Phonics Observation Feedback
Trainee Teacher’s Full
Year
Name
Group
School / Placement
Date
Setting
NB: Some of the criteria will not be applicable to all students in all lessons. Please consider this when giving a lesson gra de. Only grade them on
the criteria that are applicable to this lesson. Please use this criteria as ‘best -fit’ when arriving at a grade.
Question/ Prompts
Meeting the standards at an
OUTSTANDING level
Meeting the standards at GOOD
level
Requires IMPROVEMENT to be
consistently good
Planning and post lesson discussion
Are the lesson objectives appropriate for
the session?
Are assessment for learning
opportunities built into the session?
Is the student able to discuss individual
children’s progress?
The student has planned for the
progression of learning within a
sequence of lessons and can provide a
justification.
Assessment for learning is used to
inform future planning.
The student has planned learning
within the lesson around an
appropriate learning objective.
The student is clear about what the
children will learn within the lesson.
There’s clear evidence of assessment
for learning opportunities being used
in the lesson.
The student is able to discuss children
who have difficulties and those who
excelled.
There are some assessment for
learning opportunities built into the
session.
The student is able to discuss
individual children’s progress.
The student ensures that children
revisit and review phonemes / HFWs /
tricky words and spelling patterns
already taught in a systematic way.
The review is well-paced and active.
The student ensures that children
revisit and review phonemes/ HFWs /
tricky words and spelling patterns
already taught.
As for outstanding.
Children are encouraged to contribute
at their level with appropriate
differentiation for the less able and
more able. Additional adults
contribute to the learning and/ or
assessment.
Children are encouraged to
participate at an appropriate level.
The student attempts to revisit and
review phonemes / HFWs / tricky
words and spelling patterns already
taught.
The review attempts to be well-paced
and active.
All of the children are encouraged to
contribute.
The student is able to discuss children
who have difficulties and those who
excelled and identify next steps for
them.
Lesson Observation Revisit and Review
Does the student ensure that children
practise phonemes/learning already
taught?
Is it kept active and well-paced?
Are all children encouraged to
participate?
Teach – These criteria age specific so may not all be relevant
Is the articulation of phonemes correct?
The student demonstrates the correct
articulation of phonemes consistently.
Does the student ensure children
articulate phonemes themselves?
The children practise articulating
phonemes and the student addresses
any incorrect articulation and if
necessary uses this to inform future
planning.
The student teacher teaches and
models new spelling patterns,
returning to blending and segmenting
as needed. .and addresses any
difficulties that the child may be
having.
Children are clear about what they
are learning and they are all engaged
with the new learning.
Are the children being taught how to
blend and/ or segment (Phases 2-4)? Are
they being taught new spelling patterns?
Is there evidence of new learning, not
just consolidation?
The student demonstrates the correct
articulation of phonemes most of the
time.
The children practise articulating
phonemes and the student addresses
any incorrect articulation.
The student demonstrates the correct
articulation of phonemes some of the
time.
The children practise articulating
phonemes.
The student teaches and models new
spelling patterns, returning to
blending and segmenting as needed. .
The student teaches new spelling
patterns, returning to blending and
segmenting as needed.
The student shares new learning with
the children and most children access
this.
The student has planned for new
learning.
The student plans opportunities for
and models reading the graphemes
in words to practise the phonemes.
There are opportunities for children
to read the graphemes in words to
practise the new spellng patterns /
phonemes.
The student plans opportunities for
and models blending phonemes all
through the word in order to read.
The student plans opportunities for
children to blend phonemes all
through the word in order to read.
The student plans opportunities for
and models segmenting words into
phonemes/graphemes for spelling.
The student plans opportunities for
children to segment words into
phonemes/graphemes for spelling.
The student plans opportunities and
models how to write the grapheme or
graphemes in order to spell words.
The student plans opportunities for
children to write the grapheme or
graphemes in order to spell words.
Practise - These criteria age specific so may not all be relevant
Are the children given opportunities to
read the graphemes in words to practise
the new spellng patterns / phonemes?
Are the children given opportunities to
blend phonemes to read words?
Are children given opportunities to
segment words into
phonemes/graphemes in order to spell
words?
Are the children given opportunities to
write the grapheme or graphemes in
order to spell words?
There are opportunities for children
to read the graphemes in words to
practise the new spellng patterns /
phonemes. In addition the student
models this. Appropriate
differentiation is evident.
The student plans opportunities for
and models blending phonemes all
through the word in order to read.
Appropriate differentiation is evident.
The student plans opportunities for
and models segmenting words into
phonemes/graphemes for spelling.
Appropriate differentiation is evident.
The student plans opportunities and
models how to write the grapheme or
graphemes in order to spell words.
Appropriate differentiation is evident.
Apply - These criteria age specific so may not all be relevant
Do the children have opportunities to
apply their phonics knowledge and skills
in reading and writing?
The student plans opportunities for
and models how to apply phonics
knowledge and skills in reading and
writing . Appropriate differentiation
is evident.
The student plans opportunities for
and models how to apply phonics
knowledge and skills in reading and
writing .
The student plans opportunities for
children to apply their phonics
knowledge and skills in reading and
writing activities.
Is the lesson multi-sensory, fun and
interactive but tightly focused on the
learning objective?
The student incorporates fun, multi
sensory interactive activities which
effectively support the learning
The student incorporates fun, multi
sensory interactive activities.
Do activities promote speaking and
listening?
Speaking and listening strategies are
used to support the children with
reading and/or writing. Appropriate
differentiation is evident.
The student incorporates fun, multi
sensory interactive activities which
are designed to support the learning
objectives.
Speaking and listening strategies
support the children with reading
and/or writing.
Throughout the lesson
There is some evidence that speaking
and listening strategies to support
reading and writing.
Other comments:
Areas of strength:
Areas for development:
Student’s reflection on observation and impact of teaching on pupil progress:
Targets for future development:
How targets will be achieved:
The student is making sufficient/insufficient progress to be consistently ‘Good’ for this stage of their development. (please delete as
appropriate)
LESSON GRADE
OUSTANDING (1)
GOOD (2)
RI TO BE CONSISTENTLY
GOOD (3)
INADEQUATE (4)
Observer
Signed___________________________ Print Name _________________________ Role
____________________
Student Teacher
Signed___________________________ Print Name__________________________ Joint Observation? YES / NO