Bachelor of Education, Early Childhood Education Degree

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: From head to toe
Type of Reading (Shared or Guided): Shared
What the teacher does What the children do Comments

- Read the story - Listen to the In my opinion the story time is

for the teacher. not good, because it is at the
children. - Do the actions end of the day and it is hard to
- Do some of the story. engage the children since they
actions to make - Engage with
are tired. But the teacher do her
the story more the teacher in
interesting. the story. best to make the students more
- Engage all the - Copy the active and interested.
students using teacher voice
her voice tones and
tones. become active.

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 Bachelor of Education, Early Childhood Education Degree

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?

She was doing the actions of the story for example turn her head like a
Penguin, wiggle like a Crocodile, bend her neck like a Giraffe, clap her
hands like a Seal, arch her back like a Cat, kick her legs like a Donkey,
wave her arms like a Monkey, thumb her chest like a Gorilla, raise her
shoulder like a Buffalo, stamp her foot like an Elephant, and ask the
children a follow up questions about the story, to see how much they
have understood.

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.

The teacher was copying the sounds of the animals for example the sound of the
Gorilla, Buffalo, Cat, Seal and the other animals which included in the story, and
show how the child in the story was excited while copying the movements of the
animal for example, turn the head, wiggle, clap the hands, stamp the feet and the
other actions, in addition she was asking them where each animal live, what does it
eat and what the colour of it.

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.