Observation Task 3: Teaching Shared/Guided Reading
Table 3: Teaching Shared/Guided Reading
Title: Cats
What the teacher does
- The teacher holds the
storybook to show the
students and ask them
(what you can see here?
what the color of the book?
and who is this?) with
pointing on the picture of
the cover page.
- Then, she pointed on the title
with telling the students
(this is the name of the
story), pointing on the
writer and telling the
students (this is the name of
a person who wrote the
story).
- After that, the teacher
pointed on the title of story
with reading it by spell the
words.
- Next, she opened the story
and read it with explaining
the story event to the
students through using the
changing voice level
strategy. Further, she
explained the pictures of
the story with saying (the
cat has a teeth, so can you
show me your teeth?).
What the children do
- The students answered the
teacher by telling her (cat,
yellow)
- They were listening to the
teacher quietly.
- Students were repeating after
the teacher when she was
saying the story name.
- Students were saying (wow
two cats) and they showed
the teacher their teeth.
Comments
The introduced the lesson
very well with encouraging
students to know the story
events and the students
were focusing with the
teacher and they replied her
correctly. Moreover, the
way of the teacher how she
tell the students the story
title and writer through
pointing on them it was an
effective way of teaching.
However, the teacher gave
the students an opportunity
to learn best by allowing
them to repeat after her the
story name. Further, the
teacher attracted students
attention through telling
them the story events in
enthusiasm way
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 did strategies/activities the teacher use to help the students

understand the concept being taught?

During the activities, the teacher provides for students the materials
that are belong to the cats 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.

In this lesson, the teacher covered the sight words during the story by let the
students to say (I like a cat), with doing the actions of each word. For example,
when the students say the letter I they shake they fingers, when they say the (like)
word they do with their hands a heart action and when they say the letter (a) they
use their hand to do the stop action.