Blend, Read, Write

Overview

This four-part sequence develops Year 1 students’ ability to transfer known letter–sound knowledge from reading into writing. Using the phonics text Meg Has Fun, students blend and write the words red, hen, rug and rips, first orally and with magnetic letters, then independently.

Each session is 15 minutes for 10 students. Teach the sessions on consecutive days or during one-to-one/small-group literacy teaching.

Learning intentions

WALT blend sounds to read short words.
WALT listen for each sound in a word.
WALT use letter–sound knowledge to write words.
WALT check that our writing matches the word we want to write.

Success criteria

I can say the sounds in a word slowly.
I can blend sounds to read a word.
I can write a letter for each sound I hear.
I can reread my word and check it.

Curriculum links

English — Writing Processes / Planning: working towards a specific writing goal.
English — Writing Processes / Planning: identifying and working towards a specific writing goal.
English — Writing: making notes and reducing information into key words and phrases.
English — Writing: using suitable planning and organising approaches for a writing task.

Lesson structure (4 × 15 minutes)

Session 1: red

0–3 min · Revisit the text. Teacher rereads the relevant page or sentence from Meg Has Fun, then displays the sound-and-word introduction slides and asks students to listen for a word containing /r/, /e/ and /d/. Students join in with the reading and say the target word when they hear it.
3–6 min · Blend orally. Teacher models touching one sound at a time: /r/ /e/ /d/, then sweeping a finger underneath to blend red. Students echo the sounds, blend the word, and use it in a spoken sentence.
6–11 min · Build and write. Teacher distributes the four-word sound-to-writing sheet and models building red with magnetic letters before covering it and writing it from memory. Students build the word, say each sound, and write red on their sheet.
11–15 min · Check and share. Teacher prompts students to point under each letter while rereading their word. Students compare their writing with a partner and explain which letter represents each sound.

Session 2: hen

0–3 min · Quick retrieval. Teacher returns to the review and target-word slides and asks students to read red and identify its first, middle and final sounds. Students read the word and orally segment it.
3–6 min · Hear the sounds. Teacher introduces hen, stretching it slowly and asking, “What sound do you hear first? What sound comes next? What sound do you hear at the end?” Students use finger taps or counters for the three sounds.
6–11 min · Transfer to writing. Teacher models saying /h/ /e/ /n/, choosing the matching letters, and writing the word without copying. Students complete the hen section of the four-word sound-to-writing sheet, saying each sound as they write.
11–15 min · Reread in context. Teacher displays the sentence “The hen is red.” Students help read it, then write or trace the sentence on the sheet, using the word they have written as a spelling reference.

Session 3: rug

0–3 min · Read and notice. Teacher rereads the selected page from Meg Has Fun and opens the review and blending slides. Students read red and hen, then identify which word begins with /r/.
3–6 min · Segment and map. Teacher says rug, stretches the word, and draws three sound boxes. Students repeat the word, push one counter into each box, and say the sounds /r/ /u/ /g/.
6–11 min · Write from sound knowledge. Teacher models writing the first sound, middle sound and final sound, thinking aloud without naming the answer letter before students try. Students write rug on the four-word sound-to-writing sheet and reread it.
11–15 min · Partner check. Teacher prompts pairs to check: “Does it have three letters? Can you hear /r/, /u/, /g/?” Students read their word to a partner and make a correction if needed.

Session 4: rips

0–3 min · Review the goal. Teacher uses the final review and independent-writing slides to revisit red, hen and rug, reminding students: “Today we will listen carefully and write a new word.”
3–6 min · Blend and segment. Teacher introduces rips, modelling /r/ /i/ /p/ /s/ and blending the word. Students tap four sounds, blend the word, and identify the two sounds at the end.
6–11 min · Independent attempt. Teacher says rips in a simple sentence, “The dog rips the rug.” Students say the word slowly, write it on the four-word sound-to-writing sheet, and illustrate or complete the sentence if time allows.
11–15 min · Celebrate and reflect. Teacher invites students to reread all four words and asks, “Which word was easiest? Which sound did you need to remember?” Students circle one word they wrote successfully and tell a partner how they checked it.

Resources

Meg Has Fun Phonics Plus book
the phonics review, blending and writing deck
the four-word sound-to-writing sheet
Magnetic letters or small letter tiles
Sound boxes or counters
Pencils and erasers
Whiteboard and marker

Assessment

Listen for accurate oral blending and segmenting of red, hen, rug and rips.
During writing, check whether students represent each phoneme with an appropriate letter or letter group and whether they reread their attempt.
Use the final reflection to identify students needing further practice with medial vowels, final consonants or the consonant blend in rips.

Differentiation

Support students by using counters, sound boxes, magnetic letters and a slow oral model. Provide individual prompting such as, “Say it slowly. What sound comes first?”
Allow students to copy a correctly built word after attempting it independently; avoid requiring them to memorise the whole word before writing.
For students needing additional support, work with two or three words in a session and provide extra rehearsal of the medial vowel.
Extend confident writers by asking them to write a short sentence using one target word and reread it to check meaning and spelling.

Teaching Instructions