Teachin Practice Booklet Rak Academy (W R K R) 1

Bachelor of Education
Primary Generalist Degree
Year 2 Teaching Practice Booklet
BAS Primary Generalist

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Teaching Practice Booklet 2b
Contents
Statement of Purpose
p3
Work plan
p4
Overview of semester placement
p5
Task 1 Delightful Displays
p6
Task 2 A Bagful of Evidence
p12
Task 3 Promoting Literacy
p14
Task 4 Learning to See
p24
Weekly Journal Guidelines
p28
Year 2 Teaching Competencies
p29
Lesson Plan Template
p32
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B.Ed. Primary Generalist

Teaching Practice 2b
(EPC 2901)
Year Two, Semester Two
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Purpose Statement
This booklet gives an overview of the Teaching Practice requirements for Teaching Practice 2b.
It includes all the necessary documents for each component of the course. Including: roles and
responsibilities when student teachers are in school, tasks to be undertaken during the school
placement, preparation and reflection for each task and guidelines on journal writing.
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Task 1 : Delightful Displays

Designing Displays. ( Ms Harris Class- Grade 2)
Display Title: Dinosaur
Criteria: information & display of the children's work.

Is childrens work the primary focus of the display?
Yes, because it will attract students more. As we know that any work students they do , they will be
very proud of it , so they like to see it.
Describe the layout of the display

*On the Top, the Theme / Title of the display: The Dinosaurs.
*In the bottom some question , it will be placed in the bottom , to make it close to students eyes.
*Key Words on the right side of the board. Such as : extinct ,fossil,hunt, and carnivore . And beside it
pictures of dinosaurs with their names.
*The center will focus on students work.
Discuss the location of the display

Back of the classroom Left Display Board.
How was the work selected for the display?

Selection of ability, Dinosaur shapes.
How interactive is the display?

Questions like :
Closed questions:
*Which is the biggest dinosaur?
*Which is the smallest dinosaur ?
Opened questions :
*Why did the dinosaur need horns?
*Why are there no dinosaurs alive today?
Other comments
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Designing Displays: Ms Harrison Class .Grade 2.
Display Title: Hand as Surprise !
Criteria: Display about a story.

Yes. To make students to remember Adjective through the story and the display.
The display focused on writing more ,and the main objective is focusing on Adjective.

The title is on the top of the display .
In the middle the main characters of the story, a girl and animals such as : zebra and monkey.
In the left side, writing skills done by students which focused on Adjective.

The display fixed on the classroom door , outside.

The display and the work of the display selected to match the theme of the month /semester.

The displays colored with colorful colors.
The display included animals relted to the story.
The display included students work written in the class.
The display included questions written by the students ,such as :
Will she like the round juicy orange ?
Will she like the soft yellow banana?
Other comments:
As I saw, this display fixed in a very good place , whenever students open or close the door they can
see the information .
The information fixed in a appropriate place to students length. According to Print Rich Classroom
P.P.T(2015), that the display should be in place where children can see them in their level.
(Neuman et al,89)
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A display of Ms Harrison Classroom.

Included colors ,written cards included the main theme of the display "Adjective" , and the main
characters on the story.
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Attractive the display :

By including some questions written by students.
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Designing Displays: Ms Aroosh Class. Grade 2.
Display Title: dinosaurs.
Criteria: display Vocabulary words related to dinosaur lesson.

No.
The display focused on displaying information about dinosaurs : photos and vocabulary words.
Such as : carnivore ,herbivore ,fossil .

The display designed to apply a picture of dinosaur life, by having trees and mountains .
The display showed that some kind of dinosaur were flying , while others were walking on the land. For
example : T-Rex.

Back of the class.
Right display board.

Selected depends on the need of the lesson of this month. Which was about dinosaurs.

Designed to show symbol of Dinosaur word.
Vocabulary and pictures.
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Other comments:
There was no student's work, which make it not attractive enough .
If I were in teacher place, I will change the place of upper words , to the level where students can see it
easily, and they can use it whenever they need . According to Print Rich Classroom P.P.T(2015), that
the display should be in place where children can see them in their level.
(Neuman et al,89).
Dinosaur display of Ms Aroosh Display.

Designed to show the environment of dinosaur . this display did not focus on student's work. The main
focus was on Vocabulary words of the theme.
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Designing Displays. Ms Mary .Grade :2
Display Title:
Can you read it ?
Criteria:
The used vocabulary words.

No.
The focused on the display was on the used vocabulary words. Which can help them for writing.

The title was on the top of the display work.
The title was : can you read words?
The words designed as flowers.

In the back area of the classroom.
Right of the display board.
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The selection depends on students ability.
The selection depends on the theme of each class/week/month.
The selection depends on the need of it.

Colorful.
Other comments:
Too small the location of the display not in the appropriate place . from my point of view it should be
in the front where students can find it whenever they need it .
It does not match students length level, so they cannot reach it when they need it and difficult to be
seen. According to Print Rich Classroom P.P.T(2015), that the display should be in place where
children can see them in their level.
(Neuman et al,89).
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Planning Sheet
Topic / Theme for Display : Dinosaurs.
Brief Description (What will the display show?)
The display will show information and display of students work .
Rationale (Why do this display?)
Firstly : because it is the theme of this month.
Secondly to make some change in the display of the class.
Thirdly to display childrens work.
Regarding the environment according to Literacy Rich and Print Rich Classrooms PPT (2015), One of the
Aspects of a Print Rich Classrooms , is to display childrens work labeled on displays. Also ,to display
Word labels.
Resources needed :
Rak Academy (British Curriculum).
Step by step Plan (How)
1.Setting with MST and discussing with her about the needed materials and the main objective of out Display
2.Planning the area, the shape, the sizes and the information and other work.
3.Printing,preparing and arranging materials with the needed words .
4.Preparing the Display Area, by designing & decorating the area through following the policy of Rak
Academy (British Curriculum).
5. Starting with the main materials which helps students in daily work , such as words and related pictures.
By the time teacher will add students works .
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Timeline (When)
1. The first week for discussion with MST.
2.By the end of first week the materials collected and prepared.
3.At the beginning of second week the teacher started fixing the materials.
4.At the beginning of the Third week, teacher started collecting students and fixed it on the Display Board.
Comments:
The teacher focused on Bruners Representation Models: Iconic & Symbolic (Students Work).
The teacher focused on Three Strands on the display as (Meaning Focused Input, while students
work as Meaning Focused Output), and the vocabulary words as Fluency.
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First step: preparing the board according to Rak Academy Policy.
Second step:
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After discussing the area, shapes and design, Vocabulary words fixed on the board with clear
pictures.
Their step: questions added a bones on the bottom of the display to be close of students level.
Students work on the center on display board.
On the left of the display board , names of Dinosaurs.
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Final step:
By the last week , the teacher added students work.
Create your Dino , and create Dinosaurs bone.
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Reflection of Task 1
The MST classroom had a verity of print rich , which can help student to improv reading and writing
skills.
This display shows children strategies for reading (Appendix 1). For example , the display was included 4
pictures. The fist picture about (Using Capital Letter), there was a sentence written with children holding
books : They are reading books. Second picture : included Names of 3 children . Oliver, Chloe , and here is
Joshua, the capital letters of student's names were colored with red color . The last picture : included a sign
of a Question Mark, and a sentence : Used at the end of a direct question . But the disadvantage that the
display was very small, and not clear for all students, because it was too high for children level.
Evaluation:
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The display was very nice and fit to students understanding level . How ever, it should be in a very clear
place for all students , and close to students eyes. " The development of Picture and print awareness goes
hand in hand with the development of children's concepts about reading and writing " (Ruddell,66).
Recommendation:
To divide the front area of the class to two parts. The first one for fixed displays which must have print rich
of class rules as an example. The second part for the changeable themes, teacher can change the print rich
and display depends on the theme of the lesson.
From my point of view, the front area is the best to attract students attention . ( Neuman et,al,89) stated that
print and texts should be :
1-In a places where children can see them - at their level.
2- In a place where children can handle them .
3-In a place where children can refer to them as they work and play.
Literacy -Rich and Print-Rich Classrooms (PPT 2015).

Interest Inventory
Name: Omar .K
Age:
Grade: 2
Date: _23__/ 4___ / _2015_
What do you like to do at school when you can do anything you want to?
I wantI like playing with my friends Basketball.
Do you like to read? __Yes_______ If yes, what are your favorite books?
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I love dinosaurs.
Do you have any books of your own? ____No_ If yes, what is your favourite one?
I dont have , because just now I came from Egypt.
What do you like most about reading?
I like interesting story .
How do you know if someone is a good reader?
When I can understand him, he can read in fast speed, and he read in very good way.
What activities do you like? (Circle)

Reading books
Listening to stories
Playing outside
Going to the movies
Playing with my brother or sister
Going to the library

Playing with my friends
Helping my mother or father at home
Watching TV
Going to the zoo
Other
What do you like to do when you go home from school?

I like wearing my Pajama .
Of all your toys and other things at home, what do you like best?
Baseball .
Why?
Because it is lovly game, it makes my arms strong. .
What do you like doing outside of school?
going to restaurant with my family.
If you could have 3 wishes, what would they be?

I like to fly to see my grandma in Egypt.
I like to eat "Basboose" (a kind of sweet) every day, because my mother doesn't agree.
I like to became a hero.
(Adapted from Ruddell, R.B. 1999 Teaching Children to Read and Write: Becoming an Influential Teacher
Allyn & Bacon
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Interest Inventory
Name: Haya
Age:
Grade: 2
Date: _3__/ 5___ / _2015_
I like reading , and like playing with my friends.
Do you like to read? __yes_______ If yes, what are your favorite books?
Any book.
Do you have any books of your own? _____ If yes, what is your favourite one?
I dont have , but I take from my elder sister.
I like any story about animals . I like easy stories .
When I can understand him.

Reading books
Playing outside
Going to the movies


Playing with my sisters.
My Bear .
Why?
She is pink and I can change her dress, whenever I want .
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Watching TV
Going to the zoo
Other

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Going to playing center in Manar Mall.

I like to too much sweet and chocolate . Because I am sick and I cannot eat sweet .
I like to be in the period of the Dinosaurs to see how it looks like.
I wish that I will became the winner of dinosaur presentation.
Allyn & Bacon
Interest Inventory
Name:
Saif
Age:
Grade:
Date: 28/4 / 2015
Playing .
Do you like to read? yes If yes, what are your favourite books?
Books about dinosaurs.
Do you have any books of your own? _____ If yes, what is your favourite one?
Yes.
Dinosaues.
I do not like to read. I liked someone read for me.
If her read in medium speed and clear way .
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Reading books
Playing outside
Going to the movies
Watching TV
Going to the zoo

Other

Playing with my Dinosaur T-Rex.
The T-Rex.
Why?
Because he is very strong.
Playing with my dinosaur.

I wish to become a dinosaur.
Only this wish.
(Adapted from Ruddell, R.B. 1999 Teaching Children to Read and Write: Becoming an Influential Teacher Allyn &
Bacon
Interest Inventory
Name:
Hadeel
Age:
Grade: 2
Date:21/ 4 / 2015
Swimming .
Do you like to read? Yes If yes, what are your favourite books?
Romantic
Do you have any books of your own? Yes If yes, what is your favourite one?
Cinderella
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Enjoying the events of the story.
I can understand him.

Reading books
Watching TV
Playing outside
Going to the movies
zoo
Other
Going to the

I like to sleep.
I like to play with my I Pad.
The big toy.
Why?
Because it too big and too soft.
Going to the zoo.
Going to the movies.

I wish to fly.
I wish to become a princess.
Allyn & Bacon
Interest Inventory
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Name:
Amal
Age:
Grade:
Date: 3/ 5/ 2015
I will play with my friends.
Do you like to read? _____No____ If yes, what are your favourite books?
Do you have any books of your own? _No____ If yes, what is your favourite one? -What do you like most about reading?
Leaning new words.
Enjoying the pictures.
How do you know if someone is a good reader? I think when he read in a good way.
When he do not stop.

Reading books
Playing outside
Going to the movies


I like watching T.V
Barbiy doll.
Why?
Because it has very nice golden hair.
Playing with my sister by out dolls.

I would like to become smaller to speak with my dolls.
I would like to swim with my golden fish.
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Watching TV
Going to the zoo
Other

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Allyn & Bacon

Reflection:
Reflection of task 2.
How and why could you use interest inventories in planning reading program?
As a teacher I can use this model as an introduction in the begging of the year, because this has help me
as a teacher to know my students level , so I can present support . Because I am strongly believe in
Vygosky's Zone of Proximal Development. As a teacher, I understand that the teacher should check the
ability level of her students, so she can provides help for the low level, to move her/his from the level that
needs help to the level that he/she could do it independently.
I would use this model as a part of my lesson. For example, if I am giving my students a lesson about their
favorite hoppy, I will give them this work sheet by the end of the lesson as an iconic, symbolic and
enactive representation methods witch Bruner believed in. This work sheet covers two of the four strands .
The two strands are fluency development and meaning focused output. According to Nationn 2007, that
each lesson should be devised in to four strands to provide the appropriate opportunity for learning
language. Therefore, this worksheet challenges the child/students to read and present his answers
depends to his/her reading ability.
* Nation,P.(2007) The Four Strands. Retrieved on March /9/2015. From:

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.184.1458&rep=rep1&type=pdf
As I experienced with grade two students, they were too young to read it and understand it by their own
selves. So that imposed me to ask them orally , and to write down their answers. In addition to that I could
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not video, or record their voices , because after taking permeation , that was not allowed for some students.
So I avoid it to be away of troubles.
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Task 3 Promoting Literacy

Reflection of task 3.
One of the most important strategies ,is to focus on alphabetic , which means that
there is a connection between letters and sound (Adams, 1990).
The second important strategy or fact is to engage children in different literacy
activities in their center such as Reading Aloud to children in a group setting . Twothirds researchers set aside a specific time each day to read with the children ,and
involve them in the progress. Not only by talking about the story which have been
presented. But ,by asking questions during and after reading the story ,which we call
it pre, while ,and post . All of those strategies have been stated by researchers , who
were recommended those strategies for strengthening the language and literacy skills
of children . (Hargrove & Senechal, 2000; IRA/ NAEYC, 1998; Whitehurst, Amold,
Epstein, Angell, Smith,& Fischel,1994).
Moreover , teacher should provide frequent opportunities for the children to interact
with print materials, books, and print rich on their own, which help to increase print
awareness (Morrow & Weinstein,1986; Newman& Roskos,1997) . In addition to that
to help the learners for self-directed interaction with print materials .
Finally , to focus on phonemic awareness, which helps to improve later reading
success( IRA/ NAEYC,1998; Snow, Burns,& Griffin,1998). Teacher should choose
present activities such as : sounds, rhyming ,snd alliteration activities , for example
presenting songs or stories which included rhymes : The Cat In The Hat Comes Back.
Of Dr.Seuss.
Resource:
Stephen D. Green & Rick Peterson Jocelyn R. Lewis (2006). Language and Literacy
Promotion in Early Childhood Settings: A Survey of Center-Based Practices.
Retrieved on MAY-20. From : http://ecrp.uiuc.edu/v8n1/green.html
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1: THE POWER AND PLEASURE OF LITERACY
The teacher reads to the children. When, where and why?
Guided reading is included in daily system as an independent class for 25 minutes .

For the Guided reading class there was a special bag included with 5-6 books of same
story plus to Guided Reading Card (see Appendix 1) . The card included objective,
instructions for using Guided reading books, and session . Session which included
instructions for the teacher for example; the story : an idea about the story, Story
introduction : what could teacher say to students to introduce the story, and
Independent reading : a clear explanation for the teacher how to assists the students
with guided reading. ( Appendix 2& 3)
In each class of Guided reading, teacher was choosing a new group of students. For
example ,last week was for high ability level , while in the week before was for the
medium ability level. I think the teacher did that , to match student's reading ability
with the chosen story, according to (Reading for Life, 1997,p80) that teacher should
select and fit the appropriate guided reading text for particular group of students
( Biddulp ,2002).
Children select favorite books and participate in story time. How?
Thursday a class for library time .

First of all , the director of the library told the students the instructions to keep the
books saved and managed.
In addition to that, students must keep the place tidy and quite. By keeping the books
on strait stander on bookshelves ,and read the books without causing any damages.
Lastly, to keep the place as they found.
Secondly, the director told the students the main features of the good book for
reading. First of all the book must has nice attractive , interested picture . Then the
student needs to read the first page to find out if that book good for reading or not
and to make sure that the story is interested too. There were some students were not
sure , just choose any one and try to read it later on. Students has some support
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from Ms Loise , the director of the library , by asking the student to read the title and
the first lines in the first page of the story. Then she asked them if he/she liked the
story? Then the student takes his story and go to read it on the table.
Describe the home reading program in place. If there is none, make

suggestions.
Yes, there is one program with the library. That program included a schedule of
students names, each week the library borrows a group of students least 1 book for
each students to read the stories at home and bring it back after one week.
I like this strategy of the school, because it helps to increase the interaction among
student, parents and the school. This strategy follow Vygoskys interactionism theory.
The teacher plans activities for pre, while and post reading. List them. If
not, give suggestions.
Actually, there were no activities for pre while, and post reading. So, I would like to
suggest some activities for example : pre reading reviewing for vocabulary words,
while reading : highlighting the past tense words , post reading : searching from
dictionary by working in pairs. According to Olivier (2004) that the teacher should
provide the students the opportunity to figure out unfamiliar words on their own
The teacher reads and rereads stories to give children a chance to become
familiar with them. Why?
To help the student to become more familiar with the words and the learn now words,
to correct the pronunciation of the word, and be awareness with the phonic of the
word.
2: THE LITERATE ENVIRONMENT

The teacher:
Puts labels, captions, and other print in classroom where they serve a
purpose
1.There were a print rich for punctuation marks. (appendix 3)
2.There was a display of Alphabet letters supported with pictures.(appendix4)
3.On students tables there were names of colore, directions : left and right ,and some
vocabulary words students might need it for their writing . (appendix 5)
Arranges reading areas
The reading area was limited between the carpet for shared reading and tables and
chairs for the guided reading .(appendix 6)
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My recommendation is to change and renew some display , and to make the story
time place more comfortable and nice. According to (Neuman et al. P30) group story
place should be a place of full relax,warm, and cimforable.
Stocks the classroom with a variety of books and print materials
There were a bookstore matched with students high level.

There were different books stories and non fiction books , such as a book about
dinosaur. See(appendix 7 )
Places books where children can easily see/reach them
The class was provided with a small bookstore for students , that store designed to
match students high level. I strongly like the strategy of thinking is students needs
espicialy the idea of keeping things close students whenever they need (appendix 8).
According to (Neuman at al,1989) that the print and text should be placed in places
where children can use and handel them .
(Literacy- Rich and Print-Rich Classroom.PPT.2015)
Rotates literacy materials
They were changing story books for shared reading .

They were changing stories of guided reading . (appendix 9)
I changed one display board. The theme of that month was about dinosaurs.
Sometime teacher was taking students to other class to share their book.
There was a fixed class for library, students when they go to the library they read a
chosen book ,as the students prefer the theme of the story .
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Students with the teacher around the table for guided reading , on the table story
bag included with the duided story card. (appendix 1)
Guided Reading Card( appendix 2)
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(Appendix 3)
Punctuation marks (appendix 3)
The Alphabet letters (appendix 4)
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Students tables labled with numbers,directions, and colors. (appendix 5)
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Appendix 6: shared reading area.
(Appendix 7) Dinosaue book.
Stationary Library with vierty of books.(appendix 8)
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A variety of books for Shared Reading class. (appendix 9)
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The teacher was asking students to point question mark , coma, and full stop.
(appendix 10)
Clear display for strategies of reading (appendix 11)
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3: KNOWLEDGE ABOUT PRINT (suitable for very young

learners)
The teacher:
Shows children that we read English from left to right / top to bottom
Yes, especially with the guided reading classes.
Identifies features of a book, such as the author, title, table of contents etc
She was asking them to read the title.

She was asking them about the cover page . (What can you see ?).
She was asking them what they can predict from the cover page.
Points to words, labels, letters and reads or names them
Yes, she was rereading the word if the child read it in a wrong way.
She was asking them if they can see any capital letter and for what do we use it and
when ?
She was asking them to point the full stop by their fingers, and she asked them when
do we use it and why ?
Helps children to recognize and write words
The teacher was asking the child to read the sentence more than once to encourage
him\her to correct the mistakes in pronunciation.
But the teacher was not used activities after reading , if I were the teacher , I will ask
my students to tell me any word that they learned or remembered from this story.
Innatisum theory believed that , everything we learned in our life , that we already
observed and experienced it in our life.
Draws childrens attention to uppercase and lowercase letters, punctuation,

and other print features
the teacher was asking them to point it by their finger (Appendix 10). The teacher
used some strategies to make it easier for students to remember this marks. First of all
, the Literacy Print of this marks was in front of students eyes , in the top of the white
board and displayed a very clear way (Appendix 3). Secondly , the teacher was using
with her students physical signs to remind them in easy way. For example, for the
Capital letter : they were crossing their hands and banding their bodies ,means
respectful for the Big letter , because it is big. For the Question mark, their were using
symbols by saying together and drawing the symbol of the mark on the air: (she,she
haaa) that how it is looks like . After that , she is asking them when do use it ?
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I think the teacher was using constructism theory of Piaget, that she is reviewing with
the previous knowledge and agin she is adding some new information belong to the
text.
Other :
Discretion of an environment of Literacy-Rich & literacy -Print.

I noticed one class with a very nice display. That display was about some important
points related to reading approaches class (Appendix 11 ). For example , the display
were included 4 pictures. The first picture about (Using Capital Letter), there was a
sentence written with children holding books : They are reading books. Second
picture : included Names of 3 children . Oliver, Chloe , and here is Joshua, the capital
letters of student's names were colored with red color . The last picture : included a
sign of a Question Mark, and a sentence : Used at the end of a direct question . But
the disadvantage that the display was very small, and not clear for all students,
because it was too high for children level.
Evaluation:
The display was very nice and fit to students understanding level . However, it
should be in a very clear place for all students , and close to students eyes. " The
development of Picture and print awareness goes hand in hand with the development
of children's concepts about reading and writing " (Ruddell,66).
Recommendation:
To decide the front area of the class to two parts. The first one for fixed displays
which must have print if class rules as an example, the second part for the change able
one, teacher can change the print and display depends on the theme of the lesson.
The front area is the best to attract students attention . ( Neuman et,al,89) stated that
print and texts should be :
1-in a places where children can see them - at their level.
2- in a place where children can handle them .
3-in a place where children can refer to them as they work and play.
Literacy -Rich and Print-Rich Classrooms (PPT 2015).
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Task 4 Learning to See

Date of interview: 4/May/2015
Part A
Interview with Principal or English Coordinator
1. Could you tell me about any whole school approaches used in your school
to teach reading or literacy?
2. Are there any school policy documents on this? What are they? Who wrote
them? Where did they come from? (e.g. U.K. National Curriculum documents on
Literacy) (Collect any samples for your portfolio)
Yes.
In biggening we spoke first to teachers regarding the policy of teachinh . policy is how
and what we are doing emphasis .there are spisicfic emploees to satel the policy of
the school .there are special staff for progress, teaching,learning
environment,analyzing Data ,and provide training for teachers
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3. Is there a particular person in the school responsible for literacy? What are
their roles and responsibilities?
As you know that we start learning as listener , then we we learn more to be speaker
and writer. We focuse in our school in phonis,spilling ,linking wrords. We are rasing
reading age by encouraging students to keep countinuing with them by making
"Ability Test" to test students reading and writing on line.
4. Are parents involved in literacy development within the school? How?
We are having 50-60% different nationalities, while UAE students about 65% . So we
are asking their parents to read with them at home. Plus to that we are not included
home work in out policy.
In addition we are encouraging parents to speak with their children by English at
home , by inviting parents to special class in out school.
Finally, we are having "New Parents" program which included a lot of workshops for
parents to provide appropriate support for them.
Thank you for your time.
TP2b Booklet 2013

EPC 2901
Reading Interview
Student teachers should ask SSTs 1 or 2 questions from each section only.
Date of interview:
4/May/2015
Part B
Background Knowledge
How do you find out what children know before you teach a new unit or theme?
Do you think this is important?
First of all eache teacher know the level of her students.
The teacher can use qustions to findout the knowledge level of her students.
The teacher can use a some activities or worksheets to know the level of her
students and reseve the answes orally or writen sheets . such as Interest Inventory of
Task 2.
Literacy Environment
How have you designed your room to encourage children to read?
I design my classroom firstly to match the level ability of my students, and to cover
their needs too. For example I have a rich prict pislay of alphabet ,colors, and
pounctiuation marks. ( see the following Appendix 1,2,3)
Thank you for your time.
TP2b Booklet 2013

EPC 2901

Alphabet pictures.appendix1
Invironment of the class . Picture of colors.(Appendix 2)
Punctuation Marks(Appendix 3).
TP2b Booklet 2013

Teachin Practice Booklet Rak Academy (W R K R) 1

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Teachin Practice Booklet Rak Academy (W R K R) 1

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Bachelor of Education

Primary Generalist Degree

Year 2 Teaching Practice Booklet

BAS Primary Generalist

Teaching Practice Booklet 2b

Overview of semester placement

Task 1 Delightful Displays

Task 2 A Bagful of Evidence

Task 3 Promoting Literacy

Task 4 Learning to See

Weekly Journal Guidelines

Year 2 Teaching Competencies

Lesson Plan Template

TP2b Booklet 2013

BAS Primary Generalist

Teaching Practice Booklet 2b

B.Ed. Primary Generalist

Year Two, Semester Two

TP2b Booklet 2013

BAS Primary Generalist

Teaching Practice Booklet 2b

TP2b Booklet 2013

BAS Primary Generalist

Teaching Practice Booklet 2b

Task 1 : Delightful Displays

Criteria: information & display of the children's work.

Describe the layout of the display

Discuss the location of the display

How was the work selected for the display?

How interactive is the display?

TP2b Booklet 2013

BAS Primary Generalist

Teaching Practice Booklet 2b

Task 1 : Delightful Displays

Criteria: Display about a story.

Describe the layout of the display

Discuss the location of the display

How was the work selected for the display?

How interactive is the display?

TP2b Booklet 2013

BAS Primary Generalist

Teaching Practice Booklet 2b

A display of Ms Harrison Classroom.

TP2b Booklet 2013

BAS Primary Generalist

Teaching Practice Booklet 2b

Attractive the display :

TP2b Booklet 2013

BAS Primary Generalist

Teaching Practice Booklet 2b

Task 1 : Delightful Displays

Criteria: display Vocabulary words related to dinosaur lesson.

Describe the layout of the display

Discuss the location of the display

How was the work selected for the display?

How interactive is the display?

TP2b Booklet 2013

BAS Primary Generalist

Teaching Practice Booklet 2b

Dinosaur display of Ms Aroosh Display.

TP2b Booklet 2013

BAS Primary Generalist

Date: _23/ 4_ / _2015_

Date: _3/ 5_ / _2015_