1: THE POWER AND PLEASURE OF LITERACY

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

She read the story in the carpet, the teacher say for children go to sit in the
carpet quietly and duty, because that suitable for children to sit on the carpet.

Children select favorite books and participate in story time.

How?
The children chose their favorite book then, the teacher read the story for
children, the children were participate with teacher by answer and interactive
with her. Also their faces shown that they are enjoy.

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

make suggestions.
They have a reading program in their home because, they were in
kindergarten so their parent read a story for them when they went to bed.

The teacher plans activities for pre, while and post reading. List
them. If not, give suggestions.
Pre the children are singing in the morning with their teacher. While the
teacher teach them how to phonic the letters such as /A/ apple then the
teacher give them different activity in each group.

The teacher reads and rereads stories to give children a chance

to become familiar with them. Why?
To make sure that all the children they understand the concept of story.

2: THE LITERATE ENVIRONMENT

Support this with a photo, brief description and discuss why.
The teacher:
Puts labels, captions, and other print in classroom where they serve a purpose

I take picture of days, months, numbers, and grammar.

Arranges reading areas

I took picture of children MANSOOR, FATEMA KH, HYDE, ALI E.

Stocks the classroom with a variety of books and print materials

YES THEY DO

Places books where children can easily see/reach them

I TOOK PICTURE OF READING AREA

Rotates literacy materials

Maybe they have but I didnt see it

Other

NONE

3: KNOWLEDGE ABOUT PRINT (suitable for very young

learners)
The teacher:
Shows children that we read English from left to right / top to bottom
When I give the children the story, I told them we must read from left to right and
show the children how by pointing my finger on the book

Identifies features of a book, such as the author, title, table of contents etc.

I DID THIS ONE BY TAKING PHOTO FOR ALI RAHSED.

Points to words, labels, letters and reads or names them

PICTURES

Helps children to recognise and write words

PLAY dough

Draws childrens attention to uppercase and lowercase letters, punctuation, and

other print features

PICTURS OF CHILDREN.

4: LITERATURE RESPONSES
How and why children encouraged to be: Provide examples.

Retell stories in their own words

Recall the stories that help the children to understand the main idea of story
by recall the story in their own words. Such as to tell another friends what
happed in this story.

Act out stories / take part in a readers theatre

Most of children they like to act out stories that help them to be more
confident and they are learned from their acting.

Make story maps, story carousels, puppets, murals, posters

I TAKE PICTURES OF PUPPETS AREA.

Perform a puppet show, dress up as characters from a book

PYJAMA DAY FOR LETTER /P/

Create videos, animated films, radio scripts, songs

I take a video for children

Make big books, book jackets, timelines, mobiles

I TOOK PICTURE FOR FATEMA, JUILA, ALI.E

Other
NONE.