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: The Rainbow Fish story
Type of Reading (Shared or Guided): Teachr center
What the teacher does What the children do Comments

The teacher asked the children Some of children read the title The teacher can ask the
to read the title. but slowly and some of them children to explore befor read
try to read but silently. the story

The children listen to their The reacher should use

The teacher read the story in
techer but they felt bored different valum of her sound
one valum sound
while she reading and also she
can use puppets

The children made some noise The teacher should make some
The teacher finished from the
and two of the children fight activities for the children to
story and she tols the children
make them busy
to set quetly until thy go to
their houses

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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? Phonics

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

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.

Provide one (1) activity example of how initial/medial/final s ounds , punctuation, sight
words or word families could have been could have been covered during the lesson.