Observation Task 2: Teaching a Phonics Lesson
Table 2: Teaching a Phonics Lesson
The Structure of the Lesson
What the teacher does What the children do Comments
Introducing the Sound:
The teacher asks the children what The children say ‘pa pa pa’ and This worked really well.
sound they make when they cook the move their fingers’
popcorn. The children enjoyed this. It was
fun to see them trying to do
The teacher explains that we make that The children try to make the /p/ something that impossible.
popcorn sound like we want to blow the sound and blow the tissue.
tissue and asks the children to see if This was a great idea the
they can make a /p/ sound without children really enjoyed looking
moving the tissue. at themselves.
The children practice the /p/
The teacher gives out mirrors to the sound, and look at their mouth
children and asks them to look at what shape while doing this. The children enjoyed doing this
their mouths are doing when they make and engaged repeting the words.
the /p/ sound.
The children repeat the words
The teacher asks them to say the and look at what their mouths
following words while looking in the are doing.
mirrors and to see what they do with
their mouths when making the /p/
sound.
Words: popcorn, penguin, pen, pencil,
pizza, piano
(the teacher collects in the mirrors)
Hearing the Sound in the initial position:
The teacher explains she will say some
words and that some of them will begin The children listen carefully. This worked well and allowed
with the /p/ sound and some will not. them to focus on the sound /p/ in
the initial position.
She asks the children to listen carefully The children repeat the words
to words that begin with the /p/ sound. when they hear the sound /p/. Some of the children were
confused, repeating the words
She tells the children to repeat the word when the sound was at the end.
that begins with /p/ sound. Words: popcorn, map, nap,
penguin, pen, mat, room,
She says the words pencil, moon, pizza, piano
Introducing the Writing of the Sound:
The teacher explains that she is going to The children sit and listen
show the children how to write the letter attentively.
of the /p/ sound. Children enjoyed writing in the air. It
was a good writing practice to them.
The children repeat the
She follows the handwriting guidelines teacher’s directions and trace
on the whiteboard and says: the sound /p/ in the air with
Strat from the green dot: their fingers.
1- Write a line from top to bottom
2- Draw half a circle
The child draws the letter on
the board.
The teacher asks the children to write
the letter of sound /p/ twice in the air.
She asks a child to come and write the
letter of sound /p/ in the board.
Practicing Writing the Sound:
This was a good idea as working
The teacher tells the children that they The children listen attentively. in smaller groups allowed the
will all practice writing the sound /p/ teacher to make sure that the
today. children could hear, recognize
and accurately write the sound
She selects a group of children to move /p/.
The children move out into the
to the writing table and directs the rest
learning centers.
of the children to the other activities in
other centers.
The children trace the sound
She sits with the children and gets them /p/.
to trace the sound /p/.
The child who finished writing the letter The children try to write the
of sound /p/ she let him/her practice words.
writing words that begin with sound /p/.
Reflections on Observation Task 2: Teaching a Phonics Lesson
1. What program is used in your school to teach phonics?
2. How is phonics taught in your school?
3. What was the focus of the lesson?
4. Were the learners engaged in the phonics lesson? If they were, select (a); if they were not, select
(b).
a. Describe the different types of active engagement activities that the
teacher used.
b. What could active engagement activities the teacher has used to help
learners b e t t e r understand the lesson?
5. What types of activities did the children participate in during their independent centers that reinforced the
lesson objective/learning outcome? If they participated in learning centers, select (a); if they did not,
select (b)
a) Describe the different types of learning center activities that the
students did.
b) Describe two (2) learning center activities that the teacher could have
used to help reinforce the learning outcome.