Task 3

Promoting
Literacy
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The Power and Pleasure of Literacy

The Literate Environment
Knowledge of Print
Literature Responses
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 students go to the library to read the stories, they do silent
reading even in the classroom, the teacher ask students to open the book,
and read it silently. They sits in their chair. They dont sit in the circle. The
teacher dont reread stories.

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

participate? Sometimes they read stories in their journal book but in the
library students choose the stories.
How does the teacher encourage participation? How do they
participate? The teacher use class dojo if the students listen to her, they
will have 1 point. The students get so excited to have more points, so they
participate.

Describe the reading area in the classroom.

The students sit in groups and they sit in the chair during the reading.

When do children choose a book to read for pleasure

In library period, students choose the book by themselves.

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.

Statement

Flashcards

Labels

Rules

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

How are the books displayed? Can the children access them easily?
They have book shelf in the corner. The students can access it easily.

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?
Yes, when they read a story in the library, the teacher remind them to read from
left to right. She also 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.) Author.

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?
When she explain the lesson, yes.

How does she support the childrens development in understanding

the use of uppercase and lowercase letters, punctuation, and other
print features? She doesnt.

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.
I didnt see any.

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?
I didnt see any.

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?
No.

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

example?
Yes, teacher ask students why do you think Ami did this.

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.

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? When she say the
word, she focus on the first letter.

How does the teacher teach phonics and word attack skills to
children?
She plays a video after that she explain verbal.

What phonics did you see presented to the class? (CVC, diphthongs,
diagraphs etc ) Oy and Oi.

What games or activities does she provide the children with the
develop phonics?
Didnt see.

Does the teacher read stories that have predictable sound patterns?
Mention some you heard?
No.

Does the teacher encourage children to sound out the words they
meet? When?
Yes, while reading a sentences.