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Name of Trainee Teacher:
Becoming a Teacher of Early Reading
PGCE
1
“
“.”
Dear student-‐‑teachers and school-‐‑based colleagues,
You will be aware that there has been an increased focus on the role of systematic synthetic phonics in the teaching of reading and spelling and that this is reflected in the new Teachers’ Standards (2012). This booklet provides a comprehensive description of your journey towards developing competence and confidence in the teaching of reading and spelling using a systematic synthetic phonic (SSP) approach.
The booklet divides your journey into 3 phases -‐ beginning, developing and extending and integrates your independent study, University-‐based sessions (seminars, lectures and tutorials) and school-‐based observation and planning activities. As such, the booklet outlines your experience of learning about and teaching SSP over the complete course. For undergraduate students, the three phases equate Y1, Y2 and Y3 whereas a PGCE student will complete the phases within a year with the Developing and Extending phases spanning the time that PGCE students will spend in a Lead Literacy School and their final school placement.
It is the responsibility of the student-‐teacher to ensure that the professional development activities are completed, with school-‐based colleagues supporting students in scheduling these and arranging access to relevant colleagues, where necessary.
Whilst this booklet focusses primarily upon SSP, we recognise that there is much more to reading than phonics. As Dombey (2010, p. 5) notes, a balanced approach to the teaching of reading ensures that:
as well as working to master the mechanics of reading that allow them to lift the words off the page, children are encouraged and supported to focus on making sense of written text, and to see its uses in ordering, enlarging, enjoying and making sense of their lives1
Throughout the course, and in specifically identified sessions, students will also learn about the importance of reading for purpose and pleasure and the skills and competencies an effective teacher must develop in order to enable this for all pupils.
We value enormously the key role that school-‐based colleagues play in supporting and guiding students and enabling access to high quality observations of teaching and professional discussion. We are confident that through our successful partnership approach, our student teachers will develop the skills, knowledge and competence to become excellent teachers of early reading.
1. Dombey at al (2010) Teaching Reading: What the Evidence Says, UKLA
2
“ “.”
Introduction This teaching of reading booklet is designed to address Standard 3: A teacher must demonstrate secure subject and curriculum knowledge -‐‑ if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics (DfE, 20121.) In order to meet this standard a student teacher should, by the end of his/her training: • know and understand the recommendations of The Independent Review of the
Teaching of Early Reading (DfES, 2006)2 and its implications for the teaching of reading and writing.
• know and understand the principles that underpin the alphabetic code. • know and understand the principles of ‘high-‐quality phonic work’ (DfE, 2012)3
and be able to recognise how they are met in a range of phonic programmes. • be able to apply knowledge and understanding of ‘quality first’ phonics teaching
to planning and teaching using a school’s phonic programme. • be able to identify and provide targeted support to ensure good progress for all
pupils. As stated in the Preparation for the Course handbook, please read the text below prior to the Core English module for PGCE.
Joliffe, W., Waugh, D. and Carss, A. (2012) Teaching Systematic Synthetic Phonics in Primary Schools, London: Sage/Learning Matters
In addition to the tasks outlined above, this text will provide further subject knowledge, pedagogic practice and support with the teaching of early reading and phonics.
1. Department for Education (2012) Teachers’ Standards, DfE publications 2. Department for Education and Skills (2006) Independent Review of the Teaching of Early Reading, DfES publications 3. Department for Education (2012) http://www.education.gov.uk/schools/teachingandlearning/pedagogy/phonics/a0010240/criteria-‐for-‐assuring-‐high-‐quality-‐phonic-‐work
3
Overview
The following overview is your learning journey through the course. The colour coded sections correspond to the headings within this booklet.
Initial University Taught Provision Through your English Core Module seminars you will participate in: • Seminars exploring the Simple View of Reading and the Independent Review of the teaching of Early Reading; ‘quality first’ phonics
teaching; planning for progression in phonics (reading and spelling); the four-‐part phonics lesson; assessment and tracking; and the Year 1 screening check.
Subject Knowledge Auditing: You will undertake a short audit of your subject knowledge related to phonics. This will underpin action planning for your first School Experience (school A). School A In school A you will: • Observe at least 2 lessons on the teaching of phonics, making notes (see page 10) • Teach at least one phonics lesson to a small group, using the teacher’s planning to support where appropriate, but quickly progressing to
your own 4-‐part phonic lesson planning. • Be observed teaching one phonics lesson using the phonics observation sheet on page 11-‐12. Scan and email the observation sheet to
[email protected]. • With the support of your mentor / English subject leader, identify the phonics scheme used by your school (make notes on page 23 of
this booklet).
Enhanced Placement (pg. 13-‐19) Through your English Core Module preparation for the Lead Literacy School Enhanced Placement you will participate in:
• A seminar focussing on the effective teaching of guided reading. In your Enhanced Placement Lead Literacy School you will: • Teach a sequence of phonics lessons using your own planning for a four-‐part lesson. • Teach a sequence of guided reading lessons and, as part of this, word reading strategies. • Undertake careful assessment of your focus pupils using a phonics tracker and reading conference record sheets. • Complete a ‘summary of assessment’ sheet (page 19, Moodle or schools own record) to be passed to the next student who will be
teaching your group/s. • Complete the ‘Early Reading’ report (on Moodle) for one of your focus pupils and submit this as part of your PGCE portfolio task. School B In school B you will: If you have not already met the standards of the beginning and developing phases, ensure these tasks are addressed (see columns on page 5). You may use information from your ‘Early Reading’ report to inform target setting for your teaching of phonics in school. • Observe at least 3 lessons on the teaching of phonics, making notes (see page 20) • Teach a sequence of phonics lessons using your own planning for a four part lesson. • Be observed teaching one phonics lesson using the phonics observation sheet on page 21-‐22. Scan and email the observation sheet to
[email protected]. • Meet with the English Subject Manager to discuss how the school has responded to the government’s sustained focus on the teaching
systematic synthetic phonics e.g. decodeable texts, Y1 phonics screening check etc (see SERE for more details on this task). • With the support of your mentor / English subject leader, identify the phonics scheme used by your school (pg. 23).
4
Outcomes
The following outcomes are associated with teachers beginning, developing and extending their knowledge of phonics.
Beginning Developing Extending A beginning teacher: • Understands key terms relating to the
teaching of phonics and use these with confidence.
• Understands the relationship between Letters and Sounds and begins to articulate the 40+ sounds that make up the English language.
• Understands the alphabetic code and begins to apply this to word reading.
• Is able to teach a phonics lesson to a small group, using a teacher’s plan.
• Has a beginning understanding of the Simple View of Reading and its implications for early readers.
• Understands word reading using synthetic phonics as a four-‐part process.
• Has observed a number of phonics lessons in school and is able to identify good practice in the teaching of phonics.
A developing teacher: • Understands the principles of phonics in
relation to spelling as segmenting and encoding; reading as decoding and blending.
• Understands how to plan and teach a four-‐part phonics lesson and undertake rigorous assessment and tracking.
• Understands the principles of ‘quality first’ phonics teaching and is able to apply these in the classroom.
• Is familiar with a range of phonics schemes and, through this familiarity, develops an understanding of progression in KS1.
• Has an understanding of progression within the lesson.
• Has a clear understanding of the implications of the Independent Review of the Teaching of Early Reading and the Simple View of Reading.
An extending teacher: • Independently plans for and teach a
series of phonics lessons. • Understands the importance of
diagnostic assessment to ensure interventions within the lesson
• Is able to plan for and provide targeted / differentiated support for reading and spelling within phonics lessons.
• As (s)he looks towards the NQT year, understands the implications of using decodeable texts, the year 1 phonics screening check and Ofsted recommendations.
5
Term
inology
Wha
t has bee
n yo
ur experience in te
aching
pho
nics prio
r to be
ginn
ing yo
ur PGCE
study
at u
niversity
?
Refle
ction:
Phon
olog
ical Awaren
ess:
Ph
onem
ic Awaren
ess:
Phon
eme-‐Graph
eme correspo
nden
ce:
Phon
eme:
Graph
eme:
Blen
d:
Digraph
: Trigraph
: Segm
ent:
6
Phonics Audit
Part 1: T
he Sim
ple View
of R
eading
Place the na
mes of the
children de
scrib
ed below
in th
e correct q
uadran
t of the
Rose cross ab
ove.
These fictitious children ha
ve bee
n stereo
type
d for the
purpo
ses of th
is exercise.
Joya: Joya is in
Yea
r 2 and
enjoy
s stories. She
can
talk con
fiden
tly abo
ut wha
t she
has hea
rd. Sh
e can
describ
e characters and
settin
gs and
can
express persona
l opinion
abo
ut th
ese with
reference to th
e text. How
ever she
dislikes re
ading, especially aloud
, and
strug
gles to
read
inde
pend
ently
. Whe
n read
ing she relies he
avily on picture cues and
can
only de
code
vc an
d cvc words with
out sup
port.
Symon
: Sym
on is in
Yea
r 5 and
has lived in Eng
land
for a
yea
r having previously lived in Polan
d. A
t ho
me he
spe
aks Po
lish an
d in schoo
l he is starting to spe
ak Eng
lish. He read
s flu
ently
and
his
pron
unciation is goo
d. H
owever que
stioning
reveals that he is not clear abo
ut th
e de
tails of w
hat h
e ha
s read
. Alice: Alice is in
Yea
r 2. Sh
e is Eng
lish mon
olingu
al and
is a con
fiden
t spe
aker and
listen
er with
her
peers. W
hen read
ing she struggles to ‘sou
nd out’ w
ords and
is able to re
ad only vc and
cvc words
inde
pend
ently
. Alice ha
s a sigh
t vocab
ulary of app
roximately 40
words. Alice ha
s lim
ited expressive
lang
uage fo
r her age and
offers simple literal explana
tions of texts re
ad but gen
erally can
not d
educe or
infer m
eaning
. Sh
e struggles to offer a persona
l opinion
abo
ut storie
s that have be
en re
ad to
her.
Marking
grid
Respon
se
Actio
n: Record this on
you
r Develop
men
t Profile
Score of fu
ll marks
Well d
one! – you
und
erstan
d this well
Access a cop
y of Letters and
Sou
nds o
n Moo
dle an
d begin
familiarising yourself w
ith th
e phases of p
rogressio
n.
Some errors -‐
Good
try
You ne
ed to
watch th
e ‘articulation of pho
nemes’ clip (o
n Moo
dle)
and practise artic
ulating ph
onem
es by copying the given exam
ple
until you
are flue
nt. C
onsid
er in
clud
ing this as on
e of you
r targe
ts
for sch
ool p
lacemen
t. Significant wea
knesses -‐
Still som
e way to
go
You must spe
ak to
your AA
and m
odule tutors abo
ut m
aking this a
target fo
r improvem
ent o
n yo
ur Develop
men
t Profile.
Tutor Sign Date
Part 2: P
hone
mes and
graph
emes
Words are m
ade up
of letters which rep
resent sou
nds. The
se sou
nds are called ph
onem
es.
A ph
onem
e is a single soun
d bu
t it m
ay con
sist of m
ore than
one
letter to
represen
t it. Th
e letter(s) tha
t rep
resent th
e ph
onem
es are called grap
hemes.
How m
any ph
onem
es can
you
hear in these words? Say them
aloud
, the
n write th
e ph
onem
es you
hea
r as grap
hemes in
the grid below
in the
grid
below
. The
first o
ne is
done
for y
ou.
1
2 3
4 5
6
Ship
sh
i p
Cat
Barn
Church
Throug
h
Little
Land
ed
Jumpe
d
Shou
lder
7
Exam
ple Lesson Plan
Dat
e: 4
th O
ctob
er
Ti
me:
14:
00-1
4:20
Cla
ss/S
et: P
hase
3 p
honi
cs g
roup
(rec
eptio
n)
N
umbe
r: 2
5 ch
ildre
n
Less
on s
ubje
ct/to
pic
focu
s:
Eng
lish:
pho
nics
(dev
elop
ing
read
ing
and
writ
ing
skill
s)
Targ
et fo
r st
uden
t tea
cher
: W
hat t
arge
t will
I be
focu
ssin
g on
with
in th
is le
sson
? D
evel
op c
onfi
den
ce i
n m
odel
lin
g b
len
din
g f
or r
ead
ing
usi
ng
sou
nd
bu
tton
s.
Targ
et a
chie
ved
with
in th
is
less
on?
ü
or x
Lear
ning
obj
ectiv
e(s)
(with
refe
renc
e to
rele
vant
cur
ricul
um d
ocum
enta
tion
– on
ly 1
/2 k
ey o
bjec
tives
per
su
bjec
t bei
ng ta
ught
): W
hat d
o I w
ant t
he c
hild
ren
to k
now
or b
e ab
le to
do
by th
e en
d of
the
less
on?
D
evel
opm
ent
Mat
ters
Lit
erac
y: R
ead
ing
(4
0-6
0+
mon
ths)
§ H
ears
an
d s
ays
the
init
ial
sou
nd
in
wor
ds
§ C
an s
egm
ent
the
sou
nd
s in
sim
ple
wor
ds
and
ble
nd
th
em t
oget
her
an
d k
now
s w
hic
h l
ette
rs
repr
esen
t so
me
of t
hem
§ L
ink
s so
un
ds
to l
ette
rs, n
amin
g a
nd
sou
nd
ing
th
e le
tter
s of
th
e al
phab
et
§ B
egin
s to
rea
d w
ord
s an
d s
impl
e se
nte
nce
s
Suc
cess
cri
teri
a:
How
will
I kn
ow th
is h
as b
een
achi
eved
? (y
ou m
ay u
se c
hild
-frie
ndly
‘I c
an…
’ sta
tem
ents
her
e):
A
ll ch
ildre
n:
• I c
an m
atch
th
e g
raph
eme
sh w
ith
th
e ph
onem
e ‘s
h’
• I
can
wri
te t
he
gra
phem
e fo
r ‘s
h’
• I
can
th
ink
of
wor
ds
that
in
clu
des
th
e ‘s
h’ p
hon
eme
Mos
t ch
ild
ren
: •
I ca
n u
se s
oun
d b
utt
ons
to r
ead
wor
ds
incl
ud
ing
th
e ‘s
h’ p
hon
eme
•
I ca
n w
rite
wor
ds
that
in
clu
de
the
‘sh
’ ph
onem
e/g
raph
eme
• I
can
wri
te c
apti
ons
that
in
clu
de
the
‘sh
’ ph
onem
e/g
raph
eme
to l
abel
obj
ects
A
sses
smen
t evi
denc
e:
How
will
I ga
ther
evi
denc
e of
pup
il ac
hiev
emen
t? (
e.g.
obs
erva
tion
of p
upils
, pee
r-as
sess
men
t aga
inst
su
cces
s cr
iteria
, sel
f-ass
essm
ent a
gain
st s
ucce
ss c
riter
ia, m
arki
ng o
f wor
k).
Wor
kin
g w
ith
th
e w
hol
e g
rou
p I
wil
l u
se o
bser
vati
on a
nd
tar
get
ed q
ues
tion
ing
to
iden
tify
ch
ild
ren
’s s
kil
ls
and
kn
owle
dg
e in
lin
e w
ith
th
e su
cces
s cr
iter
ia.
Pup
ils’ p
rior
exp
erie
nce
and
lear
ning
: In
ligh
t of t
he L
O(s
) and
/or s
ucce
ss c
riter
ia, w
hat d
o th
e ch
ildre
n in
this
cla
ss a
lread
y kn
ow o
r wha
t are
they
ab
le to
do?
T
he
chil
dre
n h
ave
(alm
ost)
all
bee
n a
ble
to m
atch
he
firs
t 1
9 g
raph
emes
/ph
onem
es a
nd
are
abl
e to
say
th
e ph
onem
e w
hen
sh
own
th
e g
raph
eme.
Alm
ost
all
chil
dre
n c
an r
ead
an
d w
rite
sim
ple
vc a
nd
cvc
wor
ds
usi
ng
th
ese
gra
phem
es a
nd
can
ora
lly
ble
nd
an
d s
egm
ent
wit
h t
hes
e (S
ee S
ally
’s p
hon
ics
trac
kin
g s
hee
t fo
r ex
ampl
e)
Teac
hing
and
lear
ning
act
iviti
es:
Tim
ings
Wha
t tea
chin
g st
rate
gies
and
act
iviti
es w
ill I
use?
•C
hn
wor
kin
g a
s pa
rt o
f sh
ared
rea
din
g a
nd
w
riti
ng
•
Intr
odu
ce n
ew g
raph
eme.
R
evie
w c
urr
ent
kn
owle
dg
e i.
e. s
an
d h
sou
nd
ed s
epar
atel
y a
nd
th
en e
xpl
ain
how
th
e ph
onem
e ch
ang
es w
hen
th
e g
raph
emes
are
pu
t to
get
her
. M
odel
by
g
etti
ng
2 c
hil
dre
n t
o sh
ak
e h
and
s an
d s
tan
d
clos
e w
hen
hol
din
g g
raph
emes
.
•M
odel
how
to
say
ph
onem
e ‘s
hh
hh
’ wh
ilst
po
inti
ng
to
gra
phem
e ca
rd (
to r
ein
forc
e G
P
corr
espo
nd
ence
).
•M
odel
let
ter
form
atio
n f
or s
an
d h
(re
view
) w
ith
ch
ild
ren
pra
ctis
ing
let
ter
form
atio
n i
n t
he
air/
on b
ack
s et
c.
•In
trod
uce
pir
ate
trea
sure
ch
est
(rei
nfo
rcin
g/m
odel
lin
g ‘s
h’
phon
eme
thro
ug
h
use
of
shov
elli
ng
, sh
aker
an
d w
ave
sou
nd
) an
d
obje
cts
incl
ud
ing
‘sh
’ ph
onem
e/g
raph
eme.
A
sk
chn
to
app
ly n
ew p
hon
eme
by w
ork
ing
wit
h a
ta
lk p
artn
er t
o th
ink
of
sh i
tem
s th
at m
igh
t b
e in
th
e tr
easu
re c
hes
t P
ract
ise:
App
ly:
Wha
t will
the
child
ren/
othe
r adu
lts d
o at
key
po
ints
in th
e le
sson
? H
ow w
ill I
ensu
re th
at
all c
hild
ren
are
able
to a
cces
s, p
artic
ipat
e an
d su
ccee
d in
all
parts
of t
he le
sson
?
•C
hn
wor
kin
g t
hro
ug
hou
t th
e le
sson
in
m
ixed
ab
ilit
y c
hat
tin
g c
hu
ms.
Ch
n f
or
wh
om E
AL
(S
um
on)
to
wor
k w
ith
a
Sim
on (
con
fid
ent
spea
ker
, goo
d l
iste
ner
)
•C
hoo
se S
um
on a
nd
Jad
e h
ere
as
both
nee
d
rein
forc
emen
t of
‘s
’ an
d ‘h
’ bef
ore
mov
ing
on
to
‘sh
’.
•
TA
to
targ
et S
um
on,
Jad
e an
d K
irst
ie h
ere
to r
ein
forc
e co
nve
nti
ons
for
lett
er
form
atio
n (
mod
elli
ng
/rei
nfo
rcin
g t
he
phon
emes
as
they
dem
onst
rate
let
ter
form
atio
n)
•T
arg
et l
ess
con
fid
ent
chn
wit
h q
ues
tion
s fi
rst
as
they
may
hav
e on
ly 1
or
2 w
ord
s to
of
fer.
M
ove
to m
ore
able
as
wor
ds
beg
in t
o ‘r
un
ou
t’
•E
nco
ura
ge
MA
ch
n t
o u
se t
erm
s g
raph
eme/
phon
eme
wh
ere
app
in t
he
less
on.
8
Lesson Plan
Dat
e:
Ti
me:
Cla
ss/S
et:
N
umbe
r:
Less
on s
ubje
ct/to
pic
focu
s:
Targ
et fo
r st
uden
t tea
cher
: W
hat t
arge
t will
I be
focu
ssin
g on
with
in th
is le
sson
?
Targ
et a
chie
ved
with
in
this
less
on?
ü
or x
Lear
ning
obj
ectiv
e(s)
(with
refe
renc
e to
rele
vant
cur
ricul
um d
ocum
enta
tion
– on
ly 1
/2 k
ey o
bjec
tives
per
su
bjec
t bei
ng ta
ught
): W
hat d
o I w
ant t
he c
hild
ren
to k
now
or b
e ab
le to
do
by th
e en
d of
the
less
on?
S
ucce
ss c
rite
ria:
H
ow w
ill I
know
this
has
bee
n ac
hiev
ed?
(you
may
use
chi
ld-fr
iend
ly ‘I
can
…’ s
tate
men
ts h
ere)
:
Ass
essm
ent e
vide
nce:
H
ow w
ill I
gath
er e
vide
nce
of p
upil
achi
evem
ent?
Pup
ils’ p
rior
exp
erie
nce
and
lear
ning
: In
ligh
t of t
he L
O(s
) and
/or s
ucce
ss c
riter
ia, w
hat d
o th
e ch
ildre
n in
this
cla
ss a
lread
y kn
ow o
r wha
t are
th
ey a
ble
to d
o?
Teac
hing
and
lear
ning
act
iviti
es:
Tim
ings
Wha
t tea
chin
g st
rate
gies
and
act
iviti
es w
ill I
use?
Rev
iew
:
Teac
h:
Wha
t will
the
child
ren/
othe
r adu
lts d
o at
key
po
ints
in th
e le
sson
? H
ow w
ill I
ensu
re th
at
all c
hild
ren
are
able
to a
cces
s, p
artic
ipat
e an
d su
ccee
d in
all
parts
of t
he le
sson
?
9
Lesson Plan
Teac
hing
and
lear
ning
act
iviti
es:
Tim
ings
Wha
t tea
chin
g st
rate
gies
and
act
iviti
es w
ill I
use?
Pra
ctis
e:
App
ly:
Wha
t will
the
child
ren/
othe
r adu
lts d
o at
key
po
ints
in th
e le
sson
? H
ow w
ill I
ensu
re th
at
all c
hild
ren
are
able
to a
cces
s, p
artic
ipat
e an
d su
ccee
d in
all
parts
of t
he le
sson
?
Subj
ect s
peci
fic v
ocab
ular
y:
Is th
is n
ew o
r fam
iliar
voc
abul
ary
for t
he c
hild
ren?
Res
ourc
es/IC
T:
Less
on a
dapt
atio
n:
Do
I nee
d to
mak
e an
y sp
ecia
l pro
visi
on w
ith re
gard
to h
ealth
& s
afet
y?
ü o
r x a
nd d
etai
l as
nece
ssar
y Ass
essm
ent o
f pup
il le
arni
ng a
nd im
plic
atio
ns fo
r fut
ure
plan
ning
: H
ave
I gat
here
d an
d (w
here
app
ropr
iate
) atta
ched
evi
denc
e of
pup
il at
tain
men
t/ach
ieve
men
t?
(Thi
s m
ight
incl
ude
phot
ogra
phs,
ann
otat
ed w
ork,
teac
her/T
A p
ost-i
t not
es, g
roup
ass
essm
ent
shee
ts).
A
s a
resu
lt of
this
, for
whi
ch c
hild
ren
do I
need
to ta
ilor
teac
hing
in th
e ne
xt le
sson
? (C
onsi
der
indi
vidu
als
and
grou
ps o
f chi
ldre
n w
ho h
ave
exce
eded
or n
ot m
et th
e le
arni
ng o
bjec
tive/
succ
ess
crite
ria a
nd li
st in
itial
s/fu
ture
act
ions
bel
ow).
Ev
alua
tion
of tr
aine
e le
arni
ng a
s a
resu
lt of
teac
hing
this
less
on: f
inal
pla
cem
ent s
tude
nts
may
cho
ose
to a
nnot
ate
this
pla
n ra
ther
than
com
plet
e th
e qu
estio
ns in
det
ail b
elow
. In
ligh
t of w
hat I
now
kno
w a
bout
the
pupi
ls’ l
earn
ing
in th
is le
sson
: W
hat w
as s
ucce
ssfu
l in
my
teac
hing
? W
hy w
as it
suc
cess
ful?
How
do
I kno
w?
Wha
t was
uns
ucce
ssfu
l in
my
teac
hing
? W
hy w
as it
uns
ucce
ssfu
l? H
ow d
o I k
now
? W
hat t
arge
t wou
ld I
set f
or m
ysel
f tha
t I w
ill c
arry
forw
ard
to fu
ture
teac
hing
? Y
ou m
ay n
eed
to
cont
inue
with
you
r ta
rget
as
prev
ious
ly.
10
School A
Observing good practice
Observing
goo
d teache
rs te
aching
pho
nics will ena
ble yo
u to begin to
make sense of th
e skills an
d kn
owledg
e ne
eded
to ensure that children make go
od progress.
How
ever, it is po
ssible to
‘see
with
out rea
lly noticing’, and
so the qu
estio
ns in
the grid below
are designe
d to help yo
u to fo
cus yo
ur observatio
ns so as to
make the most o
f these learning
opp
ortunitie
s. U
se th
e ob
servation sche
dule below
to m
ake no
tes on
the lesson
s that you
observe. Talk th
roug
h yo
ur observatio
ns and
refle
ctions upo
n these with
you
r pee
r colleague
and
raise an
y qu
estio
ns you
may have ab
out the
se observatio
ns at the
wee
kly mee
ting with
you
r men
tor.
Que
stions / prompts
Lesson
1: D
ate:
Lesson
2: Date:
Wha
t tea
ching strategy is used for
revising
graph
emes/pho
nemes/’tricky
words’ tha
t have alread
y be
en ta
ught?
Wha
t NEW
graph
eme/ph
onem
e correspo
nden
ce is being
taug
ht?
Doe
s the teache
r tell a story or tea
ch an
actio
n or son
g (or d
o something
else)
that helps th
e child
ren to re
mem
ber the
ne
w graph
eme/ph
onem
e correspo
nden
ce? M
ake a no
te of this.
Note do
wn an
y exam
ples of the
teache
r correctin
g a child
’s m
isun
derstand
ing
(misconcep
tion). How
is th
is don
e? (e
.g.
explan
ation, m
odellin
g, fo
llow-‐up
questio
ning
). Note do
wn an
y activ
ities used that allo
w
the child
ren to practise blen
ding
ph
onem
es fo
r word read
ing.
Note do
wn an
y activ
ities used that
allow th
e child
ren to practise
segm
entin
g ph
onem
es fo
r spe
lling
. How
doe
s the teache
r ensure that ALL
child
ren are activ
ely en
gaged in th
e learning
throug
hout th
e lesson
?
11
School A
Observation of trainee’s phonics lessons
This form
is to
be used fo
r observatio
n of th
e trainee’s p
honics lesson
. Written feed
back m
ust b
e recorded
on this fo
rm.
Phon
ics s
chem
e used
:
Phase taug
ht:
Gen
eral fe
edba
ck re
latin
g to te
aching
skills Traine
e Nam
e: Date:
Consider th
e gene
ral tea
ching skills that you
wou
ld expect to see
in a lesson
(Assessm
ent for Lea
rning, te
ache
r presence,
beha
viou
r man
agem
ent e
tc.)
Commen
ts / feed
back:
Multisen
sory te
aching
app
roach: Has th
e stud
ent a
dopted
a
multisen
sory app
roach to delivering their p
honics lesson
?
Commen
ts / feed
back:
Specific feed
back re
latin
g to pho
nics
Revisit and
Review
Commen
ts / fe
edba
ck
Beginn
ing
The stud
ent a
ttem
pts to re
visit a
nd re
view
pho
nemes/lea
rning alread
y taug
ht.
The review
attem
pts to be well p
aced
and
active.
All o
f the
children are en
couraged
to con
tribute.
Develop
ing
The stud
ent e
nsures th
at children revisit a
nd re
view
pho
nemes/lea
rning alread
y taug
ht.
The review
is well p
aced
and
active.
All children are en
couraged
to con
tribute at an ap
prop
riate level.
Extend
ing
The stud
ent e
nsures th
at children revisit a
nd re
view
pho
nemes/lea
rning alread
y taug
ht in
a systematic way.
The review
is well p
aced
and
active.
Child
ren are activ
e pa
rticipan
ts in
tasks that are app
ropriately differen
tiated.
Additio
nal adu
lts con
tribute effectively to th
e learning
and
/or a
ssessm
ent.
Teach
Commen
ts / fe
edba
ck
Beginn
ing
The stud
ent d
emon
strates the correct a
rticulation of pho
nemes som
e of th
e tim
e.
The child
ren practise artic
ulating ph
onem
es.
The stud
ent tea
ches th
e skills of segmen
ting an
d/or blend
ing as part o
f the
lesson
. Th
e stud
ent h
as plann
ed fo
r new
learning
.
Develop
ing
The stud
ent d
emon
strates the correct a
rticulation of pho
nemes m
ost o
f the
time.
The child
ren practise artic
ulating ph
onem
es and
the stud
ent a
ddresses any
incorrect a
rticulation.
The stud
ent tea
ches and
mod
els the skills of segmen
ting an
d/or blend
ing as part o
f the
lesson
. Th
e stud
ent sha
res ne
w learning
with
the child
ren and
children are clea
r abo
ut wha
t the
y are learning
. Extend
ing
The stud
ent c
onsisten
tly dem
onstrates the correct a
rticulation of pho
nemes.
The child
ren practise artic
ulating ph
onem
es and
the stud
ent a
ddresses any
incorrect a
rticulation an
d, if necessary, u
ses
this to
inform
future plann
ing.
The stud
ent tea
ches and
mod
els the skills of segmen
ting an
d/or blend
ing as part o
f the
lesson
and
add
resses any
difficultie
s that children may be ha
ving
. Ch
ildren are clea
r abo
ut wha
t the
y are learning
and
learning
time is m
axim
ised
for a
ll pu
pils
12
Practise
Commen
ts / fe
edba
ck
Beginn
ing
The stud
ent p
lans opp
ortunitie
s for c
hildren to re
ad graph
emes in
words to
practise grap
heme-‐ph
onem
e correspo
nden
ce.
The stud
ent p
lans opp
ortunitie
s for c
hildren to blend
pho
nemes all throug
h the word in order to
read
. Th
e stud
ent p
lans opp
ortunitie
s for c
hildren to segmen
t words in
to pho
nemes and
match app
ropriate graph
emes fo
r spellin
g.
The stud
ent p
lans opp
ortunitie
s for c
hildren to write the grap
heme or graph
emes in
order to
spe
ll words.
Develop
ing
The stud
ent p
lans opp
ortunitie
s for a
nd m
odels read
ing grap
hemes in
words to
practise the grap
heme-‐ph
onem
e correspo
nden
ce.
The stud
ent p
lans opp
ortunitie
s for a
nd m
odels blen
ding
pho
nemes all throug
h the word in order to
read
. Th
e stud
ent p
lans opp
ortunitie
s for a
nd m
odels segm
entin
g words in
to pho
nemes and
match app
ropriate graph
emes
for spe
lling
. Th
e stud
ent p
lans opp
ortunitie
s for a
nd m
odels writing the grap
heme or graph
emes in
order to
spe
ll words.
Extend
ing
Throug
h teaching
app
roache
s which m
axim
ise learning
time for a
ll pu
pils:
The stud
ent p
lans opp
ortunitie
s for a
nd m
odels read
ing grap
hemes in
words to
practise grap
heme-‐ph
onem
e correspo
nden
ce with
app
ropriate differen
tiatio
n.
The stud
ent p
lans opp
ortunitie
s for a
nd m
odels blen
ding
pho
nemes all throug
h the word in order to
read
with
ap
prop
riate differen
tiatio
n.
The stud
ent p
lans opp
ortunitie
s for a
nd m
odels segm
entin
g words in
to pho
nemes and
match app
ropriate graph
emes
for spe
lling
with
app
ropriate differen
tiatio
n.
The stud
ent p
lans opp
ortunitie
s for a
nd m
odels writing the grap
heme or graph
emes in
order to
spe
ll words with
ap
prop
riate differen
tiatio
n.
Apply
Commen
ts / fe
edba
ck
Beginn
ing
The stud
ent p
lans opp
ortunitie
s for c
hildren to app
ly th
eir p
honic kn
owledg
e an
d skills in re
ading an
d writing
activ
ities.
The activ
ities in
tegrate spea
king
and
listen
ing strategies to
sup
port re
ading an
d writing.
Develop
ing
The stud
ent p
lans opp
ortunitie
s for a
nd m
odels ho
w to
app
ly pho
nic kn
owledg
e an
d skills in re
ading an
d writing.
The stud
ent m
akes explicit ho
w th
e spea
king
and
listen
ing strategies will sup
port th
e child
ren with
read
ing an
d/or
writing.
Extend
ing
The stud
ent p
lans opp
ortunitie
s for a
nd m
odels ho
w to
app
ly pho
nic kn
owledg
e an
d skills in re
ading an
d writing with
ap
prop
riate differen
tiatio
n eviden
t.
The stud
ent m
akes explicit ho
w th
e spea
king
and
listen
ing strategies will sup
port th
e child
ren with
read
ing an
d/or
writing with
app
ropriate differen
tiatio
n eviden
t.
Overall lesson
grade
(please circle):
Fail (In
adeq
uate: 4)
Be
ginn
ing (Satisfactory: 3)
De
veloping (G
ood: 2)
Exten
ding (O
utstanding: 1)
Follo
wing the ob
servation, th
e traine
e teache
r sho
uld summarise be
low th
e subject spe
cific fe
edba
ck th
ey have received
and
how
they plan to add
ress any
issues:
Refle
ctions:
Scan
and
email this ob
servation shee
t to PG
CEPrim
c.uk
ensuring that link
tutor a
nd m
entor h
ave a copy
.
13
Enhanced Placement
Overview
Whilst o
n yo
ur Lea
d Literacy Schoo
l Enh
anced Placem
ent y
ou will…
Work with
a sm
all group
of p
upils (4
-‐8) e
ach day to te
ach ph
onics a
nd guide
d reading (2 se
parate se
ssions).
You will plan to te
ach your pho
nics group
usin
g the 4-‐part pho
nics lesson
structure that you
have be
en introd
uced
to in University
(see pages 8-‐10 of th
is bo
oklet a
nd on Moo
dle).
Whe
n teaching guide
d reading, you
are expected to plan in accordance with
the guidance fo
r guide
d reading introd
uced
to you
at U
niversity
(plann
ing
proforma on
Moo
dle).
Whe
n no
t teaching ph
onics o
r guide
d reading you will observe and
teach sm
all group
s und
er th
e teache
r’s guidance across th
e full range of curriculum
subjects. You
will also
use you
r tim
e in sc
hool to
find
out abo
ut th
e scho
ol’s app
roach to te
aching re
ading, th
e ph
onics schem
e that th
e scho
ol uses a
nd how
reading is assessed
in Key Stage 1.
Durin
g the placem
ent y
ou are expected to fo
rmatively assess and
track the progress of you
r pho
nics and
guide
d reading grou
p/s. You
may use one
of the
exam
ples on Moo
dle, or the
scho
ol’s own tracking docum
ents to
keep your re
cords. You
will need to cop
y and give th
is inform
ation to th
e class teacher. You
will also
hand these records o
ver to the ne
xt stud
ents working with
you
r group
at the
‘hando
ver’ session (see below
).
You will carry out a re
ading conferen
ce with
at least 2 pup
ils from
the class. You
r teacher will be able to
guide
you
in cho
osing pu
pils. You
shou
ld also
brie
fly
record any other re
ading activ
ities und
ertaken (see pages 15-‐16).
At th
e en
d of you
r placemen
t you
shou
ld com
plete the ‘Early Reading’ rep
ort (on
Moo
dle) fo
r one
child in you
r focus group
: this is o
ne of you
r PGC
E po
rtfolio
tasks. You
shou
ld brin
g your TER
boo
klet with
you
to th
e ‘hando
ver’ session and be
prepared to ta
lk th
rough your assessm
ent records with
the ne
xt stud
ent
who
will becom
e respon
sible fo
r teaching your fo
cus g
roup
/s of children.
14
Enhanced Placement
Reading Conference
For a
t lea
st tw
o child
ren, com
plete a read
ing conferen
ce to
find
out abo
ut th
eir rea
ding
interests. Pho
tocopy
the pa
ge if you
wou
ld like to
carry out m
ore conferen
ces.
Pupil’s Nam
e:
Date:
Te
xt cho
sen an
d reason
s for
choice
Confiden
ce and
attitu
de
Degree of in
depe
nden
ce
Invo
lvem
ent w
ith te
xt
Read
ing with
expression / intona
tion
Enthusiasm
for talking
abo
ut te
xt
Text com
preh
ension
(lite
ral and
inferential)
Wha
t do child
find
easy / tricky abo
ut
read
ing?
Wha
t helps?
Child
’s re
spon
se / preferences
Favo
urite
autho
rs / ty
pes of boo
k an
d othe
r texts
Wha
t sort o
f texts doe
s the child
enjoy
read
ing?
Wha
t do they re
ad at h
ome?
Teaching
Implications
New
targets/ next steps
(com
preh
ension
skills and
/or rea
ding
attitud
e/be
haviou
rs)
Wha
t doe
s the child
feel th
ey nee
d more he
lp with
? Wha
t texts wou
ld th
ey like to
read
that
they haven
’t read
yet?
15
Enhanced Placement
Reading Conference
For a
t lea
st tw
o child
ren, com
plete a read
ing conferen
ce to
find
out abo
ut th
eir rea
ding
interests. Pho
tocopy
the pa
ge if you
wou
ld like to
carry out m
ore conferen
ces.
Pupil’s Nam
e:
Date:
Te
xt cho
sen an
d reason
s for
choice
Confiden
ce and
attitu
de
Degree of in
depe
nden
ce
Invo
lvem
ent w
ith te
xt
Read
ing with
expression / intona
tion
Enthusiasm
for talking
abo
ut te
xt
Text com
preh
ension
(lite
ral and
inferential)
Wha
t do child
find
easy / tricky abo
ut
read
ing?
Wha
t helps?
Child
’s re
spon
se / preferences
Favo
urite
autho
rs / ty
pes of boo
k an
d othe
r texts
Wha
t sort o
f texts doe
s the child
enjoy
read
ing?
Wha
t do they re
ad at h
ome?
Teaching
Implications
New
targets/ next steps
(com
preh
ension
skills and
/or rea
ding
attitud
e/be
haviou
rs)
Wha
t doe
s the child
feel th
ey nee
d more he
lp with
? Wha
t texts wou
ld th
ey like to
read
that
they haven
’t read
yet?
16
Enhanced Placement
Record of reading activities
Across the enhanced placement you may experience a range of reading activities that your focus children are involved in. W
hen you have an opportunity to teach / observe these
activities, please keep a record here. Please note that these reading activities are in addition to the reading conference and phonics teaching that you are required to carry out.
Read
ing activ
ity
Refle
ctive no
tes
Guide
d Re
ading
Th
is is a spe
cific in
structiona
l rea
ding
strategy whe
re children are grou
ped with
those of
similar a
bility. The
children will re
ad a te
xt th
at is at instructio
nal rea
ding
level and
will re
ad
it all (or as much as th
ey can
) by them
selves (a
s op
posed to listen
ing to each othe
r rea
d sections). Th
e teache
r’s ro
le is to
listen
on a 1:1 ba
sis, to
all of th
e child
ren in th
e grou
p while
othe
r children are qu
ietly
read
ing to th
emselves. The
teache
r will set spe
cific objectiv
es
based on
their a
ssessm
ent o
f this grou
p.
Literature Circ
le
This is a child-‐le
d activ
ity sim
ilar to an
adu
lt bo
ok group
. Group
s are form
ed by bo
ok cho
ice
rather th
an ability with
children who
cho
ose the same bo
ok fo
rming a grou
p of up to 8
pupils. Pu
pils re
ad an agreed
amou
nt of text (e.g. th
e ne
xt 2 cha
pters) in
their o
wn tim
e in
prep
aration for the
literature circ
le, u
sing
post-‐it no
tes to highlight any
words, lines or
sections th
ey wan
t to discuss. Schoo
l tim
e with
in th
e literature circle is used to discuss th
e text e.g. favou
rite pa
rts, predictions abo
ut cha
racter action, discussion ab
out c
haracter
motivation etc.
Shared
Reading
Th
e who
le class will be invo
lved
in re
ading a shared
text. The
teache
r sup
ports the child
ren in
read
ing, enjoy
ing an
d compreh
ending
the shared
text, o
ften
with
the context o
f a literacy
lesson
.
17
Enhanced Placement
Record of reading activities
Read
ing activ
ity
Refle
ctive no
tes
Individu
al Reading
Th
e child
read
ing to a te
ache
r or o
ther adu
lt.
Inde
pend
ent R
eading
A child
read
ing to th
emselves, o
ften
silently with
out a
dult instruction.
Paire
d Re
ading / Bu
ddy Re
ading
Two child
ren read
ing to each othe
r for enjoy
men
t and
develop
ing attitud
es. Som
etim
es a
more ab
le pup
il (or a
pup
il from
a highe
r yea
r group
) will re
ad to
/ listen
to a less able pu
pil
(or p
upil from
a lo
wer yea
r group
).
18
Enhanced Placement
Assessment Sum
mary
At the end of your enhanced placement you will need to hand over the records of learning and progress from
your phonics and guided reading group/s. Below
is a
check list of information that needs to be handed over. Examples of record sheets are available on Moodle, or you may choose to use the record sheets that the school
use.
Phonics
• Nam
es of the children in the group and any specific needs they may have
(behavioural/EAL/SEN)
• Phase/stage/set of phonics the group is working at-‐‑ highlight the sounds that
have been taught already.
• Specific phonic targets for the group (or individuals in the group).
• Explanation of the series of lessons taught over the 8 days-‐‑ identifying the
particular sounds/ com
mon exception words covered in each session,
resources used including tim
ings and location for the sessions, equipm
ent
available.
• Which words and sentences have been used to support the blending for reading
and the segm
enting for spelling?
• Identification of each pupil’s com
petence at each sound taught at each session-‐‑
particular strengths or areas for development.
Guided Reading
• Nam
es of the children in the group and any specific needs they may have
(behavioural/EAL/SEN)
• Any information on children’s reading behaviours/attitudes/likes/dislikes in
reading.
• NC Level /book band level/reading age the group are working at.
• Specific reading targets for the group (or individuals in the group)
• Series of lessons taught-‐‑ identifying the particular texts, assessment focus,
objectives, eg consider the genre, grammar , fluency, com
prehension, inference
etc
• Types of questioning in the sessions-‐‑ consider Bloom
’s taxonomy.
• Include information about the timings, and location for the sessions and
resources used.
• Identification of pupil competence at each session-‐‑ particular strengths or areas
for development.
19
Enhanced Placement
Assessment Sum
mary
Please feel free to use this blank table for your record keeping summary for handover. Photocopy as many as you need or use an alternative grid/sum
mary sheet.
Rem
ember that your class teacher may wish to receive copies of your assessment notes also.
Phonics
Guided Reading
20
School B
Observing good practice
Observing
goo
d teache
rs te
aching
pho
nics will ena
ble yo
u to begin to
make sense of th
e skills an
d kn
owledg
e ne
eded
to ensure that children make go
od progress.
How
ever, it is po
ssible to
‘see
with
out rea
lly noticing’, and
so the qu
estio
ns in
the grid below
are designe
d to help yo
u to fo
cus yo
ur th
ree Scho
ol Experience ob
servations
so as to m
ake the most o
f the
se learning
opp
ortunitie
s. U
se th
e ob
servation sche
dule below
to m
ake no
tes on
the lesson
s that you
observe. Talk th
roug
h yo
ur
observations and
refle
ctions upo
n these with
you
r men
tor a
t the
wee
kly mee
ting.
Que
stions / prompts
Lesson
1: Date:
Lesson
2: D
ate:
Lesson
3: Date:
Wha
t tea
ching strategy is used for revising
grap
hemes/pho
nemes/’tricky words’ tha
t ha
ve alre
ady be
en ta
ught?
Wha
t NEW
graph
eme/ph
onem
e correspo
nden
ce or ‘tricky’ w
ord is being
taug
ht? How
is th
is sha
red with
the grou
p to
ensure th
at all child
ren are clea
r abo
ut wha
t they are learning
? Note do
wn an
y activ
ities used that allo
w th
e child
ren to practise blen
ding
pho
nemes fo
r word read
ing an
d segm
entin
g ph
onem
es fo
r spellin
g.
Note do
wn an
y strategies you
see
(other th
an
simply ‘lo
ok and
remem
ber’) th
at help
child
ren to re
ad and
recogn
ise ‘tricky’ (or
phon
ically irregu
lar) words.
How
doe
s the teache
r ensure that ALL
child
ren are activ
ely en
gaged in th
e learning
throug
hout th
e lesson
? Ca
refully describe ho
w th
e teache
r differen
tiates tasks, que
stions or e
xplana
tions
to sup
port lo
wer ability child
ren or children
with
spe
cific nee
ds and
cha
lleng
e high
er
ability children.
Carefully describe ho
w th
e teache
r adjusts
his/he
r tea
ching to ta
ke accou
nt of fee
dback
from
pup
ils during the lesson
e.g. to ad
dress a
misconcep
tion or explain a point in
a differen
t way or u
se a child’s re
spon
se as a teaching
po
int for th
e grou
p
21
School B
Observation of trainee’s phonics lessons
This form
is to
be used fo
r observatio
n of th
e trainee’s p
honics lesson
. Written feed
back m
ust b
e recorded
on this fo
rm.
Phon
ics s
chem
e used
:
Phase taug
ht:
Gen
eral fe
edba
ck re
latin
g to te
aching
skills Trainee Nam
e: Date:
Consider th
e gene
ral tea
ching skills that you
wou
ld expect to see
in a lesson
(Assessm
ent for Lea
rning, te
ache
r presence,
beha
viou
r man
agem
ent e
tc.)
Commen
ts / feed
back:
Multisen
sory te
aching
app
roach: Has th
e stud
ent a
dopted
a
multisen
sory app
roach to delivering their p
honics lesson
?
Commen
ts / feed
back:
Specific feed
back re
latin
g to pho
nics
Revisit and
Review
Commen
ts / fe
edba
ck
Beginn
ing
The stud
ent a
ttem
pts to re
visit a
nd re
view
pho
nemes/lea
rning alread
y taug
ht.
The review
attem
pts to be well p
aced
and
active.
All o
f the
children are en
couraged
to con
tribute.
Develop
ing
The stud
ent e
nsures th
at children revisit a
nd re
view
pho
nemes/lea
rning alread
y taug
ht.
The review
is well p
aced
and
active.
All children are en
couraged
to con
tribute at an ap
prop
riate level.
Extend
ing
The stud
ent e
nsures th
at children revisit a
nd re
view
pho
nemes/lea
rning alread
y taug
ht in
a systematic way.
The review
is well p
aced
and
active.
Child
ren are activ
e pa
rticipan
ts in
tasks that are app
ropriately differen
tiated.
Additio
nal adu
lts con
tribute effectively to th
e learning
and
/or a
ssessm
ent.
Teach
Commen
ts / fe
edba
ck
Beginn
ing
The stud
ent d
emon
strates the correct a
rticulation of pho
nemes som
e of th
e tim
e.
The child
ren practise artic
ulating ph
onem
es.
The stud
ent tea
ches th
e skills of segmen
ting an
d/or blend
ing as part o
f the
lesson
. Th
e stud
ent h
as plann
ed fo
r new
learning
.
Develop
ing
The stud
ent d
emon
strates the correct a
rticulation of pho
nemes m
ost o
f the
time.
The child
ren practise artic
ulating ph
onem
es and
the stud
ent a
ddresses any
incorrect a
rticulation.
The stud
ent tea
ches and
mod
els the skills of segmen
ting an
d/or blend
ing as part o
f the
lesson
. Th
e stud
ent sha
res ne
w learning
with
the child
ren an
d child
ren are clea
r abo
ut wha
t the
y are learning
. Extend
ing
The stud
ent c
onsisten
tly dem
onstrates the correct a
rticulation of pho
nemes.
The child
ren practise artic
ulating ph
onem
es and
the stud
ent a
ddresses any
incorrect a
rticulation an
d, if necessary, u
ses
this to
inform
future plann
ing.
The stud
ent tea
ches and
mod
els the skills of segmen
ting an
d/or blend
ing as part o
f the
lesson
and
add
resses any
difficultie
s that children may be ha
ving
. Ch
ildren are clea
r abo
ut wha
t the
y are learning
and
learning
time is m
axim
ised
for a
ll pu
pils
22
Practise
Commen
ts / fe
edba
ck
Beginn
ing
The stud
ent p
lans opp
ortunitie
s for c
hildren to re
ad graph
emes in
words to
practise grap
heme-‐ph
onem
e correspo
nden
ce.
The stud
ent p
lans opp
ortunitie
s for c
hildren to blend
pho
nemes all throug
h the word in order to
read
. Th
e stud
ent p
lans opp
ortunitie
s for c
hildren to segmen
t words in
to pho
nemes and
match app
ropriate graph
emes fo
r spellin
g.
The stud
ent p
lans opp
ortunitie
s for c
hildren to write the grap
heme or graph
emes in
order to
spe
ll words.
Develop
ing
The stud
ent p
lans opp
ortunitie
s for a
nd m
odels read
ing grap
hemes in
words to
practise the grap
heme-‐ph
onem
e correspo
nden
ce.
The stud
ent p
lans opp
ortunitie
s for a
nd m
odels blen
ding
pho
nemes all throug
h the word in order to
read
. Th
e stud
ent p
lans opp
ortunitie
s for a
nd m
odels segm
entin
g words in
to pho
nemes and
match app
ropriate graph
emes
for spe
lling
. Th
e stud
ent p
lans opp
ortunitie
s for a
nd m
odels writing the grap
heme or graph
emes in
order to
spe
ll words.
Extend
ing
Throug
h teaching
app
roache
s which m
axim
ise learning
time for a
ll pu
pils:
The stud
ent p
lans opp
ortunitie
s for a
nd m
odels read
ing grap
hemes in
words to
practise grap
heme-‐ph
onem
e correspo
nden
ce with
app
ropriate differen
tiatio
n.
The stud
ent p
lans opp
ortunitie
s for a
nd m
odels blen
ding
pho
nemes all throug
h the word in order to
read
with
ap
prop
riate differen
tiatio
n.
The stud
ent p
lans opp
ortunitie
s for a
nd m
odels segm
entin
g words in
to pho
nemes and
match app
ropriate graph
emes
for spe
lling
with
app
ropriate differen
tiatio
n.
The stud
ent p
lans opp
ortunitie
s for a
nd m
odels writing the grap
heme or graph
emes in
order to
spe
ll words with
ap
prop
riate differen
tiatio
n.
Apply
Commen
ts / fe
edba
ck
Beginn
ing
The stud
ent p
lans opp
ortunitie
s for c
hildren to app
ly th
eir p
honic kn
owledg
e an
d skills in re
ading an
d writing
activ
ities.
The activ
ities in
tegrate spea
king
and
listen
ing strategies to
sup
port re
ading an
d writing.
Develop
ing
The stud
ent p
lans opp
ortunitie
s for a
nd m
odels ho
w to
app
ly pho
nic kn
owledg
e an
d skills in re
ading an
d writing.
The stud
ent m
akes explicit ho
w th
e spea
king
and
listen
ing strategies will sup
port th
e child
ren with
read
ing an
d/or
writing.
Extend
ing
The stud
ent p
lans opp
ortunitie
s for a
nd m
odels ho
w to
app
ly pho
nic kn
owledg
e an
d skills in re
ading an
d writing with
ap
prop
riate differen
tiatio
n eviden
t.
The stud
ent m
akes explicit ho
w th
e spea
king
and
listen
ing strategies will sup
port th
e child
ren with
read
ing an
d/or
writing with
app
ropriate differen
tiatio
n eviden
t.
Overall lesson
grade
(please circle):
Fail (In
adeq
uate: 4)
Be
ginn
ing (Satisfactory: 3)
De
veloping (G
ood: 2)
Exten
ding (O
utstanding: 1)
Follo
wing the ob
servation, th
e traine
e teache
r sho
uld summarise be
low th
e subject spe
cific fe
edba
ck th
ey have received
and
how
they plan to add
ress any
issues:
Refle
ctions:
Scan
and
email this ob
servation shee
t to PG
CEPrim
c.uk
ensuring that link
tutor a
nd m
entor h
ave a copy
.
23
Appendix A
Scheme review
Do yo
u kn
ow you
r Rea
d Write Inc from
you
r Flopp
y Ph
onics? The
re are m
any read
ing sche
mes fo
r tea
ching ph
onics an
d that schoo
ls m
ight develop
their o
wn ap
proa
ch.
During Scho
ol A, Schoo
l B and
the En
hanced
Placemen
t, it will be useful to
make a no
te of the
differen
t schem
es th
at you
have en
coun
tered be
low.
Sche
me
Use of resou
rces
Approa
ch to
teaching
Other points to note
24
Alphabetic Code Consonants
25
Alphabetic Code Vowels
Reproduced from DfES (2006) Letters and Sounds, DfES publications
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