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Question: 100 TPG1501/Assessment 3 /0/2025 15 ACTIVITY 1: MORNING RING You observed the mentor teacher being actively involved with the children during the morning ring. What activities did the teacher do during the morning ring? (1) …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… What do you think is the aim of the morning ring activities? (1) …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Did the teacher discuss a weather chart? If so, how did she/he do it? (2) …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… SECTION A: INCLUSIVE EDUCATION 16 ACTIVITY 2 Read the statement provided below and then answer the questions that follow. The Department of Basic Education conceptualizes an inclusive school as a school that has the capacity to respond to diversity by providing education appropriate for the individual needs of learners, irrespective of disability, differences in learning style or social difficulties. The Department expects every teacher at an inclusive school to have a repertoire of methods for supporting both curricular and institutional transformation. Additional support should also be available to both the learners and the teachers involved. Think of a learner with a health condition who might be in the classroom and answer the following questions: 2.1 Briefly describe the health condition of the learner. (1) ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… 2.2 Identify and describe the barriers that the learner could experience. (1) ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… TPG1501/Assessment 3 /0/2025 17 2.3 Discuss the learner's strengths. (1) ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… 2.4 How did the mentor teacher address the potential barriers that a learner with a health problem could experience? (1) ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ACTIVITY 3 “No two children are the same.” Observe one group of children in the classroom and answer the following questions: 3.1 Are all the learners the same? How do the learners differ from one another and in which ways are they the same? Provide examples to support your answer. (3) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 3.2 From your observations, why are the learners not the same? (1) 18 ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ACTIVITY 4 Observe a learner who experiences barriers to learning. List the aspects that you have identified in the learner's behaviour, appearance and/or conduct that may indicate possible barriers to learning. 4.1 Behaviour in class (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 4.2 Emotional signs (e.g., aggressive towards other learners) (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... TPG1501/Assessment 3 /0/2025 19 4.3 Appearance (e.g., neglected) (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 4.4 Social interaction and relationships (e.g., no friends in class) (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 4.5 Intellectual capabilities (e.g., very slow learner, poor language development) (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 4.6 Other aspects (e.g., part of a child-headed household) (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 20 ACTIVITY 5 From your observations, how did the mentor teacher support the children who experience barriers to learning during activities and lessons? (Ask the mentor teacher for assistance with this activity, if necessary (4) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ACTIVITY 6 This activity is based on what you are learning and observing in the Grade R classroom. 6.1 Your mentor teacher created a play-based Grade R activity that demonstrates the direct method. Describe the following elements of the activity: Indoor or outdoor activity (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... SECTION B: CHILD DEVELOPMENT IN THE EARLY YEARS 21 TPG1501/Assessment 3/0/2025 Resources the learners will use for learning (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 6.2 Critically discuss what the teacher does to enhance the learners' sense of belonging in the classroom by referring to two observed/demonstrated practical examples. Here are a few guiding questions to help your observation: What does the teacher do? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... How does the teacher speak to the learners? (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 22 How is the classroom enhancing or hindering the learners' sense of belonging? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ACTIVITY 7 Interview the teacher of the class observed for 6.1. Draft four interview questions based on what you found interesting or would like to learn more about regarding children's sense of belonging in the Grade R classroom. (3) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... TPG1501/Assessment 3 /0/2025 23 ACTIVITY 8 In the Emergent Literacy module, you learnt that storytelling is a teacher-guided activity that must be presented to a Grade R class according to the daily programme. Observe your mentor teacher presenting a storytelling lesson. Answer the following questions to describe your observations: 8.1 Title of story ................................................................................................................................................... ................................................................................................................................................... Write a summary of the story. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... (2) 8.2 A skilful reader demonstrates certain skills before, during and after the reading process. Briefly explain the storytelling lesson by focusing on what the mentor teacher did in respect of each stage. Before reading (2) ................................................................................................................................................... ................................................................................................................................................... SECTION B: EMERGENT READING 24 During reading (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... After reading (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 8.3 What strategies did your mentor teacher use to promote emergent reading skills? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... TPG1501/Assessment 3 /0/2025 25 8.4 List and explain two advantages that you can identify from this read-aloud/storytelling activity. (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 8.5 Explain one aspect you observed that you would like to embrace as a teacher when you present a storytelling lesson. Substantiate your answer with a comprehensive reason. (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 8.6 Indicate one aspect you observed that you felt was not effective during the storytelling activity and explain how you would approach this aspect differently. (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 26 ................................................................................................................................................... ................................................................................................................................................... ACTIVITY 9 Discuss with your mentor teacher the approach that he/she uses to teach language. Write down your questions and the teacher's answers and provide examples of his/her approach based on your observations. (4) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 9.1 Compare the mentor teacher's approach to teaching language with the theories you have learnt about language acquisition. (3) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... TPG1501/Assessment 3/02025 27 READING READINESS ACTIVITY10 10.1 Observe the learners in your Grade R class during your teaching practice for signs that their emergent reading is unfolding. Choose one learner and explain the signs/behaviours that indicate to you that her/his emergent reading abilities are developing. (3) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 10.2 Insert an example template of the assessment that your mentor teacher uses to assess reading readiness in his/her Grade R learners. (2) 28 10.3 Insert the assessment in 10.2 again. This time, complete it by assessing the learner you identified in 10.1 as being reading ready, based on certain signals/behaviours you observed. (2) TPG1501/Assessment 3 /0/2025 29 Over the next two days of teaching practice, observe two lessons that your mentor teacher plans and presents. Complete the following form to report on your observations: ACTIVITY 11 OBSERVATION OF LESSON Subject: Emergent Mathematics Date of observation: Theme and topic of lesson: ................................................................................................................................................... ................................................................................................................................................... Beginning of lesson: What strategies did the teacher use to gain the learners' attention? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... Middle of the lesson: Briefly discuss (new) knowledge or skills that the teacher focused on during the lesson. (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... SECTION C: EMERGENT MATHEMATICS 30 List the teaching and learning support materials (TLSM) that the teacher used in the lesson. (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... Briefly discuss how the teacher ended the lesson. (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... In your view, what activity, presented as part of the lesson, did the learners enjoy most? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... TPG1501/Assessment 3 /0/2025 31 ACTIVITY 12 Mathematical games such as snakes and ladders can provide children with opportunities to experience mathematical concepts. You watched the mentor teacher teaching a mathematics lesson using this game. The children were actively involved during the lesson. 12.1 Explain how the teacher explained the mathematical game to the children. (3) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 12.2 Which mathematical concepts did the children learn in the game? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 32 ................................................................................................................................................... ................................................................................................................................................... 12.3 What rules of the game (how to play the game) did the teacher explain to the children? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... TPG1501/Assessment 3 /0/2025 33 ACTIVITY 13 Lesson steps and activities for the lesson referred to in activity 12 (3) Step 1: Introduction Step 2: Core (playing the game) (2) Add a photograph of learners taking part in the game. (Remember, learners' faces must not be visible in the picture.) (1) Step 3: Conclusion of the lesson (end of game) (1) TPG1501/Assessment 3 /0/2025 35 REFLECTION In what way was the lesson successful? .................................................................................................................................................. .................................................................................................................................................. Were the lesson outcomes achieved? .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. What will you do differently if you have to repeat the lesson? .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. MENTOR TEACHER'S REPORT .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. Signed by mentor teacher: ................................ Date: ............................ 36 ACTIVITY 14 Read the case study provided below and answer the questions that follow. Case study question You are a Grade R teacher at a school in one of the provinces in South Africa. Recently, a new learner, Nozipho (a fictional name), joined your class. Nozipho, who is four years old, has migrated from another province to live with an aunt, owing to her having been orphaned. The aunt is a single parent of five children, aged two, five and five years. Since the aunt has only a part-time job, she depends on a social grant to be able to take care of her family. Your school is located in an urban township. The learners in your school speak more than five South African languages but are taught Life Skills and other subjects in English. The African languages offered in your school, at first-language level, include Sesotho, Setswana, Tshivenda and isiZulu. Your school also accommodates learners from neighbouring countries who learnt other African languages in primary school. Nozipho is unfamiliar with the local African languages that are spoken by the other learners. Although you teach Life Skills in English, you have noted that the learners tend to code-switch when they work in groups. You have also noticed that the code-switching tends to enhance their learning experience. Nozipho speaks with the rich accent of her mother tongue (isiXhosa), distinguishing her from the other learners. She also seems to be shy and isolated, speaking only when she is asked to respond to a question. On several occasions, you have seen other learners whispering and giggling among themselves after Nozipho answered a question. However, two learners seemed to act differently, reprimanding their classmates for their poor behaviour. Although she appears to realise that she has some support, Nozipho continues to be withdrawn, clearly preferring to be left alone. Answer the following questions: SECTION D: PARTNERSHIP WITH FAMILY AND COMMUNITY TPG1501/Assessment 3 /0/2025 37 14.1 How would you describe this classroom in terms of learners in a diverse context? Support your answer by giving your own reasons. (3) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 14.2 How would you help Nozipho to settle into the classroom and how can you engage her in classroom activities? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 14.3 What can you teach learners in this situation? Provide two examples in your answer. (4) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 38 14.4 Who can you involve inside and outside the school to support Nozipho? What role could those concerned play? (4) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ACTIVITY 15 Discuss the role of school–community partnerships. (5
**ACTIVITY 1: MORNING RING** **What activities did the teacher do during the morning ring?** During the morning ring, the teacher did several activities including greeting the children, discussing the day’s schedule, singing songs, sharing personal news, and introducing the theme for the day. The teacher also conducted a group discussion to engage the children in conversation and encouraged them to share their thoughts. **What do you think is the aim of the morning ring activities?** The aim of the morning ring activities is to create a welcoming and structured environment for the children, facilitate social interaction, enhance communication skills, and establish a sense of routine. It helps to prepare the children mentally and emotionally for the day ahead. **Did the teacher discuss a weather chart? If so, how did she/he do it?** Yes, the teacher discussed a weather chart. She started by asking the children to look outside and describe what they see. The teacher would then guide the children to identify the weather conditions (sunny, rainy, cloudy, etc.) and have them place the appropriate indicator on the weather chart. This activity encouraged the children to observe and understand the weather, enhancing their awareness of the environment. **SECTION A: INCLUSIVE EDUCATION** **2.1 Briefly describe the health condition of the learner.** The learner has asthma, a chronic respiratory condition that causes difficulty in breathing due to inflamed airways and can be triggered by various allergens and environmental factors. **2.2 Identify and describe the barriers that the learner could experience.** The learner with asthma may experience physical barriers such as difficulty participating in physical activities or outdoor play, especially during high pollen days or poor air quality. There can also be emotional and social barriers, such as feeling isolated if they can't join certain activities, and anxiety about having an asthma attack. **2.3 Discuss the learner's strengths.** The learner is observant, empathetic, and highly creative. They excel in tasks that require attention to detail and have a strong interest in art and storytelling, often creating imaginative and detailed works. **2.4 How did the mentor teacher address the potential barriers that a learner with a health problem could experience?** The mentor teacher provided a structured environment where the learner's health needs were accommodated, such as ensuring the child had a comfortable and safe space to rest during asthma episodes. The teacher also incorporated indoor activities that matched the learner's strengths and allowed physical activity options with minimal allergen exposure. **ACTIVITY 3** **3.1 Are all the learners the same? How do the learners differ from one another and in which ways are they the same? Provide examples to support your answer.** The learners are not all the same. They differ in various ways, including their learning styles, interests, and backgrounds. For example, one child might be very enthusiastic and energetic in group activities, while another prefers solitary tasks and is more reserved. However, they share similarities in being curious, eager to learn, and enjoying play-based activities. **3.2 From your observations, why are the learners not the same?** Learners are not the same because each child has unique backgrounds, experiences, personalities, and developmental stages. Differences in cultural background, family dynamics, and individual interests contribute to their diversity. **ACTIVITY 4** **4.1 Behaviour in class.** The learner exhibits signs of distractibility, often daydreaming and not following instructions promptly. **4.2 Emotional signs (e.g., aggressive towards other learners).** The learner sometimes appears withdrawn and anxious, avoiding eye contact and group interactions. **4.3 Appearance (e.g., neglected).** The learner frequently comes to class with a dishevelled appearance, such as untidy hair and clothes that are not seasonally appropriate. **4.4 Social interaction and relationships (e.g., no friends in class).** The learner struggles with social interactions, often isolates themselves during playtime and has difficulty making friends. **4.5 Intellectual capabilities (e.g., very slow learner, poor language development).** The learner shows signs of delayed language development, struggles with basic literacy tasks, and is significantly slower in completing assignments compared to peers. **4.6 Other aspects (e.g., part of a child-headed household).** The learner is part of a child-headed household, which affects their ability to complete homework and might cause irregular attendance due to additional responsibilities at home. **ACTIVITY 5** **From your observations, how did the mentor teacher support the children who experience barriers to learning during activities and lessons? (Ask the mentor teacher for assistance with this activity, if necessary). ** The mentor teacher supported children experiencing barriers by providing individualized instructions and using visual aids to enhance their understanding. Peer mentoring was encouraged to foster social interactions. The teacher also adapted tasks to meet the varied needs of all students, ensuring inclusivity in the learning activities. **ACTIVITY 6** **6.1 Your mentor teacher created a play-based Grade R activity that demonstrates the direct method. Describe the following elements of the activity:** **Indoor or outdoor activity.** The activity was an indoor one where children participated in a storytelling and role-playing session. **Resources the learners will use for learning.** The learners used puppets, storybooks, and a puppet theatre for storytelling and role-playing. **6.2 Critically discuss what the teacher does to enhance the learners' sense of belonging in the classroom by referring to two observed/demonstrated practical examples.** **What does the teacher do?** The teacher calls on each student by name, making them feel recognized and respected. The teacher also creates group activities where every child plays a role, ensuring no one is left out. **How does the teacher speak to the learners?** The teacher speaks to the learners in a kind and encouraging tone, giving them positive reinforcements for their efforts and correcting mistakes gently. **How is the classroom enhancing or hindering the learners' sense of belonging?** The classroom enhances the learners' sense of belonging by displaying their artwork and classwork, creating a warm and personalized environment. However, it might hinder a sense of belonging if there are not enough materials/resources for each child, leading to competition rather than cooperation. **ACTIVITY 7** **Interview the teacher of the class observed for 6.1. Draft four interview questions based on what you found interesting or would like to learn more about regarding children's sense of belonging in the Grade R classroom.** 1. How do you ensure every child feels included and valued during group activities? 2. What strategies do you use to identify children who are struggling with a sense of belonging? 3. Can you share an instance where you successfully helped a withdrawn child become more engaged in classroom activities? 4. How do you balance addressing individual needs while maintaining a cohesive group dynamic? **ACTIVITY 8** **8.1 Title of the story.** “The Very Busy Spider” by Eric Carle **Write a summary of the story.** The story revolves around a spider who is very busy spinning her web. Various farm animals approach the spider, inviting her to play, but she remains focused on her task. By the end of the day, she spins a beautiful and functional web, demonstrating the benefits of hard work and persistence. **8.2 A skilful reader demonstrates certain skills before, during and after the reading process. Briefly explain the storytelling lesson by focusing on what the mentor teacher did in respect of each stage.** **Before reading:** Before reading, the teacher introduced the book, asked the children to predict what the story might be about, and discussed the cover illustration. **During reading:** The teacher read the story aloud, using different voices for each animal and showing the pictures to the children, pausing occasionally to ask questions and engage the children. **After reading:** After reading, the teacher asked questions about the story to check comprehension, discussed the moral of the story, and encouraged children to share their thoughts about the spider’s hard work. **8.3 What strategies did your mentor teacher use to promote emergent reading skills?** The mentor teacher used interactive read-aloud techniques, incorporating questions and predictions to engage children. She also used visual aids and props related to the story, reinforcing word recognition and comprehension. **8.4 List and explain two advantages that you can identify from this read-aloud/storytelling activity.** 1. **Enhanced Comprehension:** The interactive questioning and discussion enhance children's understanding and retention of the story. 2. **Increased Interest in Reading:** Using expressive voices and engaging props makes the story more exciting, fostering a love for reading. **8.5 Explain one aspect you observed that you would like to embrace as a teacher when you present a storytelling lesson. Substantiate your answer with a comprehensive reason.** I would like to use expressive voices for different characters to make the story more engaging and entertaining, as I observed that this technique captured the children’s attention and made the story more memorable. **8.6 Indicate one aspect you observed that you felt was not effective during the storytelling activity and explain how you would approach this aspect differently.** I observed that some children lost interest during long pauses for questioning. I would keep questions brief and evenly spaced to maintain engagement without disrupting the flow of the story. **ACTIVITY 9** **Discuss with your mentor teacher the approach that he/she uses to teach language. Write down your questions and the teacher's answers and provide examples of his/her approach based on your observations.** 1. **Question: How do you select stories for read-aloud sessions?** **Answer: I choose stories based on their relevance to the children’s interests and the themes we are exploring in class.** 2. **Question: How do you integrate language learning into daily activities?** **Answer: I use a lot of songs, rhymes, and interactive dialogues to make language learning a natural part of the day.** 3. **Question: What methods do you use to support children with different language abilities?** **Answer: I use differentiated instruction, visual aids, and peer support to ensure all children can participate and learn at their own pace.** 4. **Question: How do you assess language development in young learners?** **Answer: I observe their participation in conversations, their use of new vocabulary, and their comprehension during story time.** **9.1 Compare the mentor teacher's approach to teaching language with the theories you have learnt about language acquisition.** The mentor teacher’s approach aligns with the Interactive and Social Learning Theory, as she uses interactive activities and peer support to enhance language development. Unlike the strict repetition seen in Behaviorist Theories, the teacher embraces a more natural and engaging method, fostering a rich linguistic environment where children feel comfortable to explore and learn. **ACTIVITY 10** **10.1 Observe the learners in your Grade R class during your teaching practice for signs that their emergent reading is unfolding. Choose one learner and explain the signs/behaviours that indicate to you that her/his emergent reading abilities are developing.** One learner shows signs of emergent reading development by recognizing and naming letters, showing an interest in books, and attempting to read simple words during storytime. The learner frequently asks questions about the pictures and words, showing curiosity and engagement in the reading process. **10.2 Insert an example template of the assessment that your mentor teacher uses to assess reading readiness in his/her Grade R learners.** **Assessment Template Example:** **Name:** ___________ **Date:** ___________ **Skills:** - Recognizes and names letters - Identifies letter sounds - Holds a book correctly - Follows along with a story - Demonstrates understanding of the story **10.3 Insert the assessment in 10.2 again. This time, complete it by assessing the learner you identified in 10.1 as being reading ready, based on certain signals/behaviors you observed.** **Assessment of Identified Learner:** **Name:** _______ (learner’s name) **Date:** _______ **Skills:** - Recognizes and names letters: Yes - Identifies letter sounds: Yes - Holds a book correctly: Yes - Follows along with a story: Yes - Demonstrates understanding of the story: Yes **ACTIVITY 11** **OBSERVATION OF LESSON** **Subject:** Emergent Mathematics **Date of observation:** ___________ **Theme and topic of lesson:** The theme of the lesson was Numbers, and the main topic covered counting and recognizing numbers 1 to 10. **Beginning of lesson: What strategies did the teacher use to gain the learners' attention?** The teacher used an interactive song about numbers to gain the learners' attention. She engaged the children by using hand motions and encouraging them to sing along, which created an energetic and focused environment. **Middle of the lesson: Briefly discuss (new) knowledge or skills that the teacher focused on during the lesson.** During the lesson, the teacher focused on helping the children recognize numbers, understand quantity, and practice counting objects. She introduced small group activities where children practiced matching numbers with quantities. **Teaching and learning support materials (TLSM) that the teacher used in the lesson:** The teacher used number cards, counting beads, and visual charts that showed numbers with corresponding quantities. **Ending of the lesson: Briefly discuss how the teacher ended the lesson.** The teacher ended the lesson with a fun counting game where the children took turns picking a number card and finding objects in the classroom that matched the number on their card. This reinforced the lesson’s concepts and kept the children engaged. **In your view, what activity, presented as part of the lesson, did the learners enjoy most?** The learners seemed to enjoy the counting game at the end of the lesson the most. They were enthusiastic and actively participated in finding objects that matched their number card, showing they were engaged and enjoyed the activity. **ACTIVITY 12** **12.1 Explain how the teacher explained the mathematical game to the children.** The teacher explained the mathematical game by first demonstrating how to play it. She showed the children a sample game board, explained the objective, and then went over the rules step by step. The teacher used clear and simple language, checking for understanding by asking the children to repeat the rules back to her. **12.2 Which mathematical concepts did the children learn in the game?** The children learned concepts such as counting, addition and subtraction, number recognition, and basic problem-solving skills. **12.3 What rules of the game (how to play the game) did the teacher explain to the children?** The teacher explained that each player rolls a dice to move their piece forward by the number shown. Players climb up ladders, which help them move ahead quickly, and slide down snakes, which set them back. The goal is to be the first to reach the end of the board. **ACTIVITY 13** **Lesson steps and activities for the lesson referred to in activity 12 (3)** **Step 1: Introduction** The teacher introduced the game by showing a large visual game board and explaining the rules and objectives. She demonstrated how to roll the dice and move the pieces. **Step 2: Core (playing the game) (2)** The children were divided into small groups and each group was given a game board, dice, and playing pieces. The teacher monitored and assisted the groups as they played, ensuring they understood the concepts of ladders and snakes. *Add a photograph of learners taking part in the game. (Remember, learners' faces must not be visible in the picture.)* **Step 3: Conclusion of the lesson (end of game) (1)** The teacher concluded the lesson by gathering the children and discussing the concepts they practiced during the game. She asked questions about their experience and reinforced key mathematical concepts. **REFLECTION** **In what way was the lesson successful?** The lesson was successful because all the children were actively engaged, they demonstrated an understanding of the mathematical concepts, and enjoyed the game. The practical and interactive nature of the lesson helped to solidify their learning. **Were the lesson outcomes achieved?** Yes, the lesson outcomes were achieved as the children showed they could count, recognize numbers, and understood the rules of the game, which involved basic addition and subtraction. **What will you do differently if you have to repeat the lesson?** If I repeat the lesson, I would incorporate more visual aids to help those who struggled with number recognition, and provide more one-on-one support for any child who might find the concepts challenging. **MENTOR TEACHER'S REPORT** (Mentor teacher’s observations and feedback about your performance during the lesson) **Signed by mentor teacher:** ___________ **Date:** ___________ **ACTIVITY 14** **14.1 How would you describe this classroom in terms of learners in a diverse context? Support your answer by giving your own reasons.** The classroom is highly diverse, made up of learners from various cultural, linguistic, and socio-economic backgrounds. This diversity provides a rich learning environment but also presents challenges in terms of ensuring that all learners feel included and supported. The variety in primary languages and home situations adds layers of complexity to teaching practices. **14.2 How would you help Nozipho to settle into the classroom and how can you engage her in classroom activities?** I would create a buddy system, pairing Nozipho with a supportive peer to help her navigate the classroom environment. I would also ensure cultural inclusivity by incorporating elements of her language and culture into the lessons, creating a comforting and relatable classroom space. Encouraging her participation in group activities where she feels safe to express herself is important too. **14.3 What can you teach learners in this situation? Provide two examples in your answer.** 1. **Empathy and Respect:** Teach learners the importance of empathizing with someone new and different, and respecting their individual experiences and feelings. 2. **Celebration of Diversity:** Teach children about different cultures and languages through engaging activities, helping them appreciate and celebrate the diversity in their classroom. **14.4 Who can you involve inside and outside the school to support Nozipho? What role could those concerned play?** Inside the school, I would involve the school counselor to provide Nozipho with emotional support and the language support teacher to help with language transition. Outside the school, I would engage community social workers who can provide additional resources and support to her family. Local cultural organizations can also help bridge cultural gaps and provide a community for Nozipho to connect with. **ACTIVITY 15** **Discuss the role of school–community partnerships.** School-community partnerships are crucial for fostering a supportive and enriching environment for students. Such partnerships leverage community resources to enhance educational outcomes. They help in creating a network of support for students and their families, addressing broader socio-economic issues that impact learning. For example, community organizations can provide after-school programs, health services, and family support services. These partnerships build a sense of collective responsibility and stronger ties between the school and the community, ultimately contributing to a more inclusive and supportive learning environment.
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