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)
Title of book: the very hungry caterpillar
Type of Reading (Shared or Guided): teacher guided
What the teacher does What the children do Comments
teacher have students reread Student take the caterpillar story I notice of of the studet remember what is
part of yesterday story for a They try to read the title the story about
viw minutes They say what is the story about The emergenig student havw a lot of miss
teacher take group of student Some of the student remember the story undertannding the easy words.
and say about it
teaher give each student a Each student read a page from the story
caterpillar story They poin in new words they dosent know
it
Reader use the pictures to figure out words
she let them to look at the they don’t know
cover and say what the stoey
about Reader notice when something does not
make sense and may reread the sentsnce to
help them understand
teacher let the student to share
something they remmemer Reader think about the character as they
from the story read
Reader use text features to help them
teacher let each student to read understand nonfiction
a page from the story and she
listen to them
teacher let the student to point
in new words
Observation Task 3: Teaching Shared/Guided Reading
Table 3: Teaching Shared/Guided Reading
Title: the very hungry caterpillar
What the teacher does What the children do Comments
Student say good morning to the I notice some of the student
teacher they canno read the title of
Student see the cover page and think the story the miss regogize
what is this animal, they answer the some letter in the word.
question , this is caterpillar I notice some of the student
Student answer the question and they
they already knows the story
say the caterpillar in green
Student answer the question the they been read it, and they
caterpillar live in the woods among the know the event of it.
the teacher say good morning to the trees student surprised when they
student. The student read the title of the story “ know thar the capertpillar
Today I will read for you a new story the very hungry caterpillar” became a butterfly.
you will enjoy it Each student talks with their partner
The teacher show the student the and they think what the story about.
cover page of the story shw ask Some of the student said that the
them : caperpillar in a pet and some of them
what you see in the cover they said no.
page what this animal? Student think of of the end for the story
What the color of the the student came to the school and tell
caterpillar the teacher about their thoughts
Where the caterpillar live? student surprised when they know thar
Who can read the title of the capertpillar became a butterfly.
the story ?
What you thik the story
about?, turn and talk with
your partner.
Do you think the caterpillar
is a pet or not?
The teacher begin read the story for
the student while she read it she
show the student the picture in the
story and use CROWD syrategie
and ask them some questions.
The teacher stopped in the middle
of the story then she let the student
to think about the end of the story
what the caterpillar will be when she
inside the cocon.
The next day the student came to
the school and tell the teacher
about their thoughts
The teacher complet the story for
them and they surprised when they
know thar the capertpillar became a
butterfly.
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? Teacher foucs in phonics the sound of the letter when
the student try to read a word
a) What strategies/activities did the teacher use to help the students understand
the concept being taught? The teacher let the student to point in the word
they don’t know it, and then she show them a picture represent the word and
they understand more the whole sentence because if we read a sentence and
we don’t know one word in it, we miss understand the whole sentence.
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). there is no
punctuation, sight words
a. What was the purpose of teaching these concepts. Explain its importance.
a) Provide one (1) activity example of how initi al/medial/fi nal sounds, punctuation, sight
words or word families could have been could have been covered during the lesson.
Tacher give the student a flash card of a word covered in story Example word Big each
word in on card then the teacher let the student to bulind the letter toghether and say
each letter sound to make “big” word.
