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    Task 3

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    The document provides guidance for observing a shared or guided reading lesson. It instructs the student teacher to identify the structure used by the mentor teacher, including the specific book and reading skills modeled. An example observation table is provided to record what the teacher and students do, and any comments. The reflection questions ask the student teacher to identify the concepts taught, such as concepts about print, phonological awareness, letter knowledge or phonics. It also asks if initial/medial/final sounds, punctuation, sight words or word families were covered, and how they could have been included.

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    Task 3

    Uploaded by

    api-307613003
    71 views3 pages
    The document provides guidance for observing a shared or guided reading lesson. It instructs the student teacher to identify the structure used by the mentor teacher, including the specific book and reading skills modeled. An example observation table is provided to record what the teacher and students do, and any comments. The reflection questions ask the student teacher to identify the concepts taught, such as concepts about print, phonological awareness, letter knowledge or phonics. It also asks if initial/medial/final sounds, punctuation, sight words or word families were covered, and how they could have been included.

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    The document provides guidance for observing a shared or guided reading lesson. It instructs the student teacher to identify the structure used by the mentor teacher, including the specific book and reading skills modeled. An example observation table is provided to record what the teacher and students do, and any comments. The reflection questions ask the student teacher to identify the concepts taught, such as concepts about print, phonological awareness, letter knowledge or phonics. It also asks if initial/medial/final sounds, punctuation, sight words or word families were covered, and how they could have been included.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    71 views3 pages

    Task 3

    Uploaded by

    api-307613003
    The document provides guidance for observing a shared or guided reading lesson. It instructs the student teacher to identify the structure used by the mentor teacher, including the specific book and reading skills modeled. An example observation table is provided to record what the teacher and students do, and any comments. The reflection questions ask the student teacher to identify the concepts taught, such as concepts about print, phonological awareness, letter knowledge or phonics. It also asks if initial/medial/final sounds, punctuation, sight words or word families were covered, and how they could have been included.

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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)

    The title of the book: Shapes on the seashore


    Type of Reading (Shared or Guided): Guided
    What the teacher does What the children do Comments
    - She engorged the children to - They were trying to watch - I liked how the children are
    identify the tittle of the story the cover of the book and they interest, engorged and
    by guessing from the cover of start expecting what the book participating with the teacher.
    the book. is about.
    - The teacher was asking the
    students to guess the tittle of
    - She asked them what they the story by watching the
    can see in the cover of the - They were answering by cover of the book instead of
    story, the colors and reading describing the pictures that reading by herself only which
    the tittle after the teacher. on the cover of the book. is useful to keep their
    attention with her.

    - She asked them from which


    side we must read the story - They answered that we have
    (Right or left). to flip the paper by using our
    left hand and read from left to
    right.
    - She starts reading the story
    for them.
    - They were listening and
    answering the question.
    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? – She was focusing on the shapes that

    were in

    The story which are: rectangle, circle, spiral and star and she focused also on the

    litter B and the sound of the letter.

    a) What did strategies/activities the teacher use to help the students

    understand the concept being taught? – The teacher was hanging

    the pictures of the shapes on the board and she asked them to

    match the shapes the on the board with the shapes that are in

    the story and say their names by raising tier hands.

    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.

    a) Provide one (1) activity example of how initial/medial/final sounds,


    punctuation, sight words or word families could have been could have been
    covered during the lesson.
    - It is important to teach the children the sounds of the letters by

    connecting the story with the sound of a letter which will be useful to

    teach them easily and it will be easy to remember through the story.

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