Observation Task 3: Teaching Shared/Guided Reading

Table 3: Teaching Shared/Guided Reading

Title: Shapes on the seashore

What the teacher does What the children do Comments

The teacher first before starting The children were listing to the if I was in her place I will try to
reading the story she reminds teacher and answering her bring a real object that are
the children about the rules such questions. mentioned in the story such as
as gross your legs and arms, sea start, shells.
close your lips and through the See the flashcards and tru to
key away. Then she explains recognize and match it on the Make the children draw the
the story cover page, ask story shapes by their finger on the air.
questions about it such as what
do you see, can point, how
many colors on the cover page. Play a fun music about sea and
shells to make the story more
interesting and attractive.
The teacher used her facial
expression while reading the
story. Used flashcards that are
big to show the shapes, colors
in the story.
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?

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.

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.