Scribd
Upload
5 views3 pages

Preschool Story Reading Activities in UAE

The MST engaged students in pre, during, and post reading activities for a story. For pre-reading, the MST showed the cover and asked what students saw and what they thought the story would be about. During reading, the MST asked questions to keep students involved, such as counting family members. For post-reading, the MST asked questions but did not do activities, and could have done more to consolidate the story. The reflections comment that pre-reading prepared students and engaged them during reading by keeping them involved. It suggests post-reading activities like drawing families could have helped understanding. From the teacher perspective, pre-while-post activities engage students but could waste time, and from

Uploaded by

api-307613003
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
5 views3 pages

Preschool Story Reading Activities in UAE

The MST engaged students in pre, during, and post reading activities for a story. For pre-reading, the MST showed the cover and asked what students saw and what they thought the story would be about. During reading, the MST asked questions to keep students involved, such as counting family members. For post-reading, the MST asked questions but did not do activities, and could have done more to consolidate the story. The reflections comment that pre-reading prepared students and engaged them during reading by keeping them involved. It suggests post-reading activities like drawing families could have helped understanding. From the teacher perspective, pre-while-post activities engage students but could waste time, and from

Uploaded by

api-307613003
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Observation Task 2: Reading a Story in the

local UAE School


Identify the type of pre-whilst and post reading activities employed by
your MST

Table 7: Reading a Story in the local UAE Preschool


What the MST What the Comments
Does Children Do
She showed them They said what It is a good
the cover of the they can see and idea to ask
Pre-Reading
story and asked expect the story them what
Activities
them: (What can will be about. they see
Name the book / story.
you see in the and expect
Describe how your cover page? The to help
MST gets children story will be about them to
interested in the story what?). guess what
and wanting to hear / the story
read it.
will be
about.
They raised their I think it
She asked them hands to answer was useful
while she was if they know the idea which
reading the story answer. can keep
some questions them
While-Reading
such as: (Who can involved
Activities
count how many with the
How your MST keeps
family members teacher
children interested and
do we have in this and be
actively involved.
page? How many active.
members do you
have in your
family?).
She only was They were I think it will be
asking them answering, better to if she let
questions, watching and some students act
Post-Reading
showing them listening to the or
Activities
pictures that are teacher. model the story
How your MST
in the story characters or even
consolidates the
without doing any the teacher can
storyline and explores
activity. bring some
opportunities for
dolls and use
developing language,
them as a
topic related and
characters while
personal, social and
she is reading
emotional issues.
the story which
will be more
interesting.

Reflections on Observation Task 2: Reading a Story in


the Local UAE Preschool

1. What preparation (i.e. pre-listening activity) did the


teacher give the learners before they listened to the text?

If they had some preparation, select (a) if they did not, select
(b).

a. How did the pre-listening activity help students understand?

b. What pre-listening activity could the teacher have used to help


students understand the target language better? The teacher can
ask the learners to talk about their families, apply short song
about the family or show them a short carton about the family.

2. Were the learners engaged in while-listening activity/activities? If


they were, select (a); if they were not, select (b).

a. What were the aims of the while-listening activity/activities? To engage


them, be involved and keep their attention with the teacher.

b. What while-listening activity/activities could the teacher have


used to help learners understand better what they were listening
to?

3. Did the learners have a post-listening activity/activities?


If they did, select (a); if they did not, select (b).

a. What were the aims of the post-listening activity/activities?

c. What post-listening activity/ activities might have helped the


learners to understand what they had heard well? The teacher can
let them draw their family members, colour them and write
their names if it is possible which will be interesting.
4. How many times did the learners listen to the text / recording?
One time only.

a. Would it have increased their understanding if they had been


allowed to listen to the recording again? Explain. Yes, it will help
them to understand the members of the family such as:
(Grandmother, Grandfather, Uncles and Aunts and so on).

b. Did the learners hear the whole text at once, or in parts? In parts (She
was explaining each part of the story and showing the pictures).

c. If so, which was the most helpful? It was useful to read the story in
parts which helps the students to not feel board and Dispersed.
Moreover, it will help the teacher to not lose her students attention.

Think about the advantages and disadvantages of using the model of


pre-, while- and post-listening activities to teach a listening
lesson. Write first from the perspective of the teacher and then from
the perspective of the learners. The teacher: (Advantages): - Get
the students attention and let them be involved with her and
make the story interesting for them. (Disadvantages): -
Wasting time on the activates, the students might only focus
on the activates and ignoring hearing the story. The students:
(Advantages): - The story will be more interesting for them
and they will have something to do and watch instead of just
listening. (Disadvantages): - They might feel that they are
dispersed between the activities and the story.

Common questions

Powered by AI

The pre-, while-, and post-reading activities can significantly enhance engagement and comprehension in preschool education. Pre-reading activities, like discussing the book cover, stimulate interest and help children anticipate the story . While-reading activities, such as asking interactive questions, maintain interest and encourage active participation . Post-reading activities consolidate understanding and explore further language development . However, drawbacks include potential time wastage on activities, and the possibility of students focusing more on activities than the story, which might lead to dispersal of attention .

From the teacher's perspective, success could be measured by observing increased student participation and the quality of responses during and after listening activities . For students, comprehension tests or reflective activities, such as drawing or retelling the story, could indicate understanding and retention. Higher levels of engagement might be evidenced by attentiveness and enthusiasm during activities. These measures demonstrate successful comprehension and sustained engagement .

Arts and crafts in post-listening activities can enhance creativity and provide a tactile and visual way of consolidating what learners have heard, making the experience more memorable. These activities can deepen comprehension by allowing learners to visualize and articulate understanding through drawing family members and labeling them . However, they can also distract from the primary focus on language learning if not well integrated, potentially leading to disengagement from linguistic goals .

Modeling story characters or using props during post-reading activities can provide a tangible and interactive element to consolidate understanding. These methods facilitate experiential learning, allowing children to physically and emotionally connect with the story. Such activities can deepen comprehension by enabling children to express their interpretation and understanding creatively, fostering a stronger, more integrated learning experience .

Teachers can maintain a balance by carefully selecting activities that directly support the narrative and integrate seamlessly into the story's flow. This requires aligning activities with story elements, ensuring they are brief, focused, and designed to reinforce key concepts rather than compete with the narrative. Additionally, transitioning smoothly between storytelling and activities can maintain engagement without distraction .

Repeated listening allows young learners to reinforce their comprehension of the content, especially complex or new vocabulary related to family members, such as 'Grandmother' or 'Uncles' . It provides another opportunity to process the information, thereby solidifying understanding and retention .

Reading stories in parts can positively impact learning outcomes by breaking down complex narratives into manageable segments. This approach sustains attention as it prevents cognitive overload and helps students maintain concentration by focusing on discrete elements of the story. Additionally, it allows for interactive discussion and reinforces comprehension after each segment, subsequently improving retention and understanding .

During a story reading session, teachers' interactive strategies, such as asking questions about the story or discussing the illustrations, stimulate language development by encouraging verbal participation and prediction skills . Emotionally, such interactions engage children more deeply by making them feel involved and valued through personal experiences, enhancing both the enjoyment and educational value of the session .

Reading a story in parts can improve engagement and comprehension by preventing students from feeling bored and dispersed. It also helps to maintain students' attention by allowing the teacher to explain each portion of the story while showing pictures, thus reinforcing understanding .

Pre-listening activities help enhance understanding by preparing learners for the content and context of the text. For example, talking about family or showing related pictures helps learners anticipate the topic and associate personal experiences, which aids in comprehension .

You might also like