Task 3
Task 3
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.
The classroom is a print rich environment which give students lots of opportunities to engage and
motivate them to read. There is a variety of texts in the reading area and around the
classroom such as:
Weekly vocabulary, so the students practice reading and writing these words every day until
they can write them by themselves without copying.
Classroom rules, when a student make something wrong the teacher ask him/her to re-read
the classroom rule so he/she know that they have to follow the rules.
Time table, include their classes schedule so they know what they have next secessions.
School vision, to practice read it every day because in the morning assembly everyday each
day a class have to say the vision.
Weekly plan, the purpose of the weekly plan board is to give the students an idea of what
they will learn this week and know what expected from them.
Flash cards.
HFW, it help the students in writing when they forget some words they can
look to word study corner which involve a variety of high frequency words.
Labels for areas, each area in the class is labeled with big font so students
can see it clearly. Another purpose of labels is to organize the classroom.
The reading area is designed in the left corner at the end of the class far from the other noisy areas, so it's in
quite place and provided with comfy pillows and a lots of amazing and attractive puppets. Moreover, the
stories and books are chosen to motivate and engage the students with books that fire their
imagination and interest.
Does the teacher read to the children? How often? How does she
motivate them to read?
Yes the teacher read for them but not everyday, sometimes she read for
them shared reading where she discusses and models reading strategies.
She start reading by Introducing the story and showing them front cover
and ask questions about the title, the picture etc.
Then she motivate and encourage them to predict what they think the story will be
about and she give them the opportunity to talk briefly about their own experiences
relevant to the story which make them excited because they linked the story to
something related to them. After that the teacher read the sentences in the story by
pointing on each word and allow the students to join reading if they can or repeat with
her if there is repetition sentences. After they finish reading they go through the story
again and the teacher encourage the students to retell the story in their own words.
Describe the reading approaches have you observed? Where do
the children sit? How does the teacher encourage participation?
When the teacher read she use the concepts of print from the bigging to the end of reading the book and she
keep asking them about the concepts of print to check their understanding of the concepts such as: Book
orientation knowledge, directionality concept, concepts of words and letters, punctuations marks and capitalization.
So when the teacher introduce the book she check their book concepts by asking them about the back and cover page,
title and author name. When she open the book she start asking about directionality concepts like the bottom of the
page and begging of the page. When she want to check their concepts of words of letters she ask them to show her
specific words and letters, also for capitalization and punctuations concepts she ask them to find capital letters and
punctuations.
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 recognize the word and get the
meaning.
The teacher tech them phonics in order to develop their reading and writing skills and
clarify for them the idea that letters and letter pattern represent the sound of spoken
language and if the child know that there is relationship between sounds and letters
he/she will be able to apply these relationships to the words and begin to read fluency.
One of the phonics lesson that I observe with my MST is the Vowel Pairs oa , ow,
where she implemented activities to support them, she started by showing them flash
cards with pictures and words with oa,ow sound while she read and students repeat
after her, then she asked them to find new words with this sound. After that she
played for them a song to clarify the sounds in way that they like and help them. At
the end she asked them to write in their notebooks a sentence including a word with
this sound and she scaffold the low ability students by giving them many words and
some of these words are with the sound oa,ow and they have to choose the correct
word then use it in the sentence.
Ask your teacher about special reading events carried out in the
school.
In the school there is very special reading events such as, Book Fairs, Reading Challenge in arabic and
english, World Book Day, also there is a reading test that is undertaken by ADEC and it used to measure the
UAE's reading in schools compared to other countries.
REFLECTION