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 3 weeks.

Procedure

This task is intended to be implemented over the three 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
you observed?
Where do they sit?
2: THEhave
LITERATE
ENVIRONMENT
Does the teacher rereads stories? Why?
Observe your MSTs classroom and general practices you see around the
Yes
she Discuss
reads every
oncebelow
at theinlibrary
and they
sit on
school.
each week
statement
the context
of what
youthe
observe
and
support
with
a
photo
and
a
reference
to
reading
when
possible.
chair but like when they on the map shred reading. She does not

reread it because of time

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.

to knowthe
thestory/text
rule of thethat
classroom
Rules
Who selects
is read? Do the children participate?
Childrens
work
to motivate
them participation? How do they
How does
theteacher
encourage
participate?
The teacher selects it , yes they does when she asks a question ,
What
print materials
and books are in the classroom? Is there a variety of books
they
participate
actively
and genres mention some examples.

there arethe
no reading
books , accept
for reading and they are mixed
NoDescribe
area infor
thethem
classroom.
storied
There is no reading area the classroom accept a cupboard with
How are the books displayed? Can the children access them easily?
books
In the cupboard

When do children choose a book to read for pleasure

Are there any books referring to the UAE Culture? Are there books about other
cultures? Do you think this is important? Why? How can this develop schema?

In the break
No there are no books about culture, I think it is important for them to
know about culture.

List any opportunities/activities that the children experience that

allow them to see how we use print in daily life experiences.

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.

In the library , group tables and the sit and read

Does the teacher provide the children with opportunities and materials to write?
When? Give some examples.

Only when the lesson is about writing

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 she do guided reading with them

What features of a book does she ask the children to identify when
reading?
(author, title, illustrator, index, table of contents, blurb etc.)

All of them

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 they do a mistake , to read it carefully , no word wall , no

How does she support the childrens development in understanding

the use of uppercase and lowercase letters, punctuation, and other

print features?

I did not see any of those

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.

When they talked about Helen Keller.

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?

No ,

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 when talking about Helen Keller what will happen to her?

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.

No

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.

No

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?

How does the teacher teach phonics and word attack skills to
children?

No

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)

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

Nothing

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

No activities

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?

No

Other