Observation Task 3: Teaching Shared/Guided Reading

Table 3: Teaching Shared/Guided Reading

Title:- From head to toe

Type of Reading (Shared or Guided): Shared

What the teacher does What the children do Comments

The children are quiet and are

Before the teacher read the
story for children, she
attempted to motivate them.
For example, used a reward
system, said: if you be quiet
and listen to me when I read
the story I will give you a
happy face.
sitting nicely in the classroom The teacher read the story in
to listen to the story. an exciting way for children.
This way will encourage the
When they finished listening children sitting nicely and
to the story, one student listen to the teacher.
went up to explain the story
to their friends.

Then, the switch the lights
even the children feel they are
when the characters in the
story.
Firstly, she read the title of the
story and returns by.
Then, they did the activity
with the teacher and found
the number in the class room
and the animals they
mentioned in the story.

Then, through the reading

story, she made the action and
attempted to change her voice
even motivate the children to
listen.

After that, after she finished

read story, she opened the
story on screen.

Then, take one student let his

or her give abstract about the
story.

In the end, make small

activities for whole class. For
example, allowed the students
to find in the classroom the
 animals that mentioned in the
story. Also, let them count
how many animals that
mentioned in the story. Then,
the children find the number at
the class.
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?

The teacher was concentrated about the phonological awareness because she wants to learn
the students about how to pronouns the words. For example, she created the words that the
child attempted to pronouns the word and cut the words.

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.

When she read the story, she used the punctuation to achieving the purpose of the language
of intellectual communication between the writer and the reader, as if the writer
accompanied the reader feeling and sense that he knows he is interested here and marvels
there.

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.