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Task 3

The document describes literacy strategies observed in a primary school classroom. It discusses: 1) The print-rich classroom environment, including labels, captions, flashcards, rules, instructions and reading materials. 2) The reading area containing various genres of books displayed for children. 3) A phonics lesson where the teacher teaches letter sounds and has children find examples to build word recognition. 4) Two reading approaches - guided reading where the teacher leads a circle discussion of a story, and shared reading where the teacher acts out a story for comprehension. 5) Writing activities including emergent writing with clay to form letters and copy writing names.

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96 views3 pages

Task 3

The document describes literacy strategies observed in a primary school classroom. It discusses: 1) The print-rich classroom environment, including labels, captions, flashcards, rules, instructions and reading materials. 2) The reading area containing various genres of books displayed for children. 3) A phonics lesson where the teacher teaches letter sounds and has children find examples to build word recognition. 4) Two reading approaches - guided reading where the teacher leads a circle discussion of a story, and shared reading where the teacher acts out a story for comprehension. 5) Writing activities including emergent writing with clay to form letters and copy writing names.

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© © All Rights Reserved
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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 Description
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.

- This is the Flash card, and according to it, the teacher


teaches the children the alphabet.

-This is the rules for the classroom.

- This is the time table that the teacher put it


on the board to let the children know what
they will study for today.

-The first picture is


about the box of the
hats for the children,
and the other two
images are of the area name also for (look what I made) the teacher put the children thing
according to the theme.

- This is the label, and it says can you write the


character’s name. So the children may write the names.
Describe the reading area in your classroom. What genres of books are there and how are they
displayed? (Photo)

This is the reading area where the children can set and read.

This is the books that the teacher read for the children, or
they can read when they finish the snack time.

Describe a phonics lesson you observed. How does the teacher teach word attack skills to
children? Mention how the children are scaffolded to recognise the word and get the
meaning?
-The teacher let the children at first see the letter, and then she says the sound of the letter.
After that, she tells them to find anything on the classroom that began with this letter. For
example, letter ”d” for doll.

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.
-The children sit in the circle time, and the teacher tells them the name of the author. Then she
starts the story with acting by her body and face.

Describe some types of writing activities or the method the teacher uses for writing – e.g.
emergent writing, copy writing, dictations, etc.
-The children write the letter with the clay, and for their names they copy it. Also, they order
the letter of their names and copy it.

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