Task 3

Task 3: Literacy Strategies
Objective: To observe literacy strategies in action over 4 weeks.
Procedure
 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 permission)
 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 Children.
 (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.
LITERACY STRATEGIES
1) 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 a
photo and a reference to reading when possible. Describe the classroom
environment.
This is the grade 1, in the classroom was very organized, colorful and
comfortable for the students. They have different materials to use in the
classroom to help the students to study. The teacher uses in the
classroom materials.
1. Smart board: this is the smart board to show the student video ( sing
a song – picture) and present the lesson.
2. Tables: this is a classroom, has 4 table for students with different
levels.
3. Classroom rules: to help reminder for students.
4. Reading area: it contains shelf book, table, and chair.
2) 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.
Picture Purpose
This is the timetable by the teacher in the
classroom is to students to see it and let
students know what they have in this
period.
Timetable
The purpose of the classroom rules that
remind the students to be on good
behavior in the classroom.
Classroom Rules
This is reading corner that develops the
students reading. Students read the story
when had free time.
Reading corner
3) Is there a variety of books and genres in the class? Mention some. How are they
displayed?
Yes, there are some books in the classroom. Teacher and student bring the
books from the library, and the student selects a book for a week. And then put
the book on the shelf. The displayed for the students in circle time, and she
read the story for the students. The teacher asked a question anything for a
student about the story.
4) Describe the reading area in your classroom.

In the reading corner, this is place very small,
organized and comfortable. It contains the table,
chair, and store shelf. The teacher provides
different a storybook such as small book and a big
book. Students took one book and sit, s/he read a
book. The teacher put the rules for the reading
area.
5) Does the teacher read to the children? How often? How does she motivate them to
read?
The teacher read the story for the students every day. She didn’t use activity,
and she wants the student read a story, and develop language. Encourage and
motivate the students to read. Also, the teacher is helping for each student
who is developing language.
6) Describe the reading approaches have you observed? Where do the children sit?
How does the teacher encourage participation?
Read aloud Shared reading Guided reading Independent reading
When the teacher The teacher was Students have

The teacher used the big book divide group, and she each file include
was sitting and sat with them takes five students three
with them on in a circle. The sit the middle, after storybooks, and
the mat, and teacher started to that she read the they take a
she read a read a story for story and they
story, they read
story for the the students, and follow, or she listens
themselves.
students in a show them the when a student read
loud voice. The picture, cover page the story.
he teacher (author and
was read a illustration) and
story and then asks about a story
show a picture of the students.
in the book.
They were
interested in
in the story.
It helped the
students.
7) Consider how the teacher reminds children of any concepts of print when reading?
(left-to-right, top to bottom, punctuation, author, illustrator, etc)
The teacher used the concept of print during reading. Before start teacher
starts the story, she asks for the student's names author and illustrator, this
front and back cover. She said for students you should start read from left to
right.
8) How does the teacher teach phonics and word attack skills to children? Describe a
phonics lesson you observed and mention how the children are scaffolded to
recognise the word and get the meaning.
The teacher goes with the student’s phonics she open video with words and the
students repeat said words and write on the small board. Also, use flashcards,
and she chooses one student and then read a word if s/he know.
 What comprehension strategies are the children learning/using?

The most comprehension strategies such as inferring, synthesizing, making the
connection and activating prior knowledge.
9) 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.
On the school, they did have any special reading such as book character and
school reading challenge.
10) Describe some types of writing activities or the method the teacher uses for
writing – e.g emergent writing, copy writing, dictations, etc
The teacher to improve student’s writing skills such as guided writing shared
writing, emergent writing, sight word dictations and copywriting. The teacher
uses it in the class to practice with students.
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.
In the teaching practice, I observe on ALS is the English lesson. I

notice three important things in the classroom. The first lesson, I liked
teacher open video sight words they wrote on the small board and
repeat words. The second lesson was writing, the teacher gave student
worksheet story map, and they had to write it. This helps to improve
movement for writing. The third lesson was a flash card, and teacher
shoed flashcards for the important vocabulary that include in the story
with a picture.
It is important to implement these in a UAE primary classroom because
it will improve the story and it will help for student improve reading.

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Task 3: Literacy Strategies

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

Before the Observation

After the Observation - Reflection

4) Describe the reading area in your classroom.

Read aloud Shared reading Guided reading Independent reading

When the teacher The teacher was Students have

 What comprehension strategies are the children learning/using?

In the teaching practice, I observe on ALS is the English lesson. I

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