Hesters

Observation May 18th 2015:

Gathered children responsive and patient

Attendance gave each child a chance to share, responded to childrens ideas and
sharing

Used strategies to help children remember when to click (hands behind back)

What sort of prompt might you use to help them with the day? If you were working
on phonological awareness, would starting with the first letter sound M have been
a useful strategy?

Gave children a job while listening to the story but was 3 sounds too many? Was
there an action children could do when they heard the sound they are listening for?
This was done for the second time around.

Gave children a cue to settle Ill wait until everyone is settled on the floor

Great story reading voice J

When reading the story several of the sounds were missed in the first few sentences,
and then intermittently used. Were the instructions to complicated? ie too many
sounds? Could we see this by the lack of participation? Is there a way you could have
further differentiated the sound? Would have focusing on one sound have been
more effective for both child engagement in the activity or for identifying sounds?

Gave Daniel a chance to participate (with picture cards) he was allowed to chose not
to participate without issue.

What about bouncing the sound? Were there too many cards? Could you have used
a childs name to help? D-D-Daniel?

Managed the circle so all children had a turn to pick a card.

Used song (hand washing song) to transition to snack time

Found a letter sound in the fruit (pear)

Comment [1]: University

Liaison/Supervisor feedback on literacy
group time activity phonological
awareness. (Lesson plan provided in
documents). This document has been
annotated to demonstrate how I sought and
applied feedback to improve my teaching
practices.

Comment [2]: I applied this feedback by

integrating phonological awareness into
everyday group time and in routines.
E.g. initial letters sounds were used in
morning group time for The Days of the
Week song.
E.g. When choosing children to complete
routines like hand washing, everyone who
has a p, p, p, at the start of their name can go
wash their hands.

Comment [3]: With this feedback I

simplified my group time goals by reading
stories that focused on just one initial sound
instead of several. This helped children
much more easily distinguish the sound and
focus on this sound whilst I read.

Comment [4]: This feedback really

helped while working both in groups and
one-on-one with students to focus them on
initial sounds, to practice them and to
compare and distinguish them from other
sounds.