Task 3: Literacy Strategies

Link to: EPR 2503 Language Arts C (Reading/Writing/Literature) and

EPR 2603 Language Arts D (Teaching Methods for the Primary School Teacher)

Task Desertion
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 photos to show
evidence of your observations, and a reference to reading when possible.
Describe the classroom environment. (Photo)
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.
There are many prints in KG2 class and the three prints that I really liked are:
1- The positive flash cards that the teacher hanged them in the wall and every two
weeks they learn one word , what does it mean and used it.
The purpose of these flash
cards is helping children to
feel good about themselves
and to be proud about what
they achieved.
EX: the first week they took ( I
stay positive) and during the
class when someone doesn’t
complete his work he felt
depress ,other children
support and motivate him by
saying stay positive.

2- flashcards of the rules.

The purpose of these
flashcards is to keep children
organized and whenever they
break the rules the teacher
reminds them by point the
rules.

3- designing sight words book.

the purpose of this book is
encouraging children to know
more about the sight words
that they took. For example,
this picture shows us that
children will write (I see) then
they will draw what they’re
seeing.
This will help children to saw their work and remember the sight words.
Describe the reading area in your classroom. What genres of books are there and how
are they displayed? (Photo)

The reading area in my classroom includes: Carpet, chairs, stories, flashcards, sights words
and books shelves. The genres of the books in the reading area is children literature. it’s
includes, stories, books and magazine. There a lack of stories in the shelves. to display the
stories, my MST use different strategies such as, puppet show and data show to introduce
the story for students. usually, she used different voice tones and she use her body
language to do the movement of each character, so students will be involved with her
and will be excited with her.

Describe a phonics lesson you observed. How does the teacher teach word attack skills
to children? Mention how the children are scaffolded to recognize the word and get the
meaning?
When KG2T had a phonics lesson my MST used different strategies because there are
different abilities in the class, she used strategies that are useful for all abilities.
When it was the turn of ch sound, the teacher starts the lesson by tilling them story about
the spatial friends H and C that when they came to gather they make the sound Ch, then
she gave them words start with sound Ch.
After that she asked them to think about words start will sound Ch. Every 2 kids together.
Then she showed them flash cards of pictures start with sound Ch and children have to
say the sound first then the word.
Then she gave HA children cards of the letters and they have to blend to make words
start with the sound Ch. Then she assesses them by asking them to spell the letters first
then say the word by themselves.
Consider different reading approaches have you observed? (Guided reading, Shared
Reading, Sustained Silent Reading).
Choose 2 and describe how the teacher implements these approaches in the class in
detail. (Photos, and refer to EPR 2603)
Consider seating arrangement, participation, comprehension, reading strategies in your
discussion.

During my TP I observed the teacher and she applied 2 approaches which are Guided
reading, Shared Reading
In the beginning , the teacher showed the children the story. She asked them about the
story title, story cover page and what they can see in the cover page. Moreover, she let
them to share their ideas about the story together.
Before reading the story, the teacher gave some instructions.
While she was reading the story, she asked them different questions to assess their
understanding. Also, she used some materials and puppets to engage the children and
make them interested.
The teacher used different voice tones and body language to represent the characters
and to grap their attention and keep them
focused with her.
At the end of the story, she asked them
about what did happened in the story and
to see if they understood she made for
them different hands-on activities.
Moreover, she gave them missing activity
during the circle time, she wrote words of 3
letters and the middle letter Is the
missing(Vowel letter) then she put the
Vowels cards and children have to spell the
word and find the missing letter.
 Describe some types of writing activities or the method the teacher uses for writing –
e.g. emergent writing, copy writing, dictations, etc.

The MST made different hands-on activity such as:

1: Tracing the letter by using the colors ,doing this activity will help the child to know how
to write the letters.
2: Using playdough to form the letter, I think it’s an enjoyable activity, children will be
excited to form the letter.
3: Writing letters in the sand, and for HA they have to blend letters to make a word.
4: using clipboards and pencils to practice writing letters and words.
5: they have book of the letters ; the teacher gives them to copying each letter 4 times.

After the Task - Reflection

Choose 3 best practices you observed during your time in school. Reflect on these and
consider why you would 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.