Task 3:-

1: THE POWER AND PLEASURE OF LITERACY

The teacher reads to the children. When, where and why?

The teacher read small book stories in each guided reading class. It is 25 minutes each day,

and usually the teacher and students sit in the story area. The students number are from 3 to 7,

and the groups classified according to each child level. The propose of guided reading that the

teacher focus on a specific reading structures that the group needs to improve such as word

knowledge or fluency (Calkins, 2001; Crawford and his group, 2011).

Children select favorite books and participate in story time. How?

The students select books that they would like to read from the classroom library, or the

school library. They can borrow books and take them to home as well. Each Thursday the

teacher mark their reading abilities like spelling and fluency. At the end of class, students

share their stories with the teacher and say what they learned.

Describe the home reading program in place. If there is none, make suggestions.

At the beginning of each week, students will get a library card that allows them to borrow a

book for the whole week, and they change it in the next week. However, there is a small

reading notebook for each child with their pictures on it. The notebook includes the title of the

books that they read, reading date, comments from the student, parents, and teacher.

Sometimes the teacher gives each child two minutes to share with classmates the home

reading book that they read.

The teacher plans activities for pre, while and post reading. List them. If not, give

suggestions.

For pre-reading stage, the teacher introduces the book and give some of the book vocabularies.

In addition, in while-reading stage, the teacher read each page and allows students to read by

themselves, and read again to correct their mistakes. Also, she asks some prediction questions

to know their prior knowledge of the texts. Thus, according to Hayes (1991), before any

reading the teacher should promote students' predictions and prior knowledge about the

meaning of printed book. However, for post-reading, the teacher give students worksheets

about the story to check their understanding.

The teacher reads and rereads stories to give children a chance to become familiar

with them. Why?

The teacher read and reread the story for children to teach them how to read the texts

especially if they were new for children. Also, to help struggling readers listen then repeat the

texts learned. According to Hortwiz (2013), audio-lingual method is an oral language focus on

a particular concept of teaching when learners have to listen to the teacher and repeat. From

my experience, this method worked well especially for low-level students.

References list:

Crawford, A. Freppon, P. Olge, D. & Temple, C. (2011). All Children Read: Teaching for Literacy in Today's Diverse Classrooms. United States of America: Pearson Education.

Hayes, L. (1991). Effective Strategies for Teaching Reading. London: Allyn and Bacon.

Hortwiz, E. (2013). Becoming a language Teacher: A Practical Guide to Second Language Learning and Teaching. United States of America: The University of Texas at Austin.

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