Reading and Writing.: Expressive Art and Design

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Table 1: Documenting Environmental Print

Examples of Environmental
Print

Reading
and
writing.

Purpose

Support students
in reading.
Support students
in writing.

Ideas for further


development

Include photos
for words relate
to the letters
they took already
in each week.

Learn new
vocabulary.

Students can

Support students
to design or draw
something they
like at the
beginning of the
semester.

Expressive art and


design

Days of the

In this area, during


circle time at the
beginning of the

draw something
relate to the
lesson they are
taking, they may
set as a group
and each one of
the students talk
to his or her
friends about his
own draw.

week

day, Students can


read the day from
the days table
and stick the date
(day and month).

Students use the


iPad for English
only in writing.
While they can
read in Arabic.

Technology
section

It may improve
by adding new
activities relate
to the letters
students are
taking in each
lesson or for the
review.
Download Apps
that include
words start with
letter they are
taking and the
app can say the
word and match
with the pictures.

Reflections on Observation Task 1:


Environmental in the Classroom
Read the questions below and choose (1) one to respond to
1. How does environmental print impact students language
development, and their reading and writing abilities?
When the teacher includes students work in these areas, they
will feel proud of themselves and they would tell their friends
what they have done and read the words they wrote already.
2. How do students of different reading levels use environmental
print?
Low level: use the letters with the pictures and they can read
the letter and the picture (what it is).
Medium level: read the words without pictures.
High level: write the words and read their friends words.
3. How does awareness of environmental print impact how students
view themselves as readers?
Teacher can start with blending in the simple words for the
students who are in low level or medium level, and she would
ask the high level to read and write other words.
4. How does a school-home connection (based on environmental
print) impact students' literacy development? Give students
homework (worksheets) to support their learning in literacy.

Table 2: Teaching a Phonics Lesson

What the teacher does

The Structure of the Lesson


What the children do

Introducing the Sound:


The teacher wrote letter S
and she told them the sound
of it.
She repeated it again and
she asked them to say the
sound.
Hearing the Sound in the
initial position:
She opened a song include
(s) sound and words include
this sound.
She sings with the song.

Comments

Students repeated the


sound three times.

The teacher should


improve introducing the
sound.

Students were trying to


sing as what the
teacher did and others
were just listening.

The teacher did the


action for (S) sound; it
helped the students to
organize the sound.

Some students were


trying to write it on the
air while the teacher
explains the writing.

The teacher can explain


the writing on the air
also to let all students
do it and improve them
on physical
development.

Each student takes one


small white board and
they wrote the letter
but not all of them
wrote the lower case.

Students who were not


writing at the
beginning, they wrote
after the teacher praise
the others who wrote
already.

Introducing the Writing of


the Sound:
She wrote the letter (upper
case and lower case) on the
board.
She explained how to write
it.

Practicing Writing the


Sound:
She gives each student small
white boards and she asked
them to write the letter (s).
She praises the one who
finished from his writing.

Reflections on Observation Task 2: Teaching a Phonics


Lesson
1. What program is used in your school to teach
phonics?
They used TV to present letters or sound of the letters and
songs to teach phonics.
Use small white boards to teach how to write.
2. How is phonics taught in your school?
1- Use videos including the sounds and words for the letters.
2- The teacher writes the letter and teaches the sound of the
letter.
3. What was the focus of the lesson?
Shape of the letter, sound, words starts with the letter and how to
write it.
4. Were the learners engaged in the phonics lesson? If they
were, select (a); if they were not, select (b).
a. Describe the diff erent types of active
engagement activities that the teacher
used. Use actions for each sound - fl ash cards
small white boards.
5. What types of activities did the children participate in during
their independent centers that reinforced the lesson
objective/learning outcome? If they participated in learning
centers, select (a); if they did not, select (b)
a) Describe the diff erent types of learning

center activities that the students did.


Using clay to create the letter - work sheets (writingcolouring).

Table 3: Teaching Shared/Guided Reading


Title:
What the teacher does
What the children do

Comments

Teacher used smart


board to read digital
story for the students.

Students didnt give the


teacher attention except
few of them.

Teacher should interest


the students and take
their attention from the
begging.

She asked them to be


quite and she completed
again the story without
explain or say the
meaning for the hard
words in Arabic.

Students who were


giving the teacher their
attention, they felt bored
while others were still
playing.

Students didnt
understand whole words
in the story so they didnt
interest in.

The teacher was just


telling the story without
actions and without
asking questions.

Two of the students went


to the toilet without
telling the teacher.

The teacher didnt give


all students attention.

Reflections on Observation Task 3: Teaching


Shared/Guided Reading
1. Which concepts about print (CAP) did the teacher focus on?
a) What strategies/activities did the teacher use to
help the students understand the CAP concept being
taught? Because of the short time of the reading
story, the teacher didnt give students activities.

2. Were there any initial/medial/final sounds, punctuation, sight words


or word families that were covered during the lesson? If they were,
select (a); if they were not, select (b).
a. W h a t was the purpose of teaching these concepts? Explain its
importance.
b) Provide one (1) activity example of how initial/medial/fi nal
sounds, punctuation, sight words or word families could
have been could have been covered during the lesson.
Teacher may add punctuation. For example if she took one
of the stories and she re-write the story adding punctuation
and tell the students about them.

Table 4: Development of Early Writing Skills


Developmental
Writing Stage

Supporting
Activities

Strings of
the letter.

Links to the ADEC Curriculum

Link sounds to letters, naming and


sounding the letters of the
alphabet.

iPad

Use technology.

Help students in writing and


reading.
Link sounds to letters, naming and
sounding the letters of the
alphabet.

Use pencils and


worksheets:

Worksheets

Students developed in holding


pencils and how to write the
letters.

Whiteboards.

Link sounds to letters, naming and


sounding the letters of the
alphabet.

Use markers and small


whiteboards:

Markers are different from the


pencils, so students developed
their writing and recognizing the
letters using markers and
whiteboards every day.

Comments

Modern way,
students like
technology
but they may
be addiction
on it.
Traditional
way, helped
students in
writing but it
is not interest
way for
students to
learn.
Traditional
way, students
really like
using markers
to write and
they
developed in
writing.

Suggestions for the further development of early writing


skills
Using crafts relate to the letter with writing the letter on it.
Using dots to develop low level students.
Giving students white boards includes line on it for students to write the letter.

Reflections on Observation Task 4: Development of


Early Writing Skills
1. What developmental writing stages are the majority of the
students in?
Writing the letter on the white boards, play Doug.
2. Describe and explain two (2) suggested strategies that the teacher
can use to help the majority of the students within their
developmental writing stage.
White board is very helpful way for students to learn and develop their
writing.
Using dots even not for the letters, at the beginning even for KG 1, teacher
can give students not straight line dots and they have to follow the dots to
develop their writing.

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