What the teacher does What the children do comments
Children were enthusiastic and said, “No” No” No
Children told the teacher to open it from left to right as when they read English story, they do that.
Children repeated with the teacher the title and the name of the author.
The children do as what the teacher syas and they out their hands on one to one and follow up.
Children did the activity with the teacher . The child used a pointer to learn through hands on activity engaged and learns better.
The child searches for the capital letters, small letters , read, write, follow the book one to one and the author’s name, the title, and others.
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That all worked well and even children learnt the tasks in a good way whereas the child when one talks with him or her , he does not learn and understand bit through participation and hands on .
The teacher held the book upside down and told the children if she hold the book right way.
The teacher asked children who would help her to hold the book the right way.
The teacher asked children to show her the title and the author
The teacher showed children how to start the sentence through one to one and how to start from up and down and children managed to apply that with her.
Teacher with the focus group, they learn with more details where each child catches a book and teach them more and more such as lower case and upper case, letter with a word and a word with a picture.
The teacher made sure that each child learnt what she or he the capital , small, one to one, the author’s name, how to open the book etc. Also to evaluate them through a test. In case of the child does not know a question, the teacher repeat the question with him.
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Which concepts about print (CAP) did the teacher focus on?
The teacher focused on the title of the book, the author, one to one, and also the teacher managed them to learn what the difference between the letter and the word.
What strategies/activities did the teacher use to help the students understand the CAP concept being taught?
The teacher used certain strategies , where she made a pointer where the child put something in his finger and then help him or her to help them follow and also support. For example, when the teacher says, I am Emirati, the child reads and points for each word.
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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).
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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.
The teacher focused on the sight words for example, desk, age, this is , my .An activity where the child formed a sentence for example, the chiold had a paper and then to draw his favourite Emirate and then to wroite a sentence such as , this is Abu Dhabi , this is Dubai etc.
Reflection on Observation Task 3: Teaching Shared Reading / Guided Reading
Task 3 - 3.1
Teaching Shared Reading / Guided Reading
On this page, you can see the third task. Which is about
(Teaching Shared Reading / Guided Reading) and reflection for this task.
This is the second task which is about Teaching Shared Reading / Guided Reading. I observed my MST and I wrote notes to do this task during the T.P.
Title of book: I am Emirati
Type of reading Shared or Guided: Shared