TS3c- demonstrate an understanding of and take responsibility for
promoting high standards of literacy, articulacy and the correct use of
standard English, whatever the teacher’s specialist subject
TS3d- if teaching early reading, demonstrate a clear understanding of
systematic synthetic phonics
TS4a- impart knowledge and develop understanding through effective use of lesson time
As part of the English module, I planned and taught a phonics Phase 6 lesson to a small group of trainees. I chose to focus on the teaching of the -ed suffix to form the past tense of verbs.
Revisit and review: we were not required to teach this section of the 4-part plan however I planned to revisit the “previously taught” phonemes using a time-trial on the phonics play website. The game would be displayed on the IWB and the children would recall the phoneme when shown the graphemes using GPC knowledge, and try to beat their own time as a class. This promotes inclusion but it would be necessary for the teacher to observe closely to ensure all children were participating.
Teach: I explained the 3 different rules to making a verb in the past tense using the -ed suffix. (I chose to focus on 3 and would teach the fourth more difficult rule for words ending in y, in another session)
- Add -ed
- Remove the e then add -ed
- Double consonant then add -ed
- Change y to i then add -ed
I used the topic book “Funnybones” and read certain sections, asking children to shout “gotcha!” When they heard/spotted a word ending in the -ed suffix. (The children would already have knowledge of the past tense from literacy sessions.) we then placed each past tense verb underneath the corresponding rule used to form the past tense.
Practise: I gave each child a small tub containing the graphemes needed to form certain verbs, I also included the focus suffix highlighted in red. I first asked the children to form the base verb by segmenting and then encouraged them to refer to the grid of rules from the teach section to change the verb into the past tense and add the suffix correctly.
Apply: I asked children to give their talk partner a verb (I gave suggestions to ensure only verbs which followed the 3 taught rules were chosen). The children then had chance to think of a sentence containing their verb and change it into the past tense, referring again to the rule grid if needed, and writing their sentence on mini whiteboards. They then shared their sentences and explained what they had done to the base verb to form the past tense.
I was very pleased with this micro-teaching session. It was slightly different delivering to trainees as it would have been to children therefore it may be necessary to adapt the activities to suit children’s abilities, possibly focussing on just 2 rules to make the most effective use of lesson time; Higher ability pupils may manage fine with all 3 however.