Guidance for delivery of phonics lessons - Phase 6 criteria added 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 ensures that children revisit and review phonemes / HFWs / tricky words and spelling patternsalready taught in a systematic way. The review is well-paced. The trainee ensures that children revisit and review phonemes/ HFWs / tricky words and spelling patternsalready taught. The trainee attempts to revisit and review phonemes / HFWs / tricky words and spelling patternsalready taught. The review is mostly well-paced. 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 review attempts to be wellpaced. All of the children are encouraged to contribute. 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 trainee shares new learning with the children and most children access this. The trainee demonstrates the correct articulation of phonemes (as appropriate) most of the time. The children practise articulating phonemes and the trainee addresses any incorrect articulation and if necessary uses this to inform future planning. The trainee teacher teaches and models new spelling patterns, returning to blending and segmenting as needed and addresses any difficulties that the child may be having. The children practise articulating phonemes (as appropriate) and the trainee addresses any incorrect articulation. 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? Are all children encouraged to participate? 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 new spelling patterns? Commentary (optional) The trainee teaches and models new spelling patterns, returning to blending and segmenting as needed. The trainee has planned for new learning and some children access this. The trainee demonstrates the correct articulation of phonemes (as appropriate) some of the time. The children practise articulating phonemes (as appropriate). The trainee teaches new spelling patterns, returning to blending and segmenting as needed. (3) Practise Are the children given opportunities to read the graphemes in words to practise the new spelling patterns / phonemes? 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 spellng patterns / phonemes. In addition the trainee models this. 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 spellng patterns / phonemes. In addition the trainee models this. There are opportunities for children to read the graphemes in words to practise the new spellng patterns / phonemes. 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 phonic knowledge and skills in writing activities. In addition the trainee models this. There are opportunities for children to apply their phonic knowledge and skills in writing activities. Commentary (optional) (4) Apply Do the children have opportunities to apply their phonic knowledge and skills in 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. The trainee incorporates fun, multi-sensory interactive activities which are designed to 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 The trainee incorporates fun, multi -sensory interactive activities.