Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd
Upload
70 views

Task 3

The teacher read a story to the children to work on their phonological awareness. She motivated them by promising a reward for listening quietly. While reading, she changed her voice and did actions to engage the children. After, one student summarized the story for their classmates. Finally, the children did an activity where they found numbers and animals mentioned in the story around the classroom.

Uploaded by

api-374751355
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
70 views

Task 3

The teacher read a story to the children to work on their phonological awareness. She motivated them by promising a reward for listening quietly. While reading, she changed her voice and did actions to engage the children. After, one student summarized the story for their classmates. Finally, the children did an activity where they found numbers and animals mentioned in the story around the classroom.

Uploaded by

api-374751355
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

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

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

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.

You might also like