Sounding Out

Overview

In this 20-minute lesson, students learn to read and write a small set of high-frequency words using simple sound–letter blending for CVC (consonant–vowel–consonant) words. The lesson is built around short, repeated practice and a quick “read it, write it” routine.

Learning intentions

Students will:

• WALT read and write some high-frequency words in familiar sentences.
• WALT read and write CVC words by blending sounds to read and spelling sounds to write.
• WALT participate in shared editing by checking capital letters at the start of a sentence.

Success criteria

Students can:

• I can read the words and, my, is, the when the teacher points to them.
• I can blend sounds to read CVC words such as cat, dog, map.
• I can write a CVC word by hearing the sounds and using letters.
• I can point to where a sentence begins with a capital letter.

Curriculum links

• Literacy — high-frequency words in shared texts and familiar words: AC9EFLY14.
• Foundation Year — creating short texts using learnt vocabulary and sentence boundary punctuation with beginning shared editing: AC9EFLY06.
• Foundation Year — writing CVC words using appropriate letters and blending sounds to read: AC9EFLY12.

Lesson structure (20 minutes)

1. 0–3 min · Quick warm-up (read the words). Teacher shows 4 word cards (and, my, is, the) in a small row and says each word aloud; student echoes. Student reads/points to each card as the teacher tracks underneath.

2. 3–7 min · Build meaning (shared sentence reading). Teacher uses one simple sentence on a card: My cat is in the bag. (with the word cards placed in the sentence positions). Student helps read it by pointing to each word as the teacher says it, then the student copies the read-through once.

3. 7–12 min · Direct teach: CVC blending (read). Teacher models blending with a visual finger/slide method using one CVC word at a time (choose two):

• cat = /c/ /a/ /t/ → “cat”
• dog = /d/ /o/ /g/ → “dog” Student places a finger for each sound, then blends and reads the whole word.

4. 12–16 min · Write routine (spell CVC). Teacher shows a mini writing mat with sound boxes (3 boxes) and letters bank (c/a/t or d/o/g) for the chosen word. Student writes the CVC word by choosing letters for each sound (teacher prompts sound-by-sound, then checks left-to-right).

5. 16–19 min · Shared editing (capital letter check). Teacher writes two versions on a card:

• my cat is in the bag.
• My cat is in the bag. Student circles the correct one and points to the capital letter at the start.

6. 19–20 min · Exit check (one last read). Teacher holds up one CVC word card and one high-frequency word card, quick and calm. Student reads them aloud (or points if that’s the current best method).

Resources

• Word cards: and, my, is, the
• Sentence card: My cat is in the bag.
• CVC word cards: cat, dog (optional third: map)
• Letter bank tiles for each CVC word
• Writing mats with 3 sound boxes (paper or wipe-clean)
• Whiteboard/marker or pencil and crayons
• Tiny timer (visual) to keep steps short
• “Capital letter” card (printed example with both options)

Assessment

• Teacher observes in Step 1 and 2: does the student correctly recognise and, my, is, the during pointing/reading?
• Teacher checks in Step 4: does the student select/write the correct letters for each CVC sound?
• Teacher checks in Step 5: can the student identify which sentence starts with a capital letter?

Differentiation

• Support (ADHD/ASD-friendly):
• Keep each step under 4 minutes with a clear finish cue (timer).
• Use visuals (word cards, sentence card, sound boxes) and minimise verbal instruction length.
• Offer “choice prompts” (e.g., “Is it cat or dog?”) rather than open-ended questions.
• Support for early decoding:
• Allow pointing instead of saying words; accept “near-reads” if the student blends correctly.
• Use the same CVC pattern every day (CVC with short vowels) to build automaticity.
• Extension for advanced learners (within the lesson):
• After Step 12–16, give an extra CVC word (map) and challenge: “Read it first, then write it.”
• Add one more high-frequency word (go) if the student reads the four target words easily.
• Fine-motor adaptation:
• If handwriting is hard, allow tracing over letters first, then copy once.
• Alternatively, use magnetic letters/tiles to build the CVC word before writing.
• Home learning option (if needed):
• Use a wipe-clean page; if the student loses focus, pause and repeat the blend with fewer steps.

Extension (optional)

• Mini “Word hunt” right after writing: student finds the word my on the sentence card and taps it once.