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The first few lessons were brilliant as the students were all in their appropriate phonic groups, but it became a challenge with mixed-ability groups. Sharing of books between children was another issue. The students enjoyed the challenge of sounding out the words and spelling. I feel that although the students are able to sound the words out they are not able to link the words when they see them in a different situation. I would like to now reap their phonic knowledge to work on improving their fluency and comprehension skills. It would be great as a teacher to listen to my students read once or twice a week.

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I feel a few children aren't in the right groups. New students with lower abilities in phonics didn't get a chance to attend the right group. 20 minutes are less to complete the lesson, children are not able to complete all the activities. We are only given a few books which aren't enough for everyone.

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Phonics teaching is good but Time to finish all the activities is very short. The lesson should be 40mins. Some Phonic groups have not be calling out or fetching the students so it is very difficult to keep a mixed level of students. Books are very limited to a class of 28 children.

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- Some of the children are not in the correct groups and thus I feel the sessions will be more impactful following assessment and regrouping.
- Unfortunately, we do not have enough books and thus children are sharing 1:3 or 1:4
- Would be helpful to have Phase 5 sound mat and flash cards, if they could be linked to floppy phonics that would be great.
- Timetabling means the 20 min slots are difficult to cover extensively e.g. once the children have been collected for groups and have reached the new classroom a large part of the session is already over.
- Phonics training from Lorna was very beneficial and helped to increase confidence when teaching phonics.

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Some of the children are not in the correct groups and after assessments change of groups could help.
We are only given 8 or 9 books for 28 children. We should ideally have one between 2 children.
Timetable slots are very short to complete everything properly...we never get to do any worksheets.
May be an idea to do two 40-minute slots of phonics a week, and two 40-minute slots of reading.

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Teachers, please comment on the Phonics lessons conducted during Term 1. With Monday's training in mind, please comment on successes, strengths, obstacles, and problems that have occurred during your lessons. Feel free to offer suggestions. Thanking you in advance.

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Teaching phonics:
Term 1 has been great the children have really benefited from Phase 4 and were able to use those skills to refer to their writing and reading. Phase 5 has been a little tricky as they are learning alternative spellings and it has become overwhelming for some children, I think majority of the class is confident however some children would benefit from a Phase 4 assessment to see the sounds they are unsure of and I could provide quick burst interventions to catch them up. In regards to teaching Phase 5 I would love to have training on the teaching as it differs to teaching a sound and following the phase 4 plan has been a little tricky.

Recources:
It would also be lovely to have more books as the children find it difficult to share and there are a limited amount of books. The worksheets that are printed out are never used in class and are mostly sent home as there is no time in the lesson.

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Children are excited during the reading lesson and enjoy the interactive phonic ppts and are engaged in the lessons. Now it’s mostly a student led lesson with students sounding out and using the words and doing online spell checks. Some students struggle with the words as they are in the wrong group (should be in level 3 or 4).
Probably the worksheets can be using the words in context, framing sentences, guess the word etc. (that’s what we did when it got bit monotonous just sounding out the words as majority of the children could fluently read all words) Probably alternate days for reading and phonics would help for class group so they could be challenged more.
The trainings have been very helpful and informative.

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Teaching Phonics during Term 1 has been lovely. Children have been able to focus on the objective, the session is fast paced, engaging and interactive. The strengths have been that children were able to retain the lessons and use their knowledge of Phonics throughout lessons and they even remember to use their phonemes fingers to help sound out words. Most children are confident with their Phase 3/4 sounds. Teaching phase 5 has been tricky as it teaches a set of new graphemes, alterative pronunciations and spellings and I believe children should spend more time with this phase rather than 20 minutes. Also, there are not enough books to share between the children.
Lorna's training sessions have been great and very beneficial useful. Lorna has been approachable and always helps when needed! I would love training with Phase 5 so I can feel more confident teaching this phase.

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Teaching Phonics so far has been fun and engaging. I can truly see the enthusiasm of children and their eagerness to learn new words and sounds. I notice how children love to write their words on the whiteboard and go the extra mile by adding on extra words they have learnt with the particular sound. I do my best to ensure the lessons are quick paced and engaging.
I would appreciate if there were more phonics books to hand out between the class, as one of my task is to have 'partner 1' and 'partner 2' test each other on their sounds as I scan round the classroom to ensure they remain on task. This can be a struggle with 25+ children in the class. I believe it would be beneficial for us teachers to have smaller groups rather than a large amount of the class, as this will provide a focus and a clear indication for me as to who requires improvement. A couple of children also should not be in my group for phonics and I would appreciate a consistency with the children being taken out for the phonics groups when required.

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At the start of the term 1 a lot of children were not in the right groups
and we joggled between taking them into their different ability groups however, when things settled down it became very interesting and engaging for the children.
floppy phonics engaged the children a lot and they loved it. the sound mat was very helpful too as it was a quick way for the children to learn the sounds and then blend them.
the introduction of phonics for year 3 children was a brilliant idea and it should be applauded as it has helped most of our children that struggled with reading recognize phonemes and read better.