Scribd
Upload
31 views2 pages

Guided Reading Strategies for Letter J

The teacher leads a guided reading group focusing on the letter J. She divides students into small groups based on their reading level. While reading the story about a boy named Jon who jumps into a jar, the teacher stops periodically to ask questions and ensure student understanding. Students take turns answering questions and sharing their ideas about the story. The guided reading format allows the teacher to focus on each student and identify their strengths and weaknesses.

Uploaded by

Huda Hamad
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
31 views2 pages

Guided Reading Strategies for Letter J

The teacher leads a guided reading group focusing on the letter J. She divides students into small groups based on their reading level. While reading the story about a boy named Jon who jumps into a jar, the teacher stops periodically to ask questions and ensure student understanding. Students take turns answering questions and sharing their ideas about the story. The guided reading format allows the teacher to focus on each student and identify their strengths and weaknesses.

Uploaded by

Huda Hamad
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Observation Task 3: Teaching Shared/Guided Reading

Title of book: Jon Jumps Into A Jar.

Type of Reading (Shared or Guided): guided reading


What the teacher does What the children do Comments

The teacher takes a small group Students are listening to the story Students are in very different
every Monday to read a story and answering questions. levels. I liked the idea that the
with them. The story is about the teacher uses guided reading
letter of the week which is J. They also share their ideas with instead of share reading because
the teacher and what they guided reading is easy for the
Teacher divided the groups based noticed or saw. teacher to focus on the students
on the student’s level. and ask them questions, and
They never answer randomly
teacher can identify weaknesses
She starts by asking what they they wait for their names and and strengthen specific skills of
can see in the cover page, what then answer. her students.
colours can they see, and what do
they think the story is about.

Before she starts reading, she


makes sure they are all turning
their cameras on.

While she is reading the story,


she stops after reading two pages
and start asking questions about
what they understand or what
they notice.
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?
Letter Knowledge.
a) What strategies/activities did the teacher use to help the students understand
the concept being taught?
Teacher chose a very simple story. She also provided pictures along with asking
questions and explaining for the students and answer their questions.

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.
The teacher chose this story to teach the students words start with the letter J. The
story had so much words start with the letter J and also there was sentences for
example James wear his jeans. Teacher sometimes stop and ask the students to
repeat the sentence.

You might also like