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Task 3

The classroom is print-rich with labels, captions, flashcards, rules and instructions displayed around the room to support student learning. There are also areas designated for reading and phonics lessons. During phonics lessons, the teacher introduces new sounds using flashcards and examples. Students then practice recognizing and writing the sounds. Activities include games to reinforce sounds and blending words. Students are grouped by ability level. Two common reading approaches observed are guided reading and sustained silent reading. For guided reading, the teacher orients students to the book and has them follow along as she reads. During silent reading, students independently choose books to read quietly in small groups.

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61 views

Task 3

The classroom is print-rich with labels, captions, flashcards, rules and instructions displayed around the room to support student learning. There are also areas designated for reading and phonics lessons. During phonics lessons, the teacher introduces new sounds using flashcards and examples. Students then practice recognizing and writing the sounds. Activities include games to reinforce sounds and blending words. Students are grouped by ability level. Two common reading approaches observed are guided reading and sustained silent reading. For guided reading, the teacher orients students to the book and has them follow along as she reads. During silent reading, students independently choose books to read quietly in small groups.

Uploaded by

api-345598037
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Task 3: Literacy Strategies

Describe the classroom environment. (Photo)


Consider how the class is a print rich environment. What print can you see around the room?
(Labels, captions, flashcards, headings, rules, instructions, timetable, flash cards, etc.). For
each one you mention insert pictures and state the purpose of each one.

This is how a classroom is, they have rules for circle time,
going bathroom, and going outside to doing the activities,
the classroom is full of colors it displayed the student’s
work.
1. They have a week’s learning objectives besides the
smartboard to they know what they have to learn
in the week such as theme, sound, color, shape,
and number.
2. In up of that board they have all the letters and the sounds flashcards so when they
took the letter, they remembered it.
3. On the other side, they have the student’s assessment in which level they are or are
they develop their knowledge.
Describe the reading area in your classroom. What
genres of books are there and how are they displayed?
(Photo)

This is the reading area the students when they had a


group work, they come to it and they read the books they
want such as stories, phonics book, animals’ book, and
Arabic books. They organized according to their size big or
small.

Describe a phonics lesson you observed. How does the teacher teach word attack skills to
children? Mention how the children are scaffolded to recognize the word and get the
meaning?
The teacher first she introduces the new sound by showing them a flashcard for the sound
and of some words that start with that sound, then she let the students guess any words that
start with that sound, to scaffold the students she play the game of the sound (Speedy
Sounds), after that she teach them how to write the sound, there is a story for every single
sound. While she writes the sound, she tells them a story then they wrote it in the air and on
the mat. Moreover, they make some blending words, in the last of the lesson the teacher,
divide them into groups according to their levels then she dictates them the new sound and
the previous sounds.

Consider different reading approaches have you observed?


(Guided reading, Shared Reading, Sustained Silent Reading).
Choose 2 and describe how the teacher implements these
approaches in the class in detail.
Consider seating arrangement, participation, comprehension,
reading strategies in your discussion.

I chose the guided reading and silent reading.


• In guided reading, the teacher teaches them significant
things such as the title of the book or story, and the
author. Then she opens the page and let the students
know which page and what number is that then checks
them if they open the right page or not, then she starts
to read and let them follow her with putting their
fingers on the word one by one.
• In silent reading, when they have group work the students go in a reading area and
they choose the story and read it silently.

Describe some types of writing activities or the method the teacher uses for writing – e.g.
emergent writing, copy writing, dictations, etc.

In this school they focused only on the sounds


or reading, they didn’t have writing only
dictation in the phonic lesson.

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