Phonics Lesson: Having amalgamated my LA phonics group with the MA group I now team teach with my mentor and this will eventually lead to me taking the lead in phonics. I have observed my group to see whether they are able to access the phonics at this level. At present 2 children are able to access only some learning at this level and I have discussed this my mentor and the parallel teacher. After Easter we will consider putting these children into a phonics intervention group with the TA. Std 2 be aware of pupils capabilities and plan teaching to build on these. I am now teaching a group of about 15 children. I recapped the HFW previously learnt and got the children to read and spell them (writing on MWB). The lesson continued with children being introduced to a new sound o-e. Assessing whether the children are able to tell me this is a split vowel digraph, I then asked them to show me (AFL) words on their mini whiteboards that contains this sound followed by tell me (AFL) what they have written. I chose some of the words and wrote them on the board and got the children to put each word in a sentence. Std 2- guide pupils to reflect on the progress they have made and their emerging needs. I assessed their work by checking the words written on their white board and I dealt with any misconceptions. One child pronounced look and looked incorrectly, I modelled the correct pronunciation a few times and explained to the child why his pronunciation was incorrect. As I was being observed by my mentor I turned to her for reassurance that I had explained to and dealt with the child’s misconception correctly and she confirm that I did. Std 2- guide pupils to reflect on the progress they have made and their emerging needs. This is the first assessment I have taken part in from beginning to end and I am beginning to understand the entire assessment process. Having taken part in assessment and teaching this term it has enabled me to understand a lot more about the children and their understanding and the way they learn. std 2 – be aware of pupils capabilities and their prior knowledge and plan teaching to build on these. I gave the children the opportunity to make their own sentences. they made real and nonsense words using – show me and tell me…this enabled them to read what they had written… AFL to assess what they know as I listened for the sound more than the spelling in their reading and writing eg sike; like; kite; tike; Std 6 give pupils regular feedback orally and encourage pupils to respond to the feedback. I was pleased with the childrens enthusiasm to learn and take part and only had 2 children I had to constantly speak to about behaviour and staying focus. I dealt with misconceptions e.g. ie words instead of i-e...I explained and modelled that eg ie in the word experience is different to i-e in the word like because i-e is a split vowel digraph and the pronunciation of the ed sound at the end of words. Std 3 – have a secure knowledge of the relevant subject and address misunderstandings. Focused next steps: Teaching phonics and increasing my confidence will enable me to show the children how to build on their knowledge and teach them to become confident in reading, spelling and understanding the difference between real and nonsense words. Teach them to transfer this knowledge into their daily classroom LCs….something which a lot of children fail to do. All Stories