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Task 3 Section1

The teacher reads to students twice a week, using non-fiction stories. Students sit on the carpet during reading. The teacher encourages participation by praising all responses. The classroom has a designated reading area with various books, though not all students can sit there due to space. Students choose books for pleasure twice a week in the library. The teacher models reading daily and asks questions to draw attention to print features during guided reading.

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39 views

Task 3 Section1

The teacher reads to students twice a week, using non-fiction stories. Students sit on the carpet during reading. The teacher encourages participation by praising all responses. The classroom has a designated reading area with various books, though not all students can sit there due to space. Students choose books for pleasure twice a week in the library. The teacher models reading daily and asks questions to draw attention to print features during guided reading.

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© © All Rights Reserved
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THE POWER AND PLEASURE OF LITERACY

Observe your MSTs classroom and general practices you see around
the school. Discuss each statement below in the context of what you
observe and support with a photo and a reference to reading when
possible.

1- Does the teacher read to the children? How often does she read?
What types of reading have you observed? Where do they sit?Does
the teacher rereads stories? Why?
The teacher read for the children at the beginning of the periods twice a
week. She read for them non-fiction (biography) stories. The students sit
in the carpet. She read the first part of the story, then students take turns
to read after her because it is reading period and students need to read.
2- Who selects the story/text that is read? Do the children participate?
How does the teacher encourage participation? How do they
participate?
The story is in the curriculum, and almost all children participate in
reading and answering teachers questions. The teacher encourage them
to participate by saying every answer is correct or there is no right or
wrong, we are here to learn. Then more students raise their hands to
read or answer.
3- Describe the reading area in the classroom.
There is an area for reading, behind the book cupboard and shelfs. The
area is comfortable for students and includes many books with different
genres but because the students are 29 and not all of them can sit in
same place, some of them set outside the classroom, some of them on
their places, etc.
4- When do children choose a book to read for pleasure
Choosing a book for pleasure is in the library. They have 2 periods in a week to go to the
library and read any book they want to read.

5- List any opportunities/activities that the children experience that


allow them to see how we use print in daily life experiences.

Give students a book and tell them to examine it.


Every day read with them a story or news and model it. (Focus on
capitalizations, full stop, comas, etc.)
During guided reading
Ask them questions in reading periods (while their reading) such as:
what is the title of your book? Where can we start reading? What is
the first word? etc.

(SEDL, n.d.)
6- To do: Take photos of the children reading and the literate
environment in the classroom.

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