Task 3

Promoting
Literacy
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The Power and Pleasure of Literacy

The Literate Environment
Knowledge of Print
Literature Responses
Phonological Awareness

Task 3 Promoting Literacy

Objective:
To observe literacy in action over the 5 weeks.
Procedure

This task is intended to be implemented over the five weeks.

For this task student should:
should record examples of practices and/or strategies that they observe
should aim to make notes from at least 3 activities/strategies for each area. These may
or may not be listed.
are encouraged to take photos and/or video recordings (if the school and the MST give
permission)

Before the Observation

Pre TP classes
Discuss/review relevant content from Learning to Read and Write, Section 2 Readers &
Writers in the Making pp27-99
In the school
Decide what time(s) each day you will conduct this observation. The length of time needed
will vary depending on the activities observed.

It is suggested that at least one hour per day be dedicated to this task over the placement.

Choose the key areas that seem most relevant to the age of the children.

See if you can find out what the teacher plans to do each day by studying his/her plans, and/or
talking with them. Try to identify the relevant areas for each observed activity/strategy.

Make sure you discuss this task with your supervising teacher.

During the Observation

Make notes about what is happening under the appropriate key area.

Take photos and collect any samples for your portfolio.

After the Observation

In Post School Experience TP Classes
You will be presenting your experiences from this placement to your peers. Consider these
ideas for presenting your findings, using strategies for organizing and remembering.
*Time will be given in TP classes post school experience to prepare for the presentation.
a. Mapping Place the key area in center then place information under extended headings
around the center. Graphics/photos can be used instead of/as well as text.
b. Photo Essay Use visuals to organise thinking. Photos should be organised in a sequence
that will support your presentation in class.
c. PowerPoint/ Prezi presentation

Reflection
Reflect on each section you have chosen as you comment and discuss your
observations and refer to your reading as much as possible.

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?

There are two kinds of stories that the children read.

2: THE
LITERATE
ENVIRONMENT
The story related
to the
curriculum
being taught and the
stories they read in the library
Observe your
classroom
and general
practices
you
Curriculum:
1-2MSTs
periods
are dedicated
for that.
The
see around
thetoschool.
Discuss version
each statement
below
students
listen
the audiobook
of the story
or in
theon
context
ofand
what
youthe
observe
andread
support
with a photo
sit
the mat
have
story be
to them
and a reference
to reading
Library:
The students
selectwhen
bookspossible.
from their reading
level and the teacher assists them individually.
What
print doesnt
has the teacher
the classroom ( labels,
The
teacher
reread around
the stories.
captions,
flashcards,
headings,
rules,
instructions,
timetable,
Who
selects
the story/text
that
is read?
Do the
statements
etc) For each one you mention insert pictures and
children
participate?
statedoes
the purpose
of each
one.
How
the teacher
encourage
participation? How
Labels:
for
their
cubbies
and
classroom
jobs
do they participate?
Flashcards: for the topics relevant to the lesson
Timetables:
Most of the stories are assigned by the curriculum
Pictionary:
to help
them learn
new
and usually
contain
words
or words
terminologies relevant
to the curriculum. The students can read the story
out loud or speak about their experiences or ideas
that
Whatadd
print
materials
and books are in the classroom? Is there a
up
to the story
variety of books and genres mention some examples.
are a the
variety
of fiction
and
books.
There
Describe
reading
area
in nonfiction
the classroom.

Dress up: realistic fiction

Animal
Homes: non
The classroom
hasfiction
a reading rug. The students either use
How
butterflies:
Fiction
thatmany
or remain
in their
seats.(relevant to Math)
Natural Resources : Non Fiction (relevant to science)

How are the books displayed? Can the children access them
When
easily?do children choose a book to read for pleasure
There
is a book
library
in the back
of the
class access.
that theThe
Theyre
placed
in a library
cabinet
for easy
students
could
borrow
books
from.
students
usually
read
stories
at their own convenience
during homeroom, lunch or hometime.
List
any opportunities/activities
children
Are there
any books referring to thethat
UAE the
Culture?
Are there

experience
them
see
how
weisuse
print in
books aboutthat
otherallow
cultures?
Doto
you
think
this
important?
daily
Why?life
Howexperiences.
can this develop schema?

There are curriculum assigned books relevant to science and

mathematics. The students use that during learning centre
times.

N/A

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.
They can read on the mat or in the library.

Does the teacher provide the children with opportunities and

materials to write? When? Give some examples.
During the writing sessions.

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?
The students are already aware of the correct writing
direction in English.

 What features of a book does she ask the children to

identify when reading?
(author, title, illustrator, index, table of contents,
blurb etc.)
Before reading the students are asked to identify if the
story theyre going to read is fiction or non fiction. They
have to identify the authors purpose, the writing genre,
the author and other aspects.
The students have a reading log for every book they read. The
reading log asks them to identify the 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?
The main vocabulary words are usually introduced on
the board (usuing powerpoint) for reinforcement theyre
shown on the bulletin board . The students will move
away from theur desks and unto the mat during that
session

How does she support the childrens development in

understanding the use of uppercase and lowercase
letters, punctuation, and other print features?
She reinforces knowledge during the English lesson
that all sentences begin with a capital letter and end
with fullstops. Proper nouns and titles begin with
capitals too.
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.
During the reading sessison. If theyve read the story
they will retell it in their own words.

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?
During group reading the students will pretend to be
characters of the story and act it out.
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?
The teacher uses voices to help differentiate between the
different characters
Do children predict and guess the events of a story?
Give an example?
During picture walk

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.
Resorting pictures and relevant text
Predict whats going to happen next in the story

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.
N/A

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?
They pantomime

How does the teacher teach phonics and word attack

skills to children?
Through displaying picture cards and active pantomime to
say the letters and sounds.

 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)
The teacher uses sound cards. The sound cards are
then actively voiced and mimicked by the students. The
students will be
What phonics did you see presented to the class?
(CVC, diphthongs, diagraphs etc )

Sh/ ch sounds the flashcards will be displayed

and the students will act out the sounds. They
will have to come up with different words that
contain the sounds.
What games or activities does she provide the
children with the develop phonics?
clap when youre about to say the sound.

Does the teacher read stories that have predictable

sound patterns? Mention some you heard?
The stories they usually read contain the sound patterns
they learned.
Does the teacher encourage children to sound out the
words they meet? When?
During the instructional phase.
Other