Pancake Words: Write and Read

Overview

Following a shared reading of A Batch of Pancakes, students practise writing and reading words from the text. They focus on hearing, segmenting, blending, and recording sounds in hatch, batch, fetch, six, mix, catch, high, while also writing and reading the high-frequency words a, of, says, you, the, is, what, onto. The lesson makes the connection that sound knowledge used in writing can help us read words.

Learning intentions

• WALT hear and say the sounds in words from A Batch of Pancakes.
• WALT use letter–sound knowledge to write and blend words.
• WALT write and read high-frequency words from the book.
• WALT check that our writing matches what we can read.

Success criteria

• I can say a word slowly and hear its sounds.
• I can write letters for the sounds I hear.
• I can blend the letters to read the word I wrote.
• I can write and read some high-frequency words.

Curriculum links

• English — Teaching Considerations: Planning and drafting: build knowledge through reading, discussion, and relevant learning experiences.
• English — Teaching Considerations: Planning and drafting: develop enough topic knowledge to plan and write.
• English — Writing Processes / Planning: work towards a specific writing goal.
• English — Writing Processes / Planning: identify and work towards a specific writing goal across the early years.

Lesson structure (15 minutes)

1. 0–2 min · Reconnect with the text. Teacher briefly revisits the pancake-making event in A Batch of Pancakes, displays the learning goal on the hook and learning-goal slide, and says, “Today we will write words, then use our writing to help us read.” Students tell a partner one word or action they remember from the story.

2. 2–5 min · Writing session 1: hear and write. Teacher says batch, stretches the word, and models tapping /b/ /a/ /t/ /ch/ before writing batch on the sound-to-writing model slide; repeat with hatch and fetch, prompting students to listen for the shared atch pattern. Students write each word on the four-part pancake word worksheet, then point under the letters and blend-read each word together.

3. 5–8 min · Writing session 2: short-vowel words. Teacher says six and mix, models hearing the middle sound /i/, and reminds students that the letters they write give them clues when reading; students write both words on the worksheet, sound-talk them quietly, and blend-read them to a partner. Teacher checks whether students have recorded the final sounds and can reread their own writing.

4. 8–11 min · Writing session 3: catch and high. Teacher dictates catch and high, briefly contrasts the spellings and explains that some words need to be remembered as a whole; students write the words, circle the part they want to remember, and read them back. Use the catch/high comparison slide to prompt: “Which word has the /ch/ sound? Which word ends with a letter that helps us read /ī/?”

5. 11–13 min · Writing session 4: high-frequency words in a sentence. Teacher orally constructs the sentence, “What is on the pancake? You say, ‘A batch of pancakes is onto the plate.’” Adapt the wording naturally if needed, while ensuring students practise a, of, says, you, the, is, what, onto; display the word bank on the high-frequency word sentence slide. Students choose and write a short sentence using at least four target words, reread it, and underline the words they recognise quickly.

6. 13–15 min · Share, reread, and assess. Teacher invites two students to read their sentences and leads the group in rereading the seven phonics words and the high-frequency word bank; students complete the final “I can…” check on the worksheet and orally explain how writing a word helped them read it.

Resources

• A Batch of Pancakes book or displayed pages
• the pancake-word teaching deck
• the four-part pancake word worksheet
• Pencils and erasers
• Magnetic letters or sound-tapping fingers
• Whiteboard and marker
• Optional individual mini-whiteboards

Assessment

• Listen for accurate phoneme segmentation and blending during the first three writing sessions, particularly /ch/ in hatch, batch, fetch, catch and the vowel sounds in six, mix.
• Check each student’s worksheet for plausible sound-to-letter recording, correct directionality, and rereading of the words they wrote.
• During the final check, ask each student to read one phonics word and one high-frequency word, then explain how their writing helped them read.

Differentiation

• Support students by saying each word slowly, using finger taps or counters for each sound, and providing a visual word bank. Accept oral rehearsal before writing.
• For students needing extra support, model batch and six first, then have them copy, cover, and reread the words rather than dictating all eight.
• Support EAL learners with a picture or gesture for pancake actions and repeated oral practice before writing; avoid requiring them to explain unfamiliar story vocabulary.
• Extend confident writers by asking them to write a second sentence using what, says, or onto, then read both sentences fluently to the group.