You are on page 1of 15

Task 3: Literacy Strategies

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

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
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
(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.

During my teaching practice I observe my MST having practices with

students, and this practices that she has its aim to, boost students academic
level. Here are three practices. Decoding the words while reading, and it
means that translation the letters into the sounds and this method called
phonics instruction and this method proved to be the most effective in
helping students gain decoding skills. Phonics is the foundation of reading.
The way that teacher teach them this strategy is modeling, when she is
encountering with words that she knows its hard to read, she is decoding it,
so when the student finds any word that is hard to read he is decoding it. As
in the future, I will be a teacher; I will like to teach my students this strategy,
because if students are unable to decode words, they cannot apply other
reading strategies or comprehend what they read. Teaching students proven
decoding strategies provides them with a strong foundation to ensure
reading success. Moreover, this sure will help them in future to be an
accurate and fluent reader. The second practice that she is doing with them
is comprehension strategy, and its mean "Comprehension strategies are
aware plans sets of steps that good readers use to make sense of the text.
Comprehension strategy instruction helps students become purposeful,
active readers who are in control of their own reading comprehension "
(Adler, 2009)that and it promotes students think actively in regards to what
she is reading. My MST she was using with them this strategy after reading,
where she was asking them to have a mind map of the reading, or
summarize the reading that she had, and often she is doing with them , in
the future I will like to use these strategies in my class, because this strategy
will aid students to know about what they are reading, and whey, also this
approach will allow the students to have connection of events in the text to
prior knowledge or experience , so they can widen their knowledge, however
In short, building reading comprehension skills requires a long-term strategy
in which all the reading skills areas (phonics, fluency, vocabulary) will
contribute to success.

The last paretic that I observe her doing with students is that while she is
reading, she is letting students to be engaged by saying to them that while
she is reading highlight on words that have long letter sound, and short letter
sound or highlight on words that you did not know their meaning. In the
future I will like to do the same with my students by using other strategies,
for example, making connection, picking up the main idea , the reason
because this will get them engage and more focus on the reading and text,
moreover for sure will encourage critical thinking of students and increase
comprehension and easy retention. However this part will scaffold and will
impact on them and with their literature level , because most of the while
activities are speaking and reading and as we know as much they will read
they will boost their vocabulary and if they have a good amount of
vocabulary their communication skills will be developed, moreover its will
develop their imagination too , because when we read our brains translate
the descriptions we read of people, places, and things into pictures. Also,
speaking activity is beneficial too for the students, because they will get the
occasion of correcting their mistakes in this language which are critical for
students to be corrected their mistakes from younger age so they cant carry
it with them when they are older.

Observe your MSTs 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.

As we know having a positive and solid environment in the class is one approach of
having a great learning and having great relationships between teacher and students,
and we are aware its a part of encouraging the teacher and students for learning. So
let me draw for you a picture of classroom environment that I was in it for one month,
initially I will like to start with the wall, the wall was divided into subject parts, so each
topic have his own section of the wall, so the teacher can put the students work there,
or the updates for the subject. But the wall wasnt a rich printed wall, because there
wasnt the information or charts or pictures that will attack the student, there are
some charts put I think they are not in a proper way, because they are in a tiny font or
its not in the right place. Moreover, there isnt some vital charts or information that
must be front of the students always, for example, high frequency words. The way of
setting the table is in circulation way, which mean students are sitting in groups, and
in each week teacher is witching students place so they can work with other students
too, like strategy, because this will create a connection between the students, and also
will reduce the behavior that isnt accepted. Also, the class is provided with recourse
for each subject, and they are in the safe box, but the teacher rare consuming them.
Beside I visit other classes, and they have ears in the class, however, the class that I
was in it, this is now ears, for example writing ear or reading, there is a book self there
but without having an ear for it. In the end, the students that I was with them they are
an active student in movement, and when they are having a lot of movement they
yield to misbehaviour, so my MCT when she is having these form of misbehaviours she
starts to have a control on them by the reward system.
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.

As I mention recently in the last question having a productive environment will effect
in student learning, and one of the approaches that will aid the student to get effective
learning is by having prints surround the student. So the class that I was in it, it have
printed over the wall, for example, the rules of the class , but they are in Arabic , and
there is a small chart that it in back side of the class and it have a diminutive front
about the high-frequency words and they are only 10 words maybe and the purpose of
this chart is that student can remember the words, first of all, this kind of charts should
be in a larger size for students can see and make them attract full with pictures, and
this should be in front of the class, so student can see them and use them, moreover
there is words chart , and this chart is for three subject Math and Science, English in
each of this subject the words that it's important in the lesson that they will take will
be to them , so the students can use them during the lesson when they are writing or
have a discussion this chart can help them also in building their vocabulary, move the
important chart which is rules chart is in behind the teacher chare!! Its a real in a
wrong pleas for because students cant see it, and the purpose of this chart is to teach
students what is required from them, and how they have to be in the class , but
infertile teacher is not using it and remembering them about it, this why she has a
misbehaviour in the class. Moreover the recourse that is in box are labelled with the
name, the reason that teacher marked them is, to make the access easier for the
students and her when she need them , labelling is a one way of saving the time
because if the box isnt labelled she will spend her time, in finding this for the lesson or
the activity. In addition this is a board that is for the subject table and time, and
every day she is writing the todays table , and this table is for teacher and students
too, because teacher can know the class timing if she forgot and was busy with the
lesson, and for students is because they can know what they next subject will be and
be prepared for it.
Is there a variety of books and genres in the class ? Mention some. How are
they displayed?

Having a variety of books in the class and not using them it's not considered under
reading development. Having verity of books in the class will help a student in their
learning, and spicily in their language, because reading books from the young age will
make their language stronger when they are the adult. Moreover, this will teach them
the differentness between the books.
The class that I was in it have a variety of books in both languages, Arabic and English.
The books are in a wide self, and when I saw them they are in a pepper form, they
were missed up which mean Arabic with English book, big books with small books and
some books were opened and they are in the self, moreover they were not labelled, for
example each rack have books, and it's labelled with the name of category that these
books considered. Put as I am a part of the class I prepared them and divided them, so
Arabic books are seaport and English books are separate, significant books have their
own rack. The books that are in the class are not in a quantity of books, there is the
picture book, and storybook, nonfiction book there are big books also, most of them
are but in Arabic. But as I was with them for one month I didnt see that students are
reading from it, but they are reading a book, and it is a big story book, which chapters,
and most of the time teacher is reading to them.

Describe the reading area in your classroom.

Their isnt reading area in the class, they are reading in their places.
Does the teacher read to the children? How often? How does she motivate
them to read?

Students often gets chance of reading by them selfs, but most of the time teacher is
reading to them twice a time in a week she is reading to them the big book, and they
are following her with their book, and during she is reading for them she is asking
them if you encountered with a word that its hard to understand underlined so she
can tell them what it's mean but half of the class were not with her when she is
reading, because during her reading there is some things are missing, for example, the
voice, she is reading the story in one ton, moreover she is not having a lot of pausing,
while reading a story teacher should realize that she is reading for which age group
and who she have to read for them .
This type or reading consider under shared reading. The four weeks that I was in that
class, the way that teacher was motivating them for the reading is by tell them I will
give you extra points!, I think its not that much better way of motivating the student,
the way of motivating student is by having an area for reading and create tactful the
area by having pictures and having stories that they like to read it, by making
competition among students in reading.

Describe the reading approaches have you observed? Where do the children
sit? How does the teacher encourage participation?

Read aloud Shared reading Guided reading Independen

t reading
Reading aloud is one of Shared reading is an During my teaching There isnt
the essential strategies interactive reading, practice I did not any
for the students that where students get observe my MST she independent
come from the teacher reading in
coincidental of is doing guided
or parent, and it figures the class .
on the student many using materials that reading, but she was
necessary skills, for they may not be doing her assessment
example introducing able to read their for the students in
vocabulary, provide the own. In this type of their reading, buy
model for the fluent reading teacher is picking three
and its aid the student modeling the students in one time,
to recognize what
reading accurately to the anther class.
reading for pleasure is
all about. and fluently for the
During my teaching student, students
practice, I observe my for sure will be
MST she is reading involved with her if
aloud for the students she had all the
when she is reading for involving strategy.
them the story chapter
book and, she is always As I was monitoring
reading for them in the my MST in her
class instead of going
reading lesson, she
to the school park, or
to the library, and as is doing her all sorts
we know that the of reading in the
places have an effect class, put when she
on the student is doing the shared
learning, changing reading, all the
place is a one way of
students with her
making the student
motivate for it. The sitting on the mat,
way that she is using it, where she is setting
by asking all student to on the cheer, and
have their story all students are
chapter book, and setting front of her.
asking student to The way that she is
follow her when she is
doing with them the
reading , and she is
reading from her smart shared reading is
board, and while she is by having three
reading she have only parts in her lesson,
on high ton, without which they are pre
having a feasibility in and while and post,
her sound, to attract wherein the pre she
the listener, top on that
Consider how the teacher reminds children of any concepts of print when
reading? (left-to-right, top to bottom, punctuation, author, illustrator, etc)

As we know those teaching concepts of prints are essential for the student because its
the fundamental of reading, and this how the reading works. As I was observing my
MST in her reading lesson, often she was reminding students about the concepts,
because all the time she is reading, instead of letting students have a go and read ,
but the reminders of concepts comes in loud reading where all students are following
her reading their book, and the concepts that she was reminding them is asking them
where is title of the story , and name of the writer, and she was allowing students to
come on the board and point to the answer, also during her reading, when she is
encountering with punctuations, she is asking them what is punctuation means, does
this punctuation are incorrect places , moreover I can remember that she start to
read the story from the last pages of the story, and all students recognize that she
starts reading the story from the last pages, not from the begging, and students make
her alert that she is reading the story in incorrect direction. Put in general as long as I
was their not her that she is not much reminding them about the concept of prints,
and I ask her that do they take the concept of prints, her answer was yes, and am
assessing them on it, when they have reading assessment!.
How does the teacher teach phonics and word attack skills to children?
Describe a phonics lesson you observed and mention how the children are
scaffold to recognize the word and get the meaning.

During my teaching practice I observed my MST when she is illustrating for them or
reviewing for them about the phonics and word attach. Initially she is reviewing with
them the sounds of each letter, which is long sound, and short sound, after that she is
testing with them the sounds of two letters, for example PH. Moreover she is asking
them to look for chinks where they are reading each chunk by itself. Then blend the
chunks together and sound out the word to get the meaning for the word. Also she is
consuming the picture rule, where they are identifying the meaning of the word, from
the picture, so they are looking to the image in unlike aspects, because sometimes the
picture have more than one meaning, this strategy they are using it most, and they
become familiar with it , because most of the time when teacher will teach them a new
words, she is providing with them picture if they cant read the word so this is a way of
aiding student in recognizing the word . Sometimes they are identifying the meaning of
the word from the word that comes next, but not all students assessed on this
strategy, because sometimes they are facing the next word as well difficult so teacher
is helping them with demonstrating the subject of the sentence

What comprehension strategies are the children learning/using?

Strategies that teacher teach students and they are using it are, ask questions if you
need help , students have to ask teacher questions if they feel that they are losing
some were in the lesson, and they have to ask for the exact time that they have the
problem, students are not allowed to ask questions to their partner, because they
instead of asking questions and helping each other they will start to have a talk and
disturb the class, moreover learners pose and answer questions that clarify meaning
and promote deeper understanding of the text. Questions can be generated by the
learner, a peer or the teacher. The way that she teaches them is by before starting and
part of the lesson she said to them that after fishing from the part I need from each
group a question that is related to the lesson.
Making connection, learners make personal connections for the text and their
personal life, and with the things that surround them, this strategy is more cognitively
because they will be things about things that are likely can be connected with the
topic and aid them to remember it , and she taught them this strategy by asking them
for example if they were taking about sunflower plant, so teacher will ask them who
have this plant in his or her home? And how they take care of it?, moreover, this
strategy aid teacher attracts their attention, because students in around 7,8 years
they like to connect things with things.
Summarizing, Learners identify and accumulate the most important ideas and restate
them in their own words. This strategy students are using when they read with the
teacher a passage, and then they summarize it in a mind map or a table, and often
they are doing it in groups. This strategy will aid the student to have a good and clear
understanding of the context. Moreover, this will aid them to have higher level of
thinking because they will be choosing words that are impotent between all the words.
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.

In every year this is a week for reading in English or Arabic language, and during my
teaching practice days school team they did Arabic reading week, where they got the
alphabets and words in Arabic and some sentence that motivates students to get the
start and read. Moreover she said that in next semester she will do a competition for
her class students, where she will send the story chapter book with them, and they will
read it in the home, and as much they will read their parents will write in their
notebook that tells where they read and will sign for credibility, and in the end first 5
students who will be fished their chapter they will get reward in the morning assembly.

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

During my teaching practices, students were doing two writing activity each single day.
And fist activity is morning writing, wherein the begin of the class student did writing,
and every day there is a topic of the writing, for example, when you feel excited, and
way . And students will write in their writing notebook. This style of writing is
emergent writing, were students have to write their own words and their own ideas,
but in this type of activity student are also scaffold by having some high-frequency
words on the board the reason that she has these words is because this will help them
in writing, because this are some students they have difficulty in writing and in
knowing the words. Before they start to write the teacher was making sure that they
know what the topic meant and was they would write.
Anther writing activity, which I observe is writing your own story, where students they
wrote their story, but fist the teacher illustrate to them about the story, how many
stories have parts, what are the story elements. Before students start to write their
stories, teacher write with them a story, which means she modeled for them and
provide them some ideas or topics for the story, also in this activity she give them
some words on the board that will help them in their writing, also she give the opining
sentences which is ones a pony time . The student did well in this writing and they
even those how to have difficulty in writing because they dont have that much
vocabulary, and having spelling mistakes, because teacher announces for the student
that write and dont wary about the spelling I will not be focusing much on the