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Observation Task 3: Teaching Shared/Guided Reading

The document describes an observation task for student teachers to identify the structure used in a shared or guided reading lesson. It provides an example table that was used to document the specific book read, reading skills modeled by the teacher, and any skills demonstrated by students. The teacher read the story aloud, asked questions about it, and showed pictures of the story's concepts to reinforce comprehension.

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11 views

Observation Task 3: Teaching Shared/Guided Reading

The document describes an observation task for student teachers to identify the structure used in a shared or guided reading lesson. It provides an example table that was used to document the specific book read, reading skills modeled by the teacher, and any skills demonstrated by students. The teacher read the story aloud, asked questions about it, and showed pictures of the story's concepts to reinforce comprehension.

Uploaded by

latifa
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Observation Task 3: Teaching Shared/Guided Reading

Focus: Identify the structure used by your MST while implementing a


shared or guided reading lesson.

Objective: To encourage student teachers to identify and discuss the


purpose of Shared or Guided reading and how it helps promote
Concepts About Print (CAP) skills, phonemic awareness, letter
knowledge and phonics.

Procedure: Familiarize yourself with the Observation Table:


Shared/Guided Reading. Identify the specific book and reading skills
modeled by your MST and any skills that were demonstrated by the
students.

Table 3: Teaching Shared/Guided Reading (Example)


Title of book: Gus Grows a Plant
Type of Reading (Shared or Guided): Shared reading

What the teacher does What the children do Comments

- The teacher first explained - The students listened to the - This is a very good
to the students what the teacher and interacted with introduction for students to
stages of growth of the the teacher have a review before the
plant are and what it needs teacher reads the story
to grow.

- These rules are important


- The students turned off the
- The teacher showed the for the class to be organized
microphone and the
students the story in the and everyone can hear the
camera in order to listen to
Teams program and told story
the teacher
the students: I will read the
story for you, and then I will
ask you questions about it.
- The teacher read the story
to the students and was
changing her voice and
making sound effects in it. - The students were listening
to the teacher

- When the teacher finished


reading the story, she asked
- I think that questions are
the students questions
- The students interacted the best way in which the
with the teacher and teacher can ensure that the
 What did the boy do at
answered the questions students understand and
the beginning?
also allow the students to
 What is the first step to
plant a plant? participate and discuss
during the class.
 What does a plant need
to grow?

 What is the plant that


the boy planted?
Reflections on Observation Task 3: Teaching Shared/Guided Reading

1. Which concepts about print (CAP), phonological awareness, letter knowledge and or
phonics did the teacher focus on?

a) What strategies/activities did the teacher use to help the students understand
the concept being taught?

The teacher used the reading approach, specifically look and say. The teacher
was showing students the seeds and plants, as well as what the plant needs like
water, air and soil in individual pictures after reading the story.

2. Were there any initial/medial/final sounds, punctuation, sight words or word families that were
covered during the lesson? If they were, select (a); if they were not, select (b).

a. What was the purpose of teaching these concepts. Explain its importance.

The purpose of read this story is about plants, how it's grown, and what a plant
needs to grow. There were familiar words that students know it, such as seeds,
water, air, light, all of these words the students knew. In addition, teacher
reviewed these words at the beginning of the class in order to remind the
students.

a) Provide one (1) activity example of how initi al/medial/fi nal sounds, punctuation,
sight words or word families could have been could have been covered during the
lesson.

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