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Task 3

The document describes a literacy strategies observation task that students are asked to complete over 4 weeks. They are to record examples of literacy practices and strategies seen, such as phonics lessons, guided reading, etc. Before observing, students review relevant readings and explain the task to their teacher. During observations, students consider how the classroom environment and resources support literacy. They describe approaches like read alouds, shared reading, and guided reading. After, students reflect on 3 best practices seen and how they could implement them to support learning and reading levels in their own classrooms.

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89 views7 pages

Task 3

The document describes a literacy strategies observation task that students are asked to complete over 4 weeks. They are to record examples of literacy practices and strategies seen, such as phonics lessons, guided reading, etc. Before observing, students review relevant readings and explain the task to their teacher. During observations, students consider how the classroom environment and resources support literacy. They describe approaches like read alouds, shared reading, and guided reading. After, students reflect on 3 best practices seen and how they could implement them to support learning and reading levels in their own classrooms.

Uploaded by

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Task 3: Literacy Strategies

Objective: To observe literacy strategies in action over 4 weeks.

Procedure
 This task is intended to be implemented over the four weeks.
 For this task student should:
 record examples of practices and/or strategies that they observe- e.g phonics, guided reading,
Sustained Silent Reading, graded readers, literate-rich, print-rich environment,
 take photos and/or video recordings (if the school and the MST give permission)
 ask questions about and reflect on best practice observed

Before the Observation

Pre TP classes

• Discuss/review any relevant content from Learning to Read and Write, Section 2 “Readers & Writers
in the Making” pp27-99
• Neuman, S., Copple, C. and Bredcamp, S. (2000). Learning to Read and Write. Washington:
National Association for the Education of Young Children.
• (Neuman, Copple & Bredcamp, 2000, 56)

In the school

 Explain the task to your MST so she can try to highlight and include some of the strategies/aspects
you may need to consider
 Decide what time(s) each day you will conduct this observation.
 See if you can find out what the teacher plans to do each day by studying his/her plans, and/or talking with
them.

After the Observation - Reflection


Choose 3 best practices you observed during your time in school. Reflect on
these and consider why you could implement these in a UAE primary classroom
in the future. Explain how these practices will affect student learning and
reading levels in a primary class.
LITERACY STRATEGIES

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

Describe the classroom environment.

This is the classroom the students sit in their seats and don’t make
groups with their tables they do most work as pairs.

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.

In this board the teacher stick flash cards related to English


Is there a variety of books and genres in the class? Mention some. How are they
displayed?

There is a verity of different stories in the classroom they are in the shelves and
when the students need, they go and take them

One of these books is the book of the diary of the wimpy kid.

Describe the reading area in your classroom.


When the students read by themselves, they stay in their seats but when it’s a shared reading they sit in
side.

Does the teacher read to the children? How often? How does she motivate them to read?

she does read to them quite often two times a week to three times. And she motivate by letting go around the
classroom as a game when they read.
Describe the reading approaches have you observed? Where do the children sit? How does
the teacher encourage participation?

Read aloud Shared reading Guided reading Independent reading


The children sit in They sit in one side of the They sit in their seats
the library. classroom. inside the classroom.

The teacher The teacher encourages The teacher allows the


encourages the the students by letting read students story books
students by asking some pages and letting that they have chosen
questions about the predict things about the which makes the
story. story. students happy and
motivated to read.
Consider how the teacher reminds children of any concepts of print when reading? (left-to-
right, top to bottom, punctuation, author, illustrator, etc)

She didn’t remind the students of the concept of print when reading.

How does the teacher teach phonics and word attack skills to children? Describe a phonics
lesson you observed and mention how the children are scaffolded to recognise the word
and get the meaning.

The sit in the side of the classroom and use flash cards along with a
story and she takes out the flash and have students say it and the ones
who say it right is allowed to move around.

What comprehension strategies are the children learning/using?


Questions
Predicting
Ask your teacher about special reading events carried out in the school - e.g ‘Book
Character Day’, DEAR Time, Book Fairs, ‘Extreme Reading’ competitions etc.

There wasn’t a special reading event in the school.

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

The teacher use dictations as a writing activity.


REFLECTION

Choose 3 best practices you observed during your time in school. Reflect on
these and consider why you could implement these in a UAE primary
classroom in the future. Explain how these practices will affect student
learning and reading levels in a primary class.

1. Letting the students choose the books they want to read. If this practice is used the
students will be happy that they can choose what to read and be more motivated to
read.
2. Shared reading: if shared reading is used then it helps the students understand the story
better and they are able to know how to read the parts they don’t know.
3. Read aloud: reading a story aloud in the library is a good way to motivate the students
into listening and reading the story with more focus. They are in different place sitting
in different chairs and listening to a story it could like a change of pace for the
students.

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