Sequence of Systematic Synthetic Phonics Lessons and Assessment

Have you read:

• The assignment task wording and requirements carefully?
• The detailed rubric? This is what you will be marked against
• The worked example?
• The tips and suggestions sheet?

Check you know the answer to these questions:

• Which part of the DSF scope & sequence you are using? What has come before the section you have chosen, what sequence of GPCs will you be covering in your 5 lessons? No idea…go back and decide carefully. If you are stuck on where to start, close your eyes and point at the sheet – it does not matter where you start, it’s the sequence planning that counts
• Are the lessons and content in your planning overview developmentally suitable for Kindergarten OR Year 1? Not sure – go back and read your notes on suitability.
• Are you clear on what explicit instruction is and what this pedagogy looks like in the classroom? If not – go back and revisit your notes.
• Are you planning to use systematic, synthetic phonics? Not sure – go back and revisit your notes so you know the difference between synthetic phonics and other types of phonics.
• Are you familiar with v9 of the curriculum? If not, go back, find out and familiarise yourself first.
• Are you thinking of just including what you have seen in schools so far…think again, they may not be using a structured approach. Go back and visit your notes.
• Are you thinking of copying exactly what you have seen in some other commercial programs at the school you are working in? If so, go back and carefully reconsider this – copying wording from programs is plagiarism. Use the ideas for inspiration for your sequence, but do not copy.
• Do you know the difference between phonological awareness, phonemic awareness and phonics; and what systematic phonics is/is not? No? Go back and revisit your notes as this assignment requires you to show your understanding of systematic synthetic phonics instruction, and use of complementary phonemic awareness activities.

Assignment Cover Page

I have read the task requirements and all the published supporting materials for this assignment.

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Student declaration

I certify that the attached assignment is my own work. Material drawn from other sources has been appropriately and fully acknowledged as to the author/creator, source and other bibliographic details. Such referencing may need to meet unit-specific requirements as to format and style.

I give permission for my assignment to be copied, submitted and retained for the electronic checking of plagiarism.

 Lesson Plans for Sequence of Systematic Synthetic Phonics Lessons and Assessment – 11763

Examples of past/current GPCs and words to be used

• Activities are well thought-out, engaging and highly supportive of children’s learning.
• Clear and in-depth understanding of children’s phonics development demonstrated.
• Clear and explicit connections are made to unit materials.
• Activities are engaging and highly supportive of children’s learning
• Clear understanding of children’s phonics development demonstrated.
• Clear and explicit connections are made to unit materials.
• Activities are mostly engaging and supportive of children’s learning.
• Good understanding of children’s phonics development demonstrated.
• Good connections are made to unit materials.
• Activities are somewhat supportive of children’s learning and have some engaging content.
• Some understanding of children’s phonics development demonstrated.
• Some connections are made to unit materials.
• Activities are repetitive/ unengaging/not supportive of children’s learning.
• Limited understanding of children’s phonics development is demonstrated.
• No connection to unit materials is evident.
• Lesson reflects systematic, synthetic phonics instruction
• Lesson reflects systematic, synthetic phonics instruction but may have inaccuracies or use of embedded/analytical/analogy phonics
• Lesson does not reflect systematic, synthetic phonics instruction
• Lesson has complementary and related phonemic awareness activities.
• Lesson has complementary/related activities but focuses on wider phonological awareness OR phonemic awareness activities unrelated.
• No complementary phonological or phonemic awareness activities in the lesson.
• Explicit instruction is clearly applied and visible throughout the whole lesson
• Explicit instruction is somewhat visible throughout the lesson OR is clear in only some parts of the lesson
• Explicit instruction is not evident or incorrectly applied in the lesson
• Assessment opportunities are clearly evident to the reader/another teacher and specifically reflects activity content.
• There is very clear alignment between assessment and teaching activities.
• Assessment opportunities are clearly evident to the reader/another teacher and reflects activity content.
• There is good alignment between assessment and teaching activities.
• Good attempt has been made to include assessment opportunities which is mostly clear to the reader/another teacher and reflects activity content.
• There is alignment between assessment and teaching activities.
• An attempt has been made to include assessment opportunities, but it is unclear the reader/another teacher.
• There is some alignment between assessment and teaching activities.
• No assessment opportunities are evident.
• The reader/another teacher could not identify them if teaching these lessons.
• There is no alignment between assessment and teaching activities.
• The lesson plan is concise, logical and clear and any teacher could easily and comprehensively teach from it.
• No spelling or grammar errors
• The lesson plan is logical and clear, and any teacher could easily teach from it.
• The lesson plan is mostly concise and clear. Enough detail is given that another teacher could easily teach from it.
• Multiple minor or common spelling/grammar errors but key unit vocabulary is correct.
• The lesson plan is mostly clear. Enough detail is given that another teacher could mostly teach from it.
• Multiple spelling/grammar errors including key unit vocabulary
• Lesson plan lacks detail or is overly long. It would be very difficult for another teacher to teach from it.
• Multiple spelling/grammar errors that make it difficult to understand content.

Reflection of quality and goals for final lesson plan

Examples of past/current GPCs and words to be used

Assessment Requirements

The task requires students to develop a sequence of systematic synthetic phonics lessons and assessment suitable for either Kindergarten or Year 1. The key components include:

• Lesson Planning: Design 5 explicit phonics lessons based on a selected scope and sequence from the DSF (Decodable Synthetic Phonics) curriculum. Identify prior knowledge and the sequence of grapheme-phoneme correspondences (GPCs) to be covered.

• Developmental Suitability: Ensure activities and content are appropriate for the targeted year level.

• Explicit Instruction: Apply the pedagogy of explicit instruction consistently throughout lessons.

• Systematic Synthetic Phonics (SSP): Ensure lessons reflect SSP, distinguishing from other phonics approaches.

• Phonemic Awareness Integration: Include complementary phonemic awareness activities to reinforce learning.

• Assessment Alignment: Embed assessment opportunities that align with lesson content and allow clear evaluation of student progress.

• Engaging Activities: Design engaging, supportive activities that reinforce children’s phonics development.

• Clarity and Usability: Lessons must be logical, concise, and easily teachable by another teacher.

• Reflection and Quality Assurance: Demonstrate understanding of the sequence, explicit instruction, and phonics development goals.

Approach by Academic Mentor

1. Understanding Requirements:
   The mentor guided the student to carefully read the assignment brief, DSF scope & sequence, and assessment rubric. Emphasis was placed on knowing exactly which sequence of GPCs to teach and the developmental level targeted.

2. Selecting Lesson Content:
   The student chose the starting point in the DSF sequence, identified 5 consecutive lessons, and selected the GPCs and example words. The mentor helped ensure that prior knowledge was considered for scaffolding learning.

3. Lesson Structuring:
   Each lesson was structured with:

   • Clear learning objectives

   • Explicit instruction plan

   • Phonemic awareness activities linked to the phonics content

   • Engaging, interactive activities for students

4. Assessment Integration:
   Mentor guided the student to embed formative assessment opportunities within each lesson. These included observation tasks, short written activities, and oral assessments aligned with the lesson objectives.

5. Ensuring Developmental Suitability:
   Activities were reviewed to confirm they were age-appropriate for Kindergarten or Year 1, ensuring cognitive load and literacy skills were considered.

6. Ensuring Systematic Synthetic Phonics Integrity:
   The student checked lessons against SSP principles, ensuring no embedded or analogy phonics were included, and that phonemic awareness complemented the phonics instruction.

7. Drafting and Reviewing:
   Mentor encouraged the student to draft lessons clearly and logically, with concise instructions. Reflection notes were included to highlight lesson goals, expected outcomes, and links to prior learning.

8. Final Checks:

   • Alignment with unit materials

   • Correct use of terminology and key vocabulary

   • Grammar, spelling, and readability for other teachers

Final Outcome

• Completed Lesson Sequence: Five detailed, developmentally appropriate SSP lessons with integrated phonemic awareness activities.

• Assessment Opportunities: Clear and aligned with lesson content, enabling monitoring of student progress.

• Explicit Instruction Evidence: Consistently applied throughout each lesson.

• Engaging Content: Activities designed to reinforce learning while maintaining student interest.

• Reflective Commentary: Highlighted how lessons supported phonics development and unit learning outcomes.

Learning Objectives Covered

1. Understanding and application of systematic synthetic phonics.

2. Effective planning of developmentally appropriate lessons.

3. Integration of explicit instruction pedagogy.

4. Designing phonemic awareness activities to complement phonics learning.

5. Alignment of assessment with lesson content to monitor student learning.

6. Reflection on lesson quality, goals, and sequencing for optimal literacy development.

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