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.

Flash cards of all the letters from Aa-Zz in the literacy area, the purpose of it is to help the students
and show them the form of the letter to help them write words

Headings “math, literacy area, challenge area, roleplay area, come and read, computer bodies area,
search and discovery area, construction area”, it helps dividing the classroom into sections and make
it clear where is witch area, and have the students be responsible for their learning.
Time table "the calendar" the teacher have the students be aware of the date.

Focus plan: the teacher uses it to show the students the sound, color, shape, and number of the
week.
Star chart: when a child behave good they will have a star under their name.

The shapes and colors: for the students to see them everyday

Describe the reading area in your classroom. What genres of books are there and how are they
displayed? (Photo)

The books are displayed on a shelf, and they are related to the theme or the sound, the area can be
for different abilities (LA: can read sounds and CVC words) (MA: can read sentences and short
stories) (HA: they can read the big books)
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?

The teacher divides the class to 3 groups A,B, and C. the A and B group sit on the mat and the
teacher tell them to point on the letter of the week, then they do the Fred talk where Fred the frog
sounds out the letters and the students have to know the words he is trying to say.

The C group are the higher ability students, they go outside the classroom to practice bigger words.
They slide the magnet letters on the boards to create words.

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 EYFS)

1- The students are sitting on the mat, the teacher is reading the story while pointing her finger on
the words she is reading, then she asks the students some questions about it like: what do you think
will happen next?

2- the RWI inc reading program , the students have small story books about the letters (with different
levels), they use the pointers to point at the words and read it silently then, then read it with their
peers to check for each other.

Consider seating arrangement, participation, comprehension, reading strategies in your discussion.

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

The students write phonetically from their mind (any sentence they want to write)

They copy the sight words