbers as a list. • Cardinality – counting numbers as associated with quantity for describing set size. Find teaching and learning resources that will enable you to create lists and quantity sets suitable for Grade R learners (N.B Ensure that the resources are real objects that relate to day -to-day-use). Create a story that is linked to the resources, which you will tell the learners as the introduction of your lesson. In the presentation of your learners, teach the learners to count numbers as lists and teaching them to count numbers as associated with quantity for describing set size using the resources you found. Plan an assessment that learners will do at the end of this lesson, which is associated with the story you told and the activities you presented. Most importantly, the assessment should be aimed at assessing the Stable order principle. To see if learners are consistently using the number words in the same order. Remember to use the lesson template provided for the purpose of structuring your lesson clearly. LESSON 2: RFP2601 – GRADE R Grade R: Plan and present a lesson on Phonemic Awareness Listening carefully is a crucial skill for Grade R learners, as it forms the foundation of their phonemic awareness. Refer to Learning Unit 2, specifically the section on “Learning and teaching activities to develop learners’ phonemic awareness” in your study material. Select one method from this section to plan and present a lesson aimed at enhancing learners’ phonemic awareness. When designing your lesson, focus on creating engaging, personal, and practical experiences to make the learning process meaningful and relatable. Keep in mind that phonemic awareness is an auditory skill, emphasizing the recognition of sounds in spoken language, without involving print materials. 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- GRADE R (FACE-TO-FACE) LESSON: Assessing peaking and thinking skills Prepare and teach a lesson in Grade R class that focuses on assessing your learners’ speaking and thinking skills. The lesson should be engaging, child-cantered, and aligned with developmental TPF3703/ASSESSMENT 50/0/2024 17 milestones. In your plan, the following information should be clarified:  Write clear and measurable learning outcomes that describe what the students should be able to do by the end of the lesson.  Identify the method of assessment that you would use.  Discuss the method of recording assessment information that you would use and explain why you think it is relevant.  Write down a sample of how you would record the assessment information you have collected. LESSON 4: GRADE R - RDF2601 18 LESSON 5: IFP3701 - GRADE R In this activity you are required to observe Grade R learners and select three learners, who experience barriers to learning. 1.1 In your observation, explain what might cause these barriers to be learning in context of their circumstances. 1.2 Identify the category of those barriers to learning, for instance, intrinsic or extrinsic barriers. 1.3 Discuss how will you provide support for each of these learners. GRADE 1 LESSONS 22 LESSON 1: MFP1501 - GRADE 1 Find teaching and learning resources that will enable you to create lists and quantity sets suitable for Grade 1 learners (N.B Resources need to be different from the ones you used for Grade R learners). Create a story that is linked to the resources, the story that you will tell the learners as the introduction of your lesson. In the presentation of your learners, teach the learners to count numbers as lists and teaching them to count numbers as associated with quantity for describing set size using the resources you found. Plan an assessment that learners will do at the end of this lesson, the assessment 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. LESSON 2: RFP2601 - GRADE 1 Grade 1: Plan and present a lesson on CVC Phonic Blends Phonic blends involve combining letters to create new sounds and words. Refer to Section 2.2 in your study material for guidance. Select a vowel (V) and consonant (C) combination (e.g., o + g) and design a lesson to teach learners how blending these letter sounds forms a VC blend (e.g., og). Further, demonstrate how adding different beginning consonants to the VC blend can create CVC words (e.g., dog, fog, log, etc.). Avoid using the example provided here; select a different CVC phonic blend for your lesson. Remember to: Use the provided lesson plan template to structure your lesson effectively. Practice the lesson under the supervision of your mentor teacher. Consider incorporating letter cards or similar teaching aids to enhance learner engagement. LESSON 3: HLT3701 - GRADE 1 - READING SKILL: SHARED READING LESSON: Shared Reading Prepare a shared reading lesson that you would teach to Grade 1 learners using a Big Book. Choose a story with characters and events that you think will interest your learners. Develop some questions for asking before, during and after reading. Select two to four key words, which will also expand the learners’ vocabulary.  Create small cards using a chart or cardboard.  Show learners how to build a word using small cards. Ask learners to build new words on their own.  Take a picture of the small cards and attach to our portfolio. TPF3703/ASSESSMENT 50/0/2024 23 LESSON 4: RDF2601 - GRADE 1 Choose three different topics in CAPS English First Additional Language (EFAL). Design a storybook for Grade 1 learners, which will be able to support at least three CAPS topics and focus objectives in English First Additional Language (Gr R–3). Afterwards, explain how each topic and focus would be facilitated using your storybook. To complete this activity, look back at section 3 of this unit, at the guidelines for developing resources and pay careful attention to the skills, knowledge, values and attitudes that need to be catered for when using the storybook as LTSM. It may also benefit you to look back at unit 1, section 5 (“The purpose of resource development”) and section 6 (“Effective use of resource development to support teaching and learning). Next, follow the link to download the CAPS English First Additional Language (Gr R–3) document: ( As you will see, this can be downloaded in any of the 11 official languages of South Africa. Choose your three topics and relevant focus objectives. Keep in mind that you are looking at the Grade 1 section and that your storybook needs to support the learning involved your chosen topics and focus objectives. Design, write and illustrate your storybook according to the guidelines, while keeping in mind your CAPS chosen topics and focus objectives. Lastly, describe how you would use your storybook to support the teaching and learning process for your three objectives, by explaining very briefly how you would present these lessons and activities in a classroom environment to achieve your learning outcomes. Once completed share your story ideas on the myUnisa Discussion Forum to develop a community of practice with your peers. The links below give you access to South African storybooks to help inspire you, to create your own storybook reflecting our diverse country: • %20Intermediate%20Phase%?ver=-580 • RECOGNISING AND USING SUITABLE RECYCLABLE MATERIALS Before we look at identifying recyclable materials and before we can describe what uses they may have, we need to define two concepts that will assist in maximising the potential of these recyclable materials. The first concept is “innovation” and the second is “recyclable materials”. LESSON 5: IFP3701 - GRADE 1 24 As a Grade 1 teacher, you are required to read the principles that underpin inclusive education and its definition as outlined in Education White Paper 6. 1.1 Explain what is meant by “diverse learning needs”. 1.2 Secondly, identify all learners’ diverse needs in your classroom. 1.3 Critically analyse how you can implement the principles that underpin inclusive education to respond to the diverse learning needs of all the learners in your classroom. 1.4 Discuss how will you infuse the principle of Ubuntu in accommodating and supporting the diverse needs of learners in your classroom.