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Task 3

The teacher read a story to the children and involved them by providing background context and changing their tone of voice. The teacher then moved the children to the reading area to change up their routine. Finally, the teacher had one of the children read the story aloud to the whole class while the other children followed along and used the pictures to imagine the story events.

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50 views

Task 3

The teacher read a story to the children and involved them by providing background context and changing their tone of voice. The teacher then moved the children to the reading area to change up their routine. Finally, the teacher had one of the children read the story aloud to the whole class while the other children followed along and used the pictures to imagine the story events.

Uploaded by

api-295505403
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Observation Task 3: Teaching Shared/Guided Reading

Table 3: Teaching Shared/Guided Reading


Title: I can help
What the teacher does What the children do Comments

The teacher will read the story and The children will listen to the story and
let the children to involve with story start to imagine the story events so
by put background while reading that will develop their knowledge skills. I like how the teacher give the children
the story and changing the tone to to read to give the children self-
get the children attention. confident on what they read.

The teacher changes their place and The children would like to listen to the
took them to the reading area to story because it is out of the routine.
change their routine.

The teacher will let one of the children The children will read the story but
read the story for the whole class. they will say form their imagination
from the pictures that 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.

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