EPC 2903

Teaching Practice Booklet

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, literaterich, 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

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.

EPC 2903
Teaching Practice Booklet

After the Task - 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.

During the 3 weeks I was in teaching practice, I have seen a lot of strategies that
support and develop the literacy in the classroom. One of these strategies was
guided reading, n this session, the teacher sits down with the students to read
them a story, she use pre, while, and post questions while reading to get
feedback about the student' listening skills and understanding. This strategy will
also help the students to pronounce the words correctly and to talk fluency,
because they will be listening to the teacher pronouncing the words for them and
then will try to copy her.
Another strategy called Name the Sound, the teacher has a bag that has some
objects like toys, animals, cars, etc. The teacher imitate the sounds of the objects
and the students must guess these object names by hearing the sounds. It is an
excellent strategy because the students will be using their minds and experiences
to guess the correct answer.
The last strategy was providing story books for the student who comes early and
who leaves late. When there are some students who comes early, they have some
time on the carpet reading those story books or looking at the print and pictures
until the bus children arrives. And when the bus children leaves in the evening,
the students will be looking at another story books on the carpet until their
parents arrives. This strategy will help the student to read, not all of them read
but when they have nothing to do after looking at the pictures some students
would tell stories made by themselves about the pictures they just saw, and some
students will try to look at the print and letters and will try to read them.
I think these strategies must take place in our schools in the UAE, especially the
government schools and kindergarten, because the students will be able to
develop faster and that will affect their learning late in the primary classes. This
strategy will improve their English even if they are SL learners (Second
Language).