Task 3

Promoting
Literacy
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The Power and Pleasure of Literacy

The Literate Environment
Knowledge of Print
Literature Responses
Phonological Awareness

Task 3 Promoting Literacy

Objective:
To observe literacy in action over the 5 weeks.
Procedure

This task is intended to be implemented over the five weeks.

For this task student should:
should record examples of practices and/or strategies that they observe
should aim to make notes from at least 3 activities/strategies for each area. These may
or may not be listed.
are encouraged to take photos and/or video recordings (if the school and the MST give
permission)

Before the Observation

Pre TP classes
Discuss/review relevant content from Learning to Read and Write, Section 2 Readers &
Writers in the Making pp27-99
In the school
Decide what time(s) each day you will conduct this observation. The length of time needed
will vary depending on the activities observed.

It is suggested that at least one hour per day be dedicated to this task over the placement.

Choose the key areas that seem most relevant to the age of the children.

See if you can find out what the teacher plans to do each day by studying his/her plans, and/or
talking with them. Try to identify the relevant areas for each observed activity/strategy.

Make sure you discuss this task with your supervising teacher.

During the Observation

Make notes about what is happening under the appropriate key area.

Take photos and collect any samples for your portfolio.

After the Observation

In Post School Experience TP Classes
You will be presenting your experiences from this placement to your peers. Consider these
ideas for presenting your findings, using strategies for organizing and remembering.
*Time will be given in TP classes post school experience to prepare for the presentation.
a. Mapping Place the key area in center then place information under extended headings
around the center. Graphics/photos can be used instead of/as well as text.
b. Photo Essay Use visuals to organise thinking. Photos should be organised in a sequence
that will support your presentation in class.
c. PowerPoint/ Prezi presentation

Reflection
Reflect on each section you have chosen as you comment and discuss your
observations and refer to your reading as much as possible.

1: THE POWER AND PLEASURE OF LITERACY

Observe your MSTs classroom and general practices you
see around the school. Discuss each statement below in
the context of what you observe and support with a photo
and a reference to reading when possible.

Does the teacher read to the children? How often

does she read? What types of reading have you
observed? Where do they sit?
Does the teacher rereads stories? Why?
The teacher used shared reading to read different stories
for students. 2:
Most
of LITERATE
the storiesENVIRONMENT
are in the students book
THE
and related to the curriculum. In each unit, they have one
story, so, the teacher read for students each week and for 1
Observe your MSTs classroom and general practices you
to 2 periods. In addition, she just relied on the curriculums
see around the school. Discuss each statement below in
stories. sometimes she read it for them and sometimes she
the context of what you observe and support with a photo
used the audio book version to read the story, students sat
and a reference to reading when possible.
on their chairs to listen to the story. The teacher didnt
reread the story again for students because there is no time
What print has the teacher around the classroom ( labels,
and she has to finish the curriculum. Furthermore, students
captions,
headings,
rules,
timetable,
can choseflashcards,
what books
they want
andinstructions,
read independently
statements
For or
each
oneclass.
you mention insert pictures and
either in theetc)
library
in the
state the purpose of each one.
Who selects the story/text that is read? Do the
Dictionary,
help them to search for the meaning of the new
childrento
participate?
words.
How does the teacher encourage participation? How
Flashcards,
to present the vocabulary of the lesson.
do they participate?
Timetables,
to show
thean
learning
outcomes
of thethe
lesson
Students dont
have
opportunity
to select
storyand the
role
of eachmost
student.
because
of the stories are assigned by the curriculum.
Rules,
to
make
students
familiar
with
the
rule
them to
These stories include words
from
the
unit
to and
helphelp
students
follow
the rule easily.
to recognize
and understand them perfectly. The teacher
give students chances to participate with her by allowing
What
materials
andfrom
books
are inasking
the classroom?
Is there a
them print
to read
sentences
stories,
them to predict
variety
ofhappen,
books and
genres mention
examples.
what will
discussing
with hersome
the meaning
of the
There
are
a
variety
of
nonfiction
books
such
as,
words. Also, give them chances to speak freely and express
their
A Butterfly
Patient
opinions Is
about
the(Hardcover)
story. Finally, she encourage
students
Frogs to participate by praising the one who engaged
and
The
Boy Who
Invented
Story of
Philo Farnsworth
involved
with
her so,TV:
thisThe
motivate
students
to
participate
Planets in reading.
Describe the reading area in the classroom.
The reading area is at the back of the class, it has different
How are the books displayed? Can the children access them
books on the shelves .
easily?
But I think, the teacher has to put stories and more books that
interest both the boy and the girl because I looked at them,
The books are organized in the classrooms shelves for easy
and they were not attractive. In addition, there is a carpet
access. The students usually read stories during lunch or recess
near the shelves , students can sit either on it or on their
time.
seats.
Are there any books referring to the UAE Culture? Are there
books about other cultures? Do you think this is important?
When do children choose a book to read for pleasure
Why? How
thisthe
develop
Students
can can
choose
book schema?
from the shelves and read
Unfortunately,
there
are
not
any
referring
to thethe
UAE
during the breaks. Also, they canbooks
choose
a book from

library and read.

List any opportunities/activities that the children
experience that allow them to see how we use print
in daily life experiences.

Culture or other culture. I believed that the school has to think

about offering books about culture because it plays a very
important role to develop students schema by getting them
know how other people live their habits, the food they eat, their
language . Also, get a broader perspective of peoples
background which will help them to understand a little bit of their
reasoning, beliefs and ideas which will help them to be a unique
person.
Where do the children read? Is there anywhere comfortable
inside or outside the classroom for them to relax and enjoy a
book? Describe the area and add a photo.
In the class, students can sit on the mat or on their seats. The
mat is big enough to absorb students . Also, they can go to the
library to read whatever they want and enjoy reading in a quiet
place. I believed that the school has to provide students a
comfortable sofa or chair for them because the chair is not
comfortable for them , it is hard. As a result, students will not
be able to relax and enjoy reading.
Does the teacher provide the children with opportunities and
materials to write? When? Give some examples.
She give them various chances to write during the writing
section. For example, students write stories, recount and
biography in the writing section.
3: KNOWLEDGE ABOUT PRINT
(suitable for very young learners)
Observe your MSTs classroom and general practices
you see around the school. Discuss each statement
below in the context of what you observe and support
with a photo and a reference to reading when possible.
Does the teacher remind the children that we read
English from left to right / top to bottom? How?

When? Does she do this in reading and writing?

The teacher reminds the children about the left to right, top to
bottom up before starting shared reading and writing she ask
them where do we start reading and writing our sentences?,
then they reply from left to write and top to bottom. This is
clearly shown that students are aware about these concepts.
What features of a book does she ask the children to
identify when reading?
(author, title, illustrator, index, table of contents,
blurb etc.)
Before starting reading, the teacher ask students to identify
the type of genre of the story or the book and state their
justifications of this choice to make sure that they understand.
Then students will ask to identify and read the author, title and
illustrator. Also, the teacher will ask students the differences
between the author and illustrator by telling the teacher the
role of each one, for example, the author is a person who writes
a book or story. Finally, the teacher and students will look and
read at the table of contents.
When does the teacher point to words, labels, letters
and does she read or name them? How does she ask
the children to recognize these words? Does she have
a word wall? Do the children learn HFW?
The teacher point to the words while reading the story and
introducing the main vocabulary words by using PowerPoint.
She read the vocabulary words and ask students to repeat. In
addition, the teacher use various ways to help students to
recognize the words such as, searching the meaning of the
word in the dictionary, seeing the picture of the word and
putting the word in sentences. After finishing learning these
words, the teacher boosts them on the wall. Also, before
starting each session, the teacher and students have a short
revision about HFW.
How does she support the childrens development in
understanding the use of uppercase and lowercase
letters, punctuation, and other print features?

The teacher reinforce and support students during Language

Art class by reminding them to start the sentences by using
a capital letter and ending with suitable punctuations such
as, full stops, question mark and explanation mark. In
addition, she keep telling them to capitalize the names,
countries, proper nouns, titles.
Other

4: RESPONDING TO READING
Observe your MSTs classroom and general practices
you see around the school. Discuss each statement
below in the context of what you observe and support
with a photo and a reference to reading when possible.
How and when do the children have opportunities to
retell stories in their own words? Provide at least 3
examples.
After finishing reading the story, students will have a chance to
retell the story by using their own words.
Do the children act out the stories? Do they role play
any stories? Do they take on the roles of different
characters as they read?
Sometimes the teacher asked students to pretend to be the
characters but not all the time. So, I think teacher has to give
students chances to do role play and perform it in front of their
classmates because it has a part to develop students reading
especially when they will read the story and try to understand
it. Also, it will help them to speak freely , create their own
dialogue and convey the message of the story. For example,
when students will read the story they will understand the
language and recognize words. As a result, they will be able to
act the story without relying on the exact dialogue. In addition,
it will encourage students to use the conversations outside the

classroom, especially when they talk to their parents, sisters,

teacher and friends.
Does the teacher use story maps, puppets or any
other props when reading? Does she have any other
tricks that motivate the children and engage them?
The teacher just read the story by using voice intonation
during the story. I think she has to use puppet or props
because this will attract children to the story and get them
engages and join in.
Do children predict and guess the events of a story?
Give an example?
Yes. The teacher gives them chances to predict and guess the
events before flipping the page. In addition, she asks them to
describe the picture.
Does the teacher do any interesting activities that
extend the reading and allow children to respond to
the story? Mention 3 examples and explain these
clearly.
Reorder the event of the story, students will have
pictures of the event from the story and sequence
them. After finishing ordering them they will write the
event underneath each picture.
Retell the story by using your own words. The teacher
gives them papers to write the story by using their own
words. After finishing writing it, students will have
chances to perform it.
Interview between the characters of the story. The
students will choose the role they want either the
interviewer or the interviewee. Then they will be
prepared to do it. For example, the interviewer will write
the questions and the interviewee will answer them.
Ask your teacher about Book Character Day, Books
Fairs, visiting theatre productions, Extreme Reading
competitions or other such competitions that take
place during the school year. Explain each one.
Unfortunately the school doesnt designed that.

5: PHONOLOGICAL AWARENESS
Observe your MSTs classroom and general practices
you see around the school. Discuss each statement
below in the context of what you observe and support
with a photo and a reference to reading when possible.
How does the teacher draw childrens attention to the
sounds they hear in words? When does she focus on
sounds?
she used songs to attract students attentions and she focus
on the sounds while reading or sing the song with each other.
How does the teacher teach phonics and word attack
skills to children?
By using flashcards, songs and keep repeating the letter and
sounds.
Describe a typical phonics lesson that you have
observed. Mention how the children are scaffolded to

recognize the word and get the meaning? (Word

identification and word recognition. Refer to your
work in EPR 2603)
The teacher uses picture cards. Then she asked students to
guess the meaning by using various ways such as, put the word
in sentences, give them clues and act the word.
What phonics did you see presented to the class?
(CVC, diphthongs, diagraphs etc )
vowel diphthongs oi and oy. The teacher will show them theses
vowel diphthongs and students will say the sound of them.
Also, they will come up with different examples of words that
includes this sound.
What games or activities does she provide the
children with the develop phonics?
Matching cards game and musical chair.
Does the teacher read stories that have predictable
sound patterns? Mention some you heard?
No, the teacher doesnt use stories that have predictable
sound pattern.
Does the teacher encourage children to sound out the
words they meet? When?
Yes, during the instructional phase.
Other