Guidance for delivery of phonics lessons – Phases 2-5
Date:
Tutor:
Age group:
Question/ Prompts
High
Planning and post-lesson discussion
Good
Minimum
Are the lesson objectives
appropriate for the session?
The trainee has planned learning
within the lesson around an
appropriate learning objective.
The trainee is clear about what
the children will learn within
the lesson.
There is clear evidence of
assessment for learning
opportunities being used in the
lesson.
The trainee is able to demonstrate
impact and discuss children who
have difficulties and those who
excelled.
There are some assessment
for learning opportunities built
into the session
The trainee attempts to revisit
and review phonemes/ HFWs
/ tricky words already taught.
Are assessment for learning
opportunities built into the
session?
Is the trainee able to
demonstrate the impact on the
children’s learning?
Trainee:
The trainee 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 trainee is able to demonstrate
impact and discuss children who
have difficulties and those who
excelled and identify next steps
for them.
The trainee is able to
demonstrate some impact on
the children’s learning.
Commentary (optional)
Lesson Observation
(1) Revisit and Review
Does the trainee ensure that
children practise phonemes /
HFWs / tricky words already
taught?
Is it well-paced?
The trainee ensures that children
revisit and review phonemes/
HFWs / tricky words already
taught in a systematic way.
The review is well-paced..
The trainee ensures that children
revisit and review phonemes/
HFWs / tricky words already
taught.
The review is mostly well-paced.
Are all children encouraged to
participate?
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.
Children are clear about what
they are learning and they are all
engaged with the new learning.
The trainee demonstrates the
correct articulation of phonemes
consistently.
The children practise articulating
phonemes and the trainee
addresses any incorrect
articulation and if necessary uses
this to inform future planning.
The trainee is able to demonstrate
impact and discuss children who
have difficulties and those who
excelled and identify next steps
for them.
The trainee shares new learning
with the children and most children
access this.
The trainee demonstrates the
correct articulation of phonemes
most of the time.
The children practise articulating
phonemes and the trainee
addresses any incorrect
articulation.
The trainee has planned for
new learning and some
children access this.
The trainee demonstrates the
correct articulation of
phonemes some of the time.
The children practise
articulating phonemes.
The trainee teaches and models
the skills of blending and/or
segmenting as part of the lesson.
The trainee teaches the skills
of blending and/or segmenting
as part of the lesson.
The review attempts to be
well-paced
All of the children are
encouraged to contribute.
Commentary (optional)
(2) Teach
Is there evidence of new
learning, not just
consolidation?
Is the articulation of phonemes
correct?
Does the trainee ensure
children articulate phonemes
themselves?
Are the children being taught
how to blend and/ or segment
(Phases 2-4)?
Commentary (optional)
(3) Practise
Are the children given
opportunities to read the
graphemes in words to
practise the new phonemes?
Are the children given
opportunities to blend
phonemes to read words?
Are children given
opportunities to segment
words into phonemes 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
phonemes. In addition the trainee
models this. Appropriate
differentiation is evident.
There are opportunities for
children to blend phonemes,
including the new learning, all
through the word in order to read.
In addition the trainee modelsthis.
Appropriate differentiation is
evident.
There are opportunities for
children to segment words
containing the new learning into
phonemes for spelling. In addition
the trainee modelsthis.
Appropriate differentiation is
evident.
There are opportunities for
children to write the grapheme or
graphemes in order to spell words.
In addition the trainee modelsthis.
Appropriate differentiation is
evident.
There are opportunities for
children to read the graphemes in
words to practise the new
phonemes. In addition the trainee
models this.
There are opportunities for
children to read the
graphemes in words to
practise the new phonemes.
There are opportunities for
children to blend phonemes,
including the new learning, all
through the word in order to read.
In addition the trainee models
this.
There are opportunities for
children to blend phonemes,
including the new learning, all
through the word in order to
read.
There are opportunities for
children to segment words
containing the new learning into
phonemes for spelling. In addition
the trainee models this.
There are opportunities for
children to segment words
containing the new learning
into phonemes for spelling.
There are opportunities for
children to write the grapheme or
graphemes in order to spell words.
In addition the trainee models
this.
There are opportunities for
children to write the grapheme
or graphemes in order to spell
words.
There are opportunities for
children to apply their phonic
knowledge and skills in reading
and/or writing activities. In addition
the trainee modelsthis.
Appropriate differentiation is
evident.
There are opportunities for
children to apply their phonics
knowledge and skills in reading
and/or writing activities. In addition
the trainee models this.
There are opportunities for
children to apply their phonic
knowledge and skills in
reading and/or writing
activities.
The trainee incorporates fun,
multi-sensory interactive activities
which are designed to support
the learning objectives.
The trainee incorporates fun,
multi -sensory interactive
activities.
Commentary (optional)
(4) Apply
Do the children have
opportunities to apply their
phonic knowledge and skills in
reading and/or writing?
Commentary (optional)
Throughout the lesson
Is the lesson multi-sensory,
fun and interactive but tightly
focused on the learning
objective?
The trainee incorporates fun, multi sensory interactive activities which
effectively support the learning
objectives.
Tutor signature
Areas of strength
Areas for development
This section is for you (the trainee) to fill in
Trainee’s reflection on observation
Targets for future development
Evidence of achievement of targets
How targets will be achieved