Observation Task 1: Environmental Print in The Classroom

Observation Task 1: Environmental Print in the Classroom
Focus: Noticing the purposes of environmental print in the classroom
Objective: To encourage student teachers to identify and discuss the purpose of environmental
print in the classroom
Procedure: Familiarize yourself with the Observation Table: Documenting Environmental Print
Table 1: Documenting Environmental Print (Example)

Examples of Environmental Print Purpose Ideas for further
development
Know the 4 seasons
according to tree leaves Documentation: Photos of
colors sample work for the
students works
Illustrate their aims and

Retelling the story of the feelings for the invention
How to catch a star and day
lable it to anvantion day
1
Reflections on Observation Task 1: Environmental in the Classroom
Read the questions below and choose (1) one to respond to
1. How does environmental print impact students’ language development, and their
reading and writing abilities?
The students try to understand what they took in classroom by drawing
In kindergarten the students identify the letters by the environmental print. For example, T for
table. And they students build their pre-knowledge by using their illustration. However, in reading
and writing the students will improve their ability with print awareness of the letters and make
connection between them.
2
Observation Task 2: Teaching a Phonics Lesson
Focus: Identify the structure of a phonics lesson used by your MST and the supporting activities used to
reinforce the concepts taught
Objective: To encourage student teachers to identify and discuss the structure of a phonics lesson, focusing
on what the MST does, what the students do in response and the student-centered activities used to support
the students learning.
Procedure: Familiarize yourself with the Observation Table: Teaching a Phonics Lesson
Table 2: Teaching a Phonics Lesson (Example)

The Structure of the Lesson
What the teacher does What the children do Comments
Introducing the Sound:
The teacher will say a word start with The student will replay the See in object and replay their
the letter r. For example, rabbit. And words as the teacher did, sound help the student to
focus more with r sound by increse her rrrrrabbit. memorize it.
voice level . For example, rrrrrrrrrabbit.
Then she will show the the rabbit card.
Words: r, rabbit, ring, rain, robot
Hearing the Sound /r/ in the initial

position:
The teacher asks them to make a The students will listen and I think it will be more effective
connation between the letter and then find an object start with if they closed their eyes and used
something in their environment. For the same letter. their imagination. In this way
example, w. So, the students will think they will develop their
what start with letter w and bring to the imagination skills also.
teacher and telling the name of the
object.
Words: w water, p pencil, t table, b

book, r red.
3
Introducing the Writing of the
Sound:
The teacher will write the letter in the Students will write in on the air. She should let them use another
board and the students will write in on way like write on foam or sand.
the air.
4
Reflections on Observation Task 2: Teaching a Phonics Lesson
1. What program is used in your school to teach phonics?

The phonics song by the MOE.
2. How is phonics taught in your school?

In my school the teacher use song, flash card, and activities.
3. What was the focus of the lesson?

She was focusing more on making connection between letters and object and
illustrate.
4. Were the learners engaged in the phonics lesson? If they were, select (a); if they were not,
select (b).
a. Describe the different types of active engagement activities that the teacher used.
Draw something start with the letter and they need to know it.
5. What types of activities did the children participate in during their independent centers that
reinforced the lesson objective/learning outcome? If they participated in learning centers, select (a);
if they did not, select (b)
b) Describe two (2) learning center activities that the teacher could have used to help reinforce
the learning outcome.
Science center, by using sand or foam to write the letter.
Craft center, by making the letter with the cube.
5
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:

Type of Reading (Shared or Guided):
What the teacher does What the children do Comments
The teacher asks equations about The students will answer. It will be better to use book big
the cover page of the book, what and the students read the story by
can you see? What color of …? the illustration.
The teacher asks what they think The students will guess.
will happen next.
The teacher asks in the end how The students will use their
the story can end in different way. imagination.
6
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?
letter knowledge and phonics
a) What did strategies/activities the teacher use to help the students understand the
concept being taught?
In each group she had sample of the work and she also did with them step by step.
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).
b) 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.
Using phonics app, it helps on sound, word and picture. Also, flash card and the
students can have their review in this app.
The first education app, ABC 123 Reading Writing Practice HD
The second app, ABC Alphabet Phonics Pre-school Game for kids.
7
Observation Task 4: Development of Early Writing Skills
Table 4: Development of Early Writing Skills
Developmental Supporting Activities Links to the ADEC Comments
Writing Stage Curriculum
Write in the air listen to and identify The students can

phonemes in words remember and
identify the letter
They can use their

Trace the letter use directionality left to
finger or pencil
right, top to bottom when
engaged in writing
Illustrate to make
Draw something start with the letter connection to the letter
Reflections on Observation Task 4: Development of Early Writing

Skills
1. Describe and explain two (2) suggested strategies that the teacher can use to help the
majority of the students within their developmental writing stage.
I think my MST should use the foam and sand to teach the students how to with the
letters, because it will develop their fine motor skills. Also, using stars or any sticker to
make the letters with.
8
9

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Observation Task 1: Environmental Print in the Classroom

Focus: Noticing the purposes of environmental print in the classroom

Table 1: Documenting Environmental Print (Example)

Illustrate their aims and

Read the questions below and choose (1) one to respond to

connection between them.

Table 2: Teaching a Phonics Lesson (Example)

Words: r, rabbit, ring, rain, robot

Hearing the Sound /r/ in the initial

Words: w water, p pencil, t table, b

1. What program is used in your school to teach phonics?

2. How is phonics taught in your school?

3. What was the focus of the lesson?

Objective: To encourage student teachers to identify and discuss the purpose

Procedure: Familiarize yourself with the Observation Table: Shared/Guided

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

The title of the book:

letter knowledge and phonics

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

Write in the air listen to and identify The students can

They can use their

Reflections on Observation Task 4: Development of Early Writing

majority of the students within their developmental writing stage.

make the letters with.

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