Stage of Approx.

Pre-service teacher’s actions

lesson time
30 mins Whole Class Focus
Stage 1 Introduce: Hard and Soft G
Introduction • Go through the google site: https://sites.google.com/a/orchgveps.vic.edu.au/phonics-in-foundation/phonics-rules/hard-g-or-soft-g
• Watch Video: https://www.youtube.com/watch?v=hCtEbKRTRgI
• Go through the slides: Soft and Hard G - Slides 9-12

Rotations: 4 x 15 minutes
Stage 2
Body of lesson 60 mins
Rotation 1 9:30 - 9:45 Rotation 2 9:45 - 10:00

Teacher Group Phonics follow up worksheet

Words Their Way Flexible Groups
Group 1&2 LI: to learn the number prefixes quadr/quar, quint/pent, oct, dec,
cent
Group 1&2 SC: I know quadr/quar mean four, quint/pent mean five, oct
means eight, dec means ten and cent means 100.
Group 3&4 LI: to identify the suffixes er, est, ier and iest and sort and spell
words with these suffixes
Group 3&4 SC: I know that the suffixes er and ier compare two things. I know
that the suffixes est and iest compares more than two things.
• Explain to students what the prefixes or suffixes mean
• Students will sort different words based on their prefixes or suffixes
• Go through meaning of words
(related to teacher group)
Group 1&2 LI: to learn the number prefixes quadr/quar,
quint/pent, oct, dec, cent
Group 1&2 SC: I can write the words with quadr/quar,
quint/pent, oct, dec nd cent into the correct columns. I can use
dots and dashes to identify the phonemes in the words
Group 3&4 LI: to identify the suffixes er, est, ier and iest and
sort and spell words with these suffixes
Group 3&4 SC: I can write the words with er, est, ier and iest
into the correct columns. I can use dots and dashes to identify
the phonemes in the words
• Students sort words based on the prefixes or suffixes

Rotation 3 10:15 - 10:30 Rotation 4 10:30 - 10:45

Whole class focus games: Whole class focus activity:

LI: to explain why the letter g is making a soft g or hard g sound.
SC: I can explain that g makes a soft sound when it is next to an e, i or y. I can
explain that g makes a hard sound when it is next to an a, o, u or another
consonant.
• Memory match game
• Students need to match the words “soft g” or “hard g” with the
words which make those sounds
LI: to explain why the letter g is making a soft g or hard g sound.
SC: I can explain that g makes a soft sound when it is next to an
e, i or y. I can explain that g makes a hard sound when it is next
to an a, o, u or another consonant.
• Colouring activity sheet
• Students colour the words that make a soft g sound red
and colour the hard g sounds blue
Stage 3: Brainstorm words that have a hard g and/or a soft g
Conclusion 15 mins

Evaluation and self-reflection of the lesson:

• Students remained quiet when I told them to move quietly when travelling to each table for the different rotations
• Taking notes during the third teacher group would have allowed me take more control of the lesson, as there was many different parts the lessons.
• I could have asked students at the beginning of the lesson if they remembered which letters made the hard “c” soft “c” sound and seen if they could identify the
similarities between the “g” and “c” sounds and which letters make the different sounds.

Mentor teacher comments:

PST: Alex Edwards
Date: 24/5/18
Lesson topic: Phonics
Lesson duration: 2 hours

Positives:
• You introduced the whole class focus well and knew the topic you were teaching
• You went through the LI and SC at the whole class focus and whole class game activities. You went through the LI and SC each teacher group individually and had them read them with
you.
• Students listened to you when you explained to them they need to move between their rotations quietly
• You used the strategies
o Clapping
o “I love the way…….”
o “hands on top” ……….. students respond by saying “that means stop” and put their hands on their heads
• You watched me teach the first and third rotations and you were able to then teach the second and fourth ones in the same format using the same terminology and lesson structure

Suggestions for next time:

• As I was teaching the third rotation you could have taken some notes of each thing I taught, so that you remembered each section of the lesson

HITS (high impact teaching strategies) that you used:

• Explicit teaching
• Questioning