Observation Table: Environmental Print in the Classroom

Table 1: Documenting Environmental Print

Examples of Environmental Print Purpose Ideas for further
development
Behaviour chart: - Teacher put the
picture of the
- teacher uses
students in the
behaviour
correct place
chart to
according to
develop
them behaviour.
classroom
mangment to
in the class
during the
lesson.
- Teacher start
- Green color: great work, making to give a
good choices . positive
- Yellow: reminder to work on better
certificate.
decisions.
- Red color: time away from
classroom .

Calendar board: - Teacher ask the

first 3 student to
- The teacher
do it.
teaches the
students the
days, months
and date.

- Daily chart for sudents to learn the days,

months, and calender.

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 Tools area: - Teacher can save
them tools in the
1- Students use
correct place
this area while
which is label in
they are
each basket.
working in
activity.

Green
basket: draft paper.
Yellow basket: color pencile.
Red basket: markers.
Blue basket: glue and scissors.

Reflections on Observation Task 1: Environmental in the Classroom

Read the questions below and choose (1) one to respond to

1. How does a school-home connection (based on environmental print) impact students'

literacy developmen

- Connect with parents to have a connection with the school to be flixablile for the both
side to contact.
- The relation between school and home is important for the both side , it can improve
students skills.
- Parent can communicate with school by using classDojo or other apps.

Observation Task 2: Teaching a Phonics Lesson

Table 2: Teaching a Phonics Lesson
The Structure of the Lesson
What the teacher does What the children do Comments
Introducing the Sound: The children sing of sound
song with emotions and
Teacher start her lesson with sing of
movment and write the
sound song and review the letters
letters X in the air.
with by listening to the song while
they are sining they will write the
letter in the air.
- Can you show me how to
write the letter X on the air
by your finger?

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Hearing the Sound in the initial
position:
teacher will show the studetns flsh
card and except from them to say the
sound of the letter that they are
seeing it in the card.
Introducing the Writing of the
Sound:
- Ask the students what words
we know have letter X?
- Ask about how many letters
we need to write a box word?
- Did the letters X in box word
came in the first, middle or
in the end?
Practicing Writing the Sound:
Teacher will make ready the ink for
finger print and the collage ask the
students to write the letter by using
figer print techniques or collage
techniques.
The children look at the card
and it was letter x students
answer /x/ /x/ /x/.
- Students will give the
answer of the first
quistion is box.
- Students will segment
the “box” word down
( b o x ) then they saif
three and they will
say what is the
letters.
- Students will say b is
the first, o is the
middle and x is the
end the answer is
letter x is in the end.
Children will choice to pick
one of the two type of
technique.
They will start to ask the
teacher about them favorite
color that they want to use it
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in the techniques.

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Reflections on Observation Task 2: Teaching a Phonics Lesson

1. What program is used in your school to teach phonics?

Song of sounds program.

2. How is phonics taught in your school?

Learn one phonic letter peer a week, the teacher use many materials to
introduce the letters and the sound. teacher engages the student while
they’re on the carpet, using puppets to introduce the lesson for the
students.

3. What was the focus of the lesson?

- Focus on writing and learning new letters.

4. Were the learners engaged in the phonics lesson? If they were, select (a); if they were not,
select (b). ( yes )

a. Describe the different types of active engagement activities that the

teacher used.

The teacher used a bag, she puts inside it things that is related to the letter, for
example, letter A the teacher puts Apple, arrow, axe, and airplane. Teacher
asked them to guess what is inside the bag, students were engaged, they started
to answer and guessing what’s inside the bag.

5. What types of activities did the children participate in during their independent centers that reinforced
the lesson objective/learning outcome? If they participated in learning centers, select (a); if they
did not, select (b)
a) Describe the different types of learning center activities that the
students did.
Students where participates in different types of activities, such as,
math, art and science activities. In the math activity, there are some
Legos, cubes and measurements tools. Students could write letter
using Legos. In science, students can write the letter on the sand or

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 use the nest to catch balls that are in the pool that has the letter that
they learned.

rvation 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: brown bear brown bear what do you see?
Type of Reading (Shared or Guided):
What the teacher does What the children do Comments
- The teacher use the Students will answer the teacher
traditional literacy to questions.
read the books to
students.
- the teacher will show Students will listen to the
the students the story. teacher
she will ask the students
some quistion.e.g. Show
me the tital of the book. They will listen to the teacher
What can you and after finishing the story
understand from the they will do the activities.
story cover page.
Teacher will teach the
students how to hold the
story book and how to
open it.
- While she is reading the
story, she will use some
materials and puppet to
show the students what
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 is happening, also to
engage them and to
make them interested.
- Teacher will use
different voice tones and
body language to
present the characters.
- At the end of the story,
teacher will ask the
students about what
happened in the story as
a peer assissment.

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 was asking students about the letter “which letter is this?”. And what’s
the sound of this letter. So, she focused on letter knowledge and phonological
awareness.

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 a) What strategies/activities did the teacher use to help the students understand
the concept being taught?

- Teacher will ask the students about the letter and sound of the letters, also about the
story such as, title and cover page.

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.
- Reading the story for them was a good opportunity to review with the students the letter and
the sounds, that’s why teaching the concepts is important.
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.

Observation Task 4: Development of Early Writing Skills

Table 4: Development of Early Writing Skills
Developmental Supporting Links to the ADEC Curriculum Comments
Writing Stage Activities
Strings of Using white hold a marker to begin approximated
letters board to write writing
letters.

Strings of Using pin identify and use high frequency words

letters board to write with three or four letters
letters sentence

Strings of Writing letters write at least one recognizable word

letters on sand. related to a story or a picture.
experiments with letter formation by
using sand, play-dough or foam.

Strings of Writing letters

letters by using experiments with letter formation by
playdough using sand, play-dough or foam.

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 Suggestions for the further development of early writing skills
 Writing letters in shaving cream.
 Using different types of recourses.

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Reflections on Observation Task 4: Development of Early Writing Skills

1. What developmental writing stages are the majority of the students in?

Drawing

2. Describe and explain two (2) suggested strategies that the teacher can use to help the majority of
the students within their developmental writing stage.

Teacher caning give them some takes that they should do it at the home to practice writing letters.

Observation Task 5: Literacy Software / Web based Programs

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 Table 5: Documenting computer software / Web based Programs
Software Title Age Links to the ADEC Links to Multiple Comments
Range Curriculum Intelligences
3-9 borrow ideas from mentor Interpersonal
text and read alouds Intelligence

Bodily-Kinesthetic
Intelligenc

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