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Task 3 TP

The document discusses strategies for promoting literacy in early childhood classrooms. It covers 5 topics: 1) the power and pleasure of literacy, where the teacher reads to children several times a week and encourages participation; 2) the literate environment, including print around the classroom, variety of books, and comfortable reading areas; 3) knowledge of print, such as reading direction, book parts, and letter recognition; 4) responding to reading through retelling, acting out stories, predicting, and other engaging activities; 5) phonological awareness, including drawing attention to sounds, teaching phonics, and using games and predictable books.

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42 views

Task 3 TP

The document discusses strategies for promoting literacy in early childhood classrooms. It covers 5 topics: 1) the power and pleasure of literacy, where the teacher reads to children several times a week and encourages participation; 2) the literate environment, including print around the classroom, variety of books, and comfortable reading areas; 3) knowledge of print, such as reading direction, book parts, and letter recognition; 4) responding to reading through retelling, acting out stories, predicting, and other engaging activities; 5) phonological awareness, including drawing attention to sounds, teaching phonics, and using games and predictable books.

Uploaded by

api-301278269
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Task 3

Promotin
g Literacy
o The Power and Pleasure of
Literacy
o The Literate Environment
o Knowledge of Print
o Literature Responses
o Phonological Awareness

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?

Yes, the teacher read to the children in two-three times per a week she
read for them scientific and non-fiction stories. The teacher sits in the
front of the kids and they sit on the mat. The teacher read whole story
with asking questions then let's kids to read because they have listen first
then read with understanding meaning.

Who selects the story/text that is read? Do the children


participate?
How does the teacher encourage participation? How do they
participate?
The teacher selected the stories from Journeys stories book (from
American Curriculum). Students are participate with teacher and
interactive while teacher asking question and they answers and shared
their thoughts for the story. The teacher was encouraging them by
wearing fantastic glasses, hold big book and asking questions in slowly
as grandmother reader.

Describe the reading area in the classroom.


The teacher used the Mat area for reading time that teacher read to
children but in the class has another area for reading and they can
choose any book they like and sit it in relax, read by themselves.

When do children choose a book to read for pleasure


In break time, in the end of the reading class or in the library, It's up to

children. They can choose a book to read in period library or borrow it


to read in their home.

List any opportunities/activities that the children experience


that allow them to see how we use print in daily life
experiences.

In reading class, the MST showed them the cover page of the story
and start asking the concepts of Print questions.
MST used sharing, aloud, and guided reading in her teaching
reading styles.
Evaluate their reading concepts print.

To do: Take photos of the children reading and the literate


environment in the classroom.

2: THE LITERATE ENVIRONMENT


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.

What print has the teacher around the classroom ( labels, captions,
flashcards, headings, rules, instructions, timetable, statements etc) For
each one you mention insert pictures and state the purpose of each one.

1. Spelling words wall (includes flash cards)

2. Classroom rules.

3.

Verbs

What print materials and books are in the classroom? Is there a variety of
books and genres mention some examples.

All books in the cupboard organized with Alphabet list that each alphabet is
in different genre' shelf. There are non-fiction and fiction books.

How are the books displayed? Can the children access them easily?

Are there any books referring to the UAE Culture? Are there books about
other cultures? Do you think this is important? Why? How can this develop
schema?

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.

Does the teacher provide the children with opportunities and materials to
write? When? Give some examples.

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?

What features of a book does she ask the children to identify


when reading?
(author, title, illustrator, index, table of contents, blurb etc.)

The MST asks kids to read the title, authors name and describe the cover
page with guessing the story about.

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?

How does she support the childrens development in


understanding the use of uppercase and lowercase letters,
punctuation, and other print features?

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.

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?

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?

Do children predict and guess the events of a story? Give an


example?

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.

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.

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?

How does the teacher teach phonics and word attack skills to
children?

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)

What phonics did you see presented to the class? (CVC,


diphthongs, diagraphs etc )

What games or activities does she provide the children with


the develop phonics?

Does the teacher read stories that have predictable sound


patterns? Mention some you heard?

Does the teacher encourage children to sound out the words


they meet? When?

Other

Weekly Journal Guidelines

Your weekly journal encourages you to take time to reflect on


your school experiences. Being reflective is a positive action
and a developmental process. You might like to establish a
dialogue with your MCT.

Your weekly journal entry should be a minimum of 200 words.

You are expected to complete 3 entries: in Week 10, Week 11,


and Week 12.

What you have learnt throughout the week

What new knowledge have you obtained?


Describe skills have you improved/developed/refined?
Describe your reactions to class observations, school activities
and teaching strategies.

Something you have read about (theory) that links to your


experiences in the school

Make connections between theory and practice.


Argue for/against a particular strategy you used/observed in
teaching.
React to something you have read.
Ask questions about what you have read.

Your feelings, beliefs, problems and questions

Describe how you feel about Teaching English to children/ in UAE


schools / the degree / Teaching Practice
Respond to the learning process of children?
What problems did you face in the week and how did you deal
with them?
What questions remain unanswered as a result of the week's
experience?

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