NAME AND SURNAME LETTY RIVOMBO

STUDENT NUMBER 15380521

MODULE CODE ENC1501
ASSIGNMENT NUMBER 4
UNIQUE NUMBER 769676
DUE DATE 31.10.2023
HONESTY DECLARATION FOR THE DEPARTMENT OF EARLY CHILDHOOD
EDUCATION

Module code: ENC1501 Assessment date: 31.10.1223

1. I know that plagiarism means taking and using the ideas, writings, works or inventions of
another as if they were one’s own. I know that plagiarism not only includes verbatim
copying, but also the extensive use of another person’s ideas without proper
acknowledgement (including the proper use of quotation marks). It also includes any attempt
to cheat the plagiarism checking system. I know that plagiarism covers the use of material
found in textual sources and from the internet.

2. I acknowledge and understand that plagiarism is wrong.

3. I understand that my assignment/exam answers must be accurately referenced.

4. This assignment / exam file / portfolio is my own work. I acknowledge that copying
someone else’s work, or part thereof, is wrong, and that submitting identical work to others
constitutes a form of plagiarism.

5. I have not allowed, nor will I in the future allow, anyone to copy my work with the
intention of passing it off as their own work.

6. I understand that I can be awarded 0% if I have plagiarised.

7. I confirm that I have read and understood the following UNISA policies:

7.1 Policy for Copyright and Plagiarism

7.2 Policy on Academic Integrity

7.3 Student Disciplinary Code

Name Letty Rivombo Student number: 15380521

Signed L.Rivombo Date 06.10.2023

Section A
Question 1

1.1 Themes
Refers to the main topic or subject for which the lesson is designed. Themes assist in
organizing and structuring the content, activities, and discussions in a meaningful and aligned
manner with the learner's interests and needs.

1.2 Objectives
Are the desired outcomes or specific goals of the lesson. They specify what students ought to
know, be able to do, or demonstrate by the end of the lesson. They assist teachers and
students in remaining focused and ensuring that the lesson has an objective and measurable
outcomes.

1.3 Aims
Aims refers to the lesson's general objectives. They provide teachers with guidelines and
assist them in seeing the bigger context of the lesson. Teachers can decide what specific
knowledge or skills they want their students to possess by the end of a lesson with the aid of
objectives. Teachers can ensure that their students learn effectively by setting clear goals and
creating activities and assessments that are in line with these goals.

1.4 Strategies
They describe the approaches, techniques, and methods that teachers use to help students
learn and achieve their goals. They are intended to meet the various requirements of learners
while also encouraging engagement and improving retention and comprehension.

1.5 Reflection
It is a process in which teachers review and evaluate their teaching practices, students'
learning outcomes, and the overall effectiveness of the lesson. It enables teachers to identify
areas for improvement, observe outcomes, and make knowledgeable choices about future
lesson planning.
Question 2

1. Define the topic and its aspects

I will help Mr Mthembu by thoroughly discussing his assignment topic. I can ensure a clear
and concise definition if I understand the specific aspects he is focusing on. This will assist
him in staying focused and ensuring that his critical analysis is relevant to the topic.

2. Study sources and research

I can assist him in collecting relevant information about his topic by guiding him through
various sources such as academic journals, books, and reputable websites. I can advise him
on how to conduct effective research and assess the credibility of the sources he comes
across.

3. Select significant and relevant information

When we have the sources, I can assist him in identifying the key points and arguments
presented in each one. We can talk about how they relate to his topic and decide which
information is important and relevant to include in his assignment.

4. Study, analyse, synthesise and interpret the information using your own words
I can assist him understand and analyze the information he collected. We can talk about
different methods of analysis and synthesis, which will help him interpret the data in his own
words.

5. Present an insightful and critical text

I can assist him in organizing his ideas and thoughts so that he can present an insightful and
critical text. We can work on structuring his assignment, making sure his arguments are well-
supported by evidence and his analysis is comprehensive and thought-provoking.
Section B
Question 3

3.1

Step 1; Establish learning objectives and behaviour students should follow for higher
order thinking.
Define the learning objectives that focus on higher order thinking skills, such as analyzing,
evaluating, and creating. Communicate the behavior and expectations that students must
follow, such as active participation, critical thinking, and collaborative problem-solving.

Step 2; Learn by developing and using appropriate questions to lead to in-depth

discussions.
Demonstrate to pupils how to formulate effective questions that promote deep comprehension
and critical thinking. Provide causes and guiding questions to encourage them to participate
in thoughtful discussions. Create a collaborative learning environment in which students can
share their ideas and debate them.

Step 3: Practice and engage in activities that make use of all the components of active
learning.
Create and lead activities that need students to apply their knowledge, analyze data, and solve
challenging issues. In order to promote active learning, involve hands-on experiences, group
work, case studies, debates, and other interactive activities. Give students opportunities to
reflect on their learning and make connections to real-life scenarios.

Step 4; Review, refine, and improve by monitoring and providing feedback on all
activities.
Regularly evaluation the effectiveness of the activities and make adjustments based on
student feedback and observation. Assess student progress and provide timely and
constructive feedback to help them grow and improve. Encourage self-reflection and self-
assessment to assist students in identifying areas for improvement.

Step 5; Provide feedback and assessment, engage in self-assessment, and provide

feedback to improve further learning.
Make clear criteria and rubrics for evaluating higher order thinking skills available. Give
students promptly and specific feedback on their performance, emphasizing areas of strength
and areas for improvement. Encourage students to engage in reflection and self- assessment
in order to identify their own areas of strength and growth. Help them set goals for future
learning and give them advice on how to improve their thinking skills.

3.2

Teachers in the foundation phase should use Bloom's taxonomy to assess students because it
offers a thorough and organized approach to assessing students' understanding and learning
progress. It assists them in identifying attainable learning objectives and developing
objectives to meet them. It guarantees their assessments are in line with the desired learning
outcomes and go beyond superficial comprehension. It also gives both students and teachers
valuable feedback for future instruction and improvement.

The foundation phase teacher might read aloud The Rabbit and Tortoise to his students to
assess their comprehension of the story. The teacher can use the Bloom's taxonomy to use the
six levels:

Level 1: Knowledge
At this level, learners are required to be able to recall facts, information, and concepts. A
teacher, for example, can ask students to recall particular information from the story, such as
the main characters, the time, or the setting. This will allow the teacher to determine whether
or not the students have a basic understanding of the information presented during the story.

Level 2: Comprehension
This level entails comprehending and interpreting the knowledge gained. Teachers can assess
this by, for example, asking students to explain concepts in their own words or summarize a
story they have read. Students at this level can demonstrate their comprehension by applying
what they've learned to new situations or contexts. They can also analyze and evaluate data to
draw conclusions and make connections. This level of comprehension enables teachers to
assess students' understanding and identify any misconceptions that need to be addressed.

Level 3; Application
At this level, learners are required to use their knowledge and understanding to solve
problems or finish tasks. For instance, the teacher might ask the class to explain the story's
main lesson using their own words. Students are encouraged to think critically and analyze
information at this level in order come to conclusions and make interactions. As students are
required to actively apply their knowledge and skills, it also encourages active participation
and engagement in the learning process. Students reinforce their own learning as well as the
class's collective knowledge by explaining what they understand to the group.

Level 4: Analysis
This level involves dividing down information into parts and examining the relationships
between those parts. For example, the teacher may ask students to explain and analyze a
character's motivation or to evaluate the plot structure of a story in order to determine
whether students can use analysis to understand relationships between different characters.
Students at this level may also be asked to compare and contrast different themes or symbols
in the story, allowing them to analyze how these elements contribute to the overall meaning
of the text. In addition, educators can encourage students to identify causal connections
within the plot, assisting them in further developing their analytical skills.

Level 5: Synthesis
At this level, students are expected to combine various components or notions to produce
something original. In order to determine whether students are capable of offering alternative
ways of thinking about a particular story and topic, the teacher might, for instance, ask them
to use ideas from the story and explain their own alternative ending to the story. Students'
critical thinking and creativity are encouraged at this level of synthesis. It challenges them to
analyze the story's components and consider various outcomes by asking them to come up
with their own alternate conclusion. Additionally, by participating in this activity, students
can express their individual viewpoints and gain a deeper understanding of the narrative.

Level 6; Evaluation
At this level, students are expected to form opinions and support them with facts. For
instance, the teacher might ask the class to assess the accuracy of the information provided
about the story and the impact of the plot. Learners at this level can also be encouraged to
assess the reliability of various information sources and consider how the plot affects their
own comprehension and interpretation of the narrative. At this level, students are encouraged
to develop their own well-informed opinions and to practice critical thinking.
Section C
Question 4

4.1

1. Create a stimulating reading environment.

Mr Sono can create a welcoming reading corner in the classroom with comfortable seating,
colorful posters, and a variety of age-appropriate books. This can make reading enjoyable and
inviting for students.

2. Provide choices and variety.

Mr Sono can provide a diverse range of reading materials, including fiction, nonfiction, and
magazines. Allowing students to choose what they read will make them feel more confident
and inspired.

3. Establish reading objectives

Mr. Sono can establish individual reading goals for each student. Reading motivation can be
increased by regularly monitoring their progress and recognizing their accomplishments.

4. Make reading a pleasurable experience.

Mr Sono can plan book clubs, author visits, storytelling sessions, and reading competitions.
Making reading an interactive and enjoyable experience for learners can foster a love of
reading.

5. Involve parents
Mr Sono may interact with parents on a regular basis to share the importance of reading and
to solicit their assistance in encouraging their children to read at home. He may recommend
age-appropriate books and provide resources for parents to participate in reading activities
with their children.
4.2
1. Lack of interest in the reading material
When students lack an interest in the topic or content of the reading material, it can be
difficult for them to remain focused.

2. Difficulty level of the text

If the text is too challenging to read for the student's current reading level, they may struggle
to understand the content, leading to frustration and a lack of engagement.

3. Teachers who do not read themselves

Teachers who do not read will struggle to motivate students to read.

4.2.1
1. Locate alternative materials that are compatible with the students' preferences and
personalities.

2. Divide complex texts down into smaller sections and go over them thoroughly.

3. Promote a reading culture in the school by organizing book clubs or a reading challenge
for teachers.

4. Make use of online platforms or e-books to broaden the variety of reading materials
available.
 4.3

LESSON PLAN LESSON

Name & student Letty Rivombo Grade & Grade 3

number date
15380521 12 October 2023

Content area Language arts Subject Reading skills

Type of lesson Class lesson/group Theme of Exploring Fairy Tales

work/outdoor/fieldwork the week
Name of school Hasani JP School Name of Florah Mabasa
teacher

Learners are able to: Develop basic reading skills, such as

decoding and comprehension. They will be able to identify and
Outcomes
comprehend story elements in fairy tales, as well as demonstrate
their comprehension of fairy tales through different activities.
Concepts and new 1. Understand the objective of reading and its significance in daily
knowledge of the life.
lesson from the
2. Recognizing and employing various reading strategies such as
curriculum
phonics, sight words, and context clues.
3. Recognize and comprehend the relevance of story elements in fairy
tales.
Differentiation 1. Use visual aids such as photographs and real objects to aid
provided understanding.
(enrichment/learner
2. Provide extra aid for struggling readers through small group
support/concerns
activities and guided reading sessions.
3. Provide alternative reading materials at various reading levels to
meet the needs of each individual.

LESSON PRESENTATION
Introduction Begin by discussing the importance of reading skills and how they are used in
of lesson everyday life. Introduce the theme of the week, fairy tales, and explain how it
relates to reading skills.
Body of lesson 1. Differentiate reading strategies
-Teach phonics for word decoding. -
Introduce sight words and practice recognizing them.
-Discuss how to understand unfamiliar words by using context clues.
2. Story element in fairy tales
-Explain the concepts of characters, setting, and plot in fairy tales.
-Read and discuss a classic fairy tale, identifying story elements together.
- Engage students in discussions and activities that improve their comprehension.
3. Reading activities -
Read aloud a variety of fairy tales, emphasizing various reading strategies and
story elements. Conduct small-group guided reading sessions to target specific
reading skills. -Allow
students to explore fairy tales at their own pace by providing independent reading
time.
Consolidation/conclusion Summarize the significance of reading skills and how they were developed during
the lesson. Consider the new information discovered about fairy tales and story
elements.
ASSESSMENT Did the student involve the learners by asking a  Self-assessment
learner/s to repeat a sentence, word or action  Peer Assessment
1) Assessor ×Teacher Assessment
Pair learners to do or complete an action or
activity?

Was there evidence of inclusion? yes

2) Type of activity × Participation

(answering questions, reading activities, dialogue, role play
 Written work (writing exercises, essays, making models, drawings, pain
etc.)
× Demonstrations (physical demonstrations, performing actions,
experiments)tc.) x
 Models (collages, artwork, constructions, etc.)
3) Strategy/ methods × Questioning  Writing × Reading  Reviewing
× Listening × Observation  Interpreting  Watching video
 Listening
comprehension
4) Assessment instrument × Checklist  Analytical rubric  Other (give
details)
 Assessment scale  Holistic rubric
STUDENT SELF- The lesson was a success because all of the students participated and enjoyed it.
REFLECTION
RESOURCES USED -
ADD PAGES
REFERENCES

Department of Early childhood. Emergent Literacy, Only study guide for ENC1501. Pretoria,
University of South Africa.