UEL PR6500: English and Math Assignment - Reception Class Observation

This document is a detailed English and Math assignment focusing on a reception class student's literacy development, specifically in reading and phonics. The assignment includes observation reports, lesson plans, and assessments. It begins with a pupil profile, detailing the child's prior knowledge in word reading and language comprehension, areas for development, and expected outcomes. Section 2 evaluates the extent to which the expected outcomes were met during taught sessions and outlines next steps. Included are phonics and reading observation formats, alongside a lesson plan pro-forma. The phonics observation format assesses the child's ability to identify, articulate, and write phonemes, as well as blend and segment words. The reading observation format evaluates the child's word reading fluency, comprehension skills, and ability to answer questions. The lesson plan pro-forma outlines the learning objective, success criteria, pupils' starting points, resources, and differentiation strategies. The assignment references the UEL ITE lesson planning pro-forma and relevant educational frameworks, such as the EYFS Statutory Framework, and Development Matters. The assignment provides a comprehensive look at the practical application of teaching methodologies in an early years setting, focusing on key aspects of literacy development.

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PR6500 English and Math Assignment
English pupil profile
Initials of Child: K Class and Year: Otter class, Year Reception
Stage child is working at e.g. MA,
40 – 60+ EM
Ability group: Middle
Section 1: to be completed following initial assessment of focus child
Prior knowledge in word reading and/or language comprehension:
 Pupil K has completed some of the set 1 sounds. After observing K books, he is still learning the set 1
sounds. K can articulate learnt sounds very well and can also segment words verbally but struggles with
blending. K is able to form some letters well but often confuses the ‘b’ with ‘d’ orally and in written form.
 Pupil K is on band 1 for reading, Class teacher has said that his parents do not speak English therefore,
they cannot read with him due to this he does not get much practice of reading books. TA tries to read
often with him, TA said he works very hard to remember the words he has read, she adds that he is
able to segment well and when reading he attempts to do that so that it helps him blend and therefore
read the whole word. However, when tested for phonics screening, he scored 9/44 which means that he
has scored below the average.
 K is able to understand that information can be retrieved from books. He is able to turn page at a time
and handle books carefully. K was able to look at the front cover and share his ideas on what the story
will be about. K is able to make sensible predictions when asked what you think will happen next
 K is able to answer simple questions based on the book he reads. He is able to explain what he has
read and can confidently communicate his ideas with the adults and his peers.
2. Areas for development in word reading and/or language comprehension:
Be able to answer simple question in relation to the story book.
Understand the meaning of unfamiliar words when adult is reading to them
3. Expected outcomes in word reading and/or language comprehension (delete as appropriate):
1. Word reading:

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I can say the ‘b’ sound.
I can blend words using the letter ‘b’.
I can write words using the letter ‘b’.
2. Language comprehension:
K should be able to answer simple questions in relation to the storybook
Section 2 : to be completed after taught session(s)
4. To what extent were the expected outcomes in word reading and/or language comprehension (delete as
appropriate) met during your taught session(s)?
1. Word reading:
 K was able to share his thoughts and describe the pictures he could see.
 When asked relevant questions, K was able to talk with his partner to describe settings and feelings.
2. Language comprehension:
 K was able to answer questions while relating to storybooks.
Next steps in the child’s learning in word reading and/or language comprehension (delete as appropriate):
1. Word reading:
 K to begin reading books which contain words;
 k to use fred sounds to help segment and blend
2. Language comprehension:
 K needs to be encouraged to weekly read and comprehend language in sentences.
English Observation Formats
Updated July 2019 48 As reading is taught differently in different schools and different key
stages, choose which format is most appropriate for your placement class. The teaching may

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not exactly follow the suggested sequence but use your chosen observation format as a best fit
model to record your observations.
Phonics observation format
Year/group: Date: Teacher: miss b
Phase:1
Learning objective: to know the phoneme ‘b’
Prompts speed cards, fred the frog Observation
Revisit and review: m, a,s
• Can the child identify the phonemes that
have already been taught?
• Does the child articulate known phonemes
correctly?
New to the concept of read write inc
Secured a few sets 1 one sounds
Some phonemes
Teach:
• Does the child articulate the new phoneme
correctly?
• Can the child orally blend and segment the
new phoneme?
• Can the child write the new phoneme?
He is able to retain the new sound he is
introduced to
No, he is learning set 1 sounds
With some CVC words he is able to segment
but unable to blend them
support to form the phoneme correctly.
Practise:
• Can the child read the corresponding
grapheme?
• Can the child blend the phoneme to read
words?
• Can the child segment words using the
phoneme to spell?
• Can the child write words using the
corresponding grapheme?
Some support is given to correct
misconception, for example distinguishing
between b and d when segmenting.
No he is not able to blend, adult support
given to help blend
Child can segment words for writing but
needs read write inc phrase reminders for
forming some phonemes.
Child given support by an adult by stretching
the words to help form the grapheme.
Apply:
Is the child able to apply the learning to
purposeful reading and writing activities?
When writing in phonics handwriting books,
he is able to write words that are stretched
and segmented by an adult.
Additional comments and next steps:
What progress has the child made against the learning objective?
He was able to read and write the phoneme ‘d’
To clear misconception between ‘b’ and ‘d’
To be able to recognise the phoneme ‘b’

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To segment words with ‘b’
To blend words with ‘b’
Reading observation format
Year/group: Date: Teacher:
How is reading taught? (reciprocal reading, guided reading, whole class)
Learning objective: to answer simple questions on the book ‘fun at the beach’

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Contextual information: 6 children (1 EAL)
Prompts books, magnifying glasses Observation
1. Prior knowledge (before reading)
• What prior knowledge of vocabulary does
the child bring to the text? • What prior
experiences does the child bring to the
text?
• Can the child make sensible predictions
about what the text is about/what will
happen in the next part?
Review set 1 sounds (few)
K is able to understand that information can
be retrieved from books
He is able to turn page at a time and handle
books carefully
K was able to look at the front cover, and
share his ideas on what the story will be
about
K is able to make sensible predictions when
asked what you think will happen next
K was able to say ‘the girl and her mum will
go and have ice cream’
2. Reading (independent or with a reading partner/adult)
Word reading
• Does the child read fluently with 90- 95%
accuracy and self-correct?
Yes almost 90% accuracy and self-correct
to read fluently
• What strategies does the child use to read
unfamiliar words?
 The child makes use of fingers to
segment words while reading
unfamiliar sounds.
 The child makes correlation with
known words to read through
unknown words.
Language comprehension (complete as appropriate):
Retrieval
• What information is the child able to retrieve
from the text?
K was able to answer simple questions
based on the pictures he could see
Knowledge of language
• Does the child draw on their knowledge of
vocabulary to understand what they have
read?
• Can they identify/explain how meaning is
enhanced through the choice of words and
phrases? (KS2)
When adult is telling the story and children
follow on with the support of pictures, K is
able to listen and give his opinion, however
at times he requires support to understand
some words he is unfamiliar with.

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Prediction
• What predictions is the child able to make on
the basis of what has been read so far?
• Can they make predictions from the details
stated and implied? (KS2)
K was able to talk to his partner and share
his ideas, he could provide sensible
predictions
Inference
• What inferences does the child make?
• Can they use evidence from the text to
explain and justify their inferences? (KS2)
He is able to make reference to the pictures
on each page, in order to support him
providing an answer
Retelling and summarising
• Can they identify and explain the sequence
of events?
• Can they summarise main ideas from more
than one paragraph? (KS2)
K can remember some parts of the story,
however, requires support to remember
some key events. He is unable to sequence
the story independently.
Comparing (KS2)
• What comparisons do they make
within/across texts?
The child compares known words with
unknown words while comparing across
text.
Identifying meaning (KS2)
• Can discuss how information/narrative
content is related and contributes to meaning
as a whole?
Narrative/ information content can contribute
to meaning as a whole by describing
meaning through essence.
Skimming and scanning
• Can they skim read the passage or text,
identifying the main ideas?
• Can they can to text to get key words or
specific ideas and information?
No, children are learning to handle books
carefully, turning one page at a time.
3.Returning to the text and response Does the
child:
• Engage in discussion about the text,
demonstrating understanding of the
narrative content?
• Make justified inferences based on
what they have read?
• Discuss and explain the meaning of
words in context?
• Ask questions to develop their
understanding?
K is able to work with his partner and group
to discuss the pictures in the book.
K can use the visuals to support him in
providing an answer;
K requires some prompting when introduced
to words he may not know the meaning to
K is encouraged to ask questions in order
to further develop his understanding.
Additional comments and next steps:
What progress has the child made against the learning objective?
K was able to answer simple questions based on the book he was reading. He was able to
explain what he has read and share his ideas with his talk partner.

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UEL ITE lesson planning pro-forma 2019-20
Trainee Name: M Mentor Name: B
Subject/Topic/Unit of work:
Phonics
NC (Programme of study)/EYFS Statutory Framework/Development
Matters/GCSE Exam Board references (Cross reference plan to the
relevant documents)
30-50 months 40-60+ months ELG
Reading
Hears and says the initial sound in words.
Can segment the sounds in simple words and blend them together and
knows which letters represent some of them.
Writing.
Hears and says the initial sound in words.
Can segment the sounds in simple words and blend them together.
Area(s) of learning (EYFS only):
Characteristics of effective learning:
Date: Wednesday 27th
November 2019
Time/Duration of lesson: 30
minutes
Year Group/Teaching
Group/Class/Set:
Reception
No. of Pupils: 11

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Learning Objective:
(What are the pupils learning?)
We are learning the new sound ‘b’.
Success Criteria:
(What will pupils have achieved by the end of the lesson? What will success
look like? SC may be differentiated as appropriate)
 I can say the ‘b’ sound.
 I can write the letter ‘b’.
 I can orally segment and blend CVC words with ‘b’.
Pupils’ starting points:
(How has assessment information been used to plan for
progression? You may also annotate your plan in light of
assessment information)
Pupils have previously learnt the phoneme m, a, s, d, t, I, n, p, g, o,
c, k, u
Your target(s) to be addressed in this lesson:
1. Create starters for literacy lessons which are quick, engaging and
consolidates learning. TS4.
Resources/Health & Safety:
(What resources are required, how many, how will they be
organised? Risk assessment)
Sound cards, whiteboards, pens, books, pencils, Fred the frog,
picture cards, objects.
Role of additional adults in the classroom:
(Who are they? What will they do? How have you communicated this?)
No additional adults
Subject terminology/Technical vocabulary to be introduced to
pupils:
(with definitions)
Homework (as appropriate):
Ask the child to write 5 new words in narrative content in sentences to check
ability to apply.

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Phoneme, grapheme, digraph, split digraph, segment, blend, sound
Stretchy sound: – a ‘continuous’ sound
Bouncy sound: – a ‘stop’ sound
Timeline
(Divide the
time into
small time
chunks)
Teaching & Learning
Activities/Experiences for
pupils
(Including organisation)
Differentiation/
Personalisation
(Who are your focus pupils?
What strategies/resources
you will use to respond to
their needs?
Ensure you take account of
strengths and areas for
development)
Key Teaching Strategies
(How will you model? What will
you do?)
Assessment Criteria /
Strategies
(How will you assess learning
and progress?
What will you asses?
Who will you assess?
What will you do with the
information?)
Starter: 2
minutes
Say the
Put your phonics hats on – show
me good looking, good listening,
good sitting and lips closed. Lets
see who’s brains are switched
on. do you remember your
previous sounds?
2 baskets with the sounds s, d, t
on it.
Children to pick an object and
say what it is and place it into
the correct sound basket.
Modelling of sound articulation
Recitation of sounds
Model reading of words
Recitation of words
Use my turn, your turn to clear
up any misconceptions.
Observations of learners

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sound:
2 minutes
Today we are learning the
new sound b.
Introduce new Speed sound: ‘b’
‘b’ – (try to say a short b rather
than ‘buh’). Ask children to
repeat.
Q- is it a bouncy ‘b’ or a stretchy
b’? TTYP
Hold up the picture sound cards
in turns. Say the sound as you
hold up the picture, ask children
to repeat:
b-b-b boot
b-b-b ball
b-b-b bicycle
b-b-b bag
Read the
sound:
3 minutes
Copy a simple version of the
boot onto the board. Run your
finger down the laces to the heel
and over his toe. Ask children to
repeat.
Write ‘b’ on the board next to the
My turn, your turn - model use of
sound talk.
Model writing word using RWI
phrases.
Observations of sound talk and
blending amongst learners
Response to questioning

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1 minute
boot ‘b’. run your finger down
the laces to the heel and over
his toe. saying ‘b’ just as you
reach the end.
Explain to children that the
speed card (picture side) is the
same as the drawing teacher did
on the board. Tell children that
the letter is hidden behind the
picture. Show the letter side and
say ‘b’
Ask children to say ‘b’ or ‘boot’
as you flip the speed card a few
times.
Assessment of book work
Observations of sound talk
Response to questioning
Use AfL to decide whether
additional example is required.
Review
sounds:
2 minutes
Review previous taught sounds:
M, a, s, d, t, I, n, p, g, o, c, k, u
Hide the new sound with the
previous sounds:
Observations of sound talk