Task 3 – Literacy strategies

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.

1- Describe the classroom environment.

The class contains 4 cabinets with shelves, in each of it there are labels shows the content of
the shelve. That helps the children and the teacher to return the items easily and in order.
The class tables divided into 4 groups, and each group has a special color for the materials,
pencils basket and the colors. At the back of the class, there are two tables. The first table
where the student put their lunch boxes and water bottles. The other table where the TA sit
and put the homework and worksheets in student’s files. Where the teacher sits there is
board with the student’s task and some rules for behavior. At the top of the smart screen
wall, there is number line posters and months. The wall Where the students put their bags
on, there are adjectives sticking on the wall and student's works. Also, there is big cabinet
provided with extra materials that students and teacher need.

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 Description/purpose
The wall next to the table of the teacher: - Contains the
names of the students and their birth dates, the tasks of the
students in the lesson, such as the collection of materials and
the distribution of books. And information about student
behaviour and level.
 Classroom rules poster: - There are some rules that a student
must adhere to while explaining the lesson and activities such
as cooperation, participation, and calm.

Bookshelves: - Each subject has a different shelf, where the

books are placed in the dedicated shelf. There are labels
showing the places of the books because the students do not
take the books with them home.

Is there a variety of books and genres in the class? Mention some. How are they
displayed?

There is bookshelf at the back of the class contain different types of books that fit students age and
interests. There are fiction and non-fiction books and some educational books like dictionary and
vocabulary books. The teacher uses the books for read-aloud sessions. Sometimes she asks the students to
pick books and read.

Describe the reading area in your classroom.

There is no reading area in the class because the students have 3 Library periods each week. The students
can choose books from the shelves and sit on the beans bag or the sofas to read.

Does the teacher read to the children? How often? How does she motivate them to read?

The teacher encourages the students to read through giving points using dojo system. There
is program every three weeks by grade two teachers. It’s like a competition between grade 2
students. They read stories and finds vocabulary and memorize them. That help the
students to develop their language and writing skills.
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

During Library time

Weekly basis
she encouraged them
reading
to read through
comprehension,
giving dojo points
every week she
and feedbacks.
asks some
students to read a
page or half page.
She encourages
them by giving
grades and
feedbacks. Also, ---------------------------- -----------------------------
when there is
time she ask
them to read in
front the class
and use
expressions.

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 begins by reminding the students of the goals and rules of reading before starting to read using
PowerPoint or videos. She always highlights the using of expressions, speech marks, full stops, and commas.
Once they are done reading she ask them to find some punctuations or difficult words to look for their
meanings.
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 starts the lesson by writing the learning objectives, then she played a song or a video about the
phonics. She writes the phonics on the board and asks the students to give her words contains these
syllables. After they done she distribute the notebooks and let them write words that contain the same
letters. Once they have done they share their answers together. To check if the students understood the
lesson today she plays with games using the phonics website. The students look to the words and they sort
them under the correct section.

What comprehension strategies are the children learning/using?

Predicting the meaning of the new words, inferring the meaning when the teacher builds sentences and
making a connection with their previous knowledge. She uses TPR when they learned new word the teacher
looks for it using a dictionary website. Then the students say the definition and create an action related to
the word. After that, she writes the word in the new word box at the back.

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.

They have book fair every semester and different competition between the grades 2.

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

Every week on Thursday they have dictation after they took new words or new unit.