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: Brown Bear Brown Bear what do you see
Type of Reading (Shared or Guided): Shared reading
What the teacher does What the children do Comments
At the beginning the teacher Students greet the teacher back The teacher should not
greets the students. immediately introduce the story
title. She should give an
The teacher tells the students Students listen to their teacher. opportunity for the students to
that it is story time and we need take a look at the cover, ask
to be listening to the story them what you see. What do
you think the story is about?
The teacher introduces the book The students look at the teacher Different questions to generate
by showing the students the and listen to what is she saying. ideas and get students attention
cover page and introducing the before starting to read the story.
title of the story, illustrator and
writers name for the students.
The teacher starts reading the The teacher look at the
book by showing it to the illustrations and listen to the The teacher wasnt using a lot
students and reading what is on teacher while she is reading the of gestures and sound tones to
the page and when she finish book. represent the animals. She
she flips to the next page. shouldve made facial
expressions, body gestures and
After finishing the story the Students answer with yes and read in different voices to
teacher asks the students if they then they go to get their bags represent animals and to get
like the story or not and then and line up by the door. students attention.
she tells them to go and get
their bags because story time is After finishing the story the
finished and they will go home. teacher didnt know whether
students understood something
of the story or not. She couldve
made them retell the story or
she could ask them some
questions like what did you see
in the story and what color was
it. She could also create
activities for the next day
because she didnt have time for
the students so they would
refresh their memories about
the story.
The teacher also should put the
story in the reading corner
because students want to go and
take a look at it. She says that
students might tear the story or
write on it and she doesnt want
it to be damaged so she can
print the story and put it instead
of putting the original copy.
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?
-The teacher focused on the letter knowledge concept. She would see if children
would be able to address the letters that she already have taught them while she is
reading them in the story or not.
a) What did strategies/activities the teacher use to help the students
understand the concept being taught?
-The teacher didnt do any activities but the strategy she used to help
students understand the concept was that she was reading the story and
she was showing it to the students. She were following what she is
reading with her finger word by word so students would know what is
she reading and about what.
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. W h a t 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.
-An activity that can be covered during the lesson was the recognition of some
punctuation marks like the full stop and the question mark. The teacher can show
students the marks and then ask them what these marks are. Or she can also say a
sentence or something and then ask them is it a question or a sentence? And what
mark should I put at the end?
