Sam and Dad Read

Overview

Across four 15-minute small-group sessions, students build secure knowledge of the sounds m, a, d, p, t, n, i, practise oral blending and segmenting, and apply this knowledge while rereading the familiar decodable text Sam and Dad from the Phonics Plus reading books. The brisk, cumulative routine supports accurate word reading, confidence and early writing.

Learning intentions

• WALT hear, say and identify the sounds m, a, d, p, t, n, i.
• WALT orally blend sounds to make words and segment words into sounds.
• WALT use letter–sound knowledge to read decodable words.
• WALT reread a familiar text with accuracy, phrasing and understanding.

Success criteria

• I can say the target sounds clearly.
• I can push sounds together to read a word.
• I can pull a word apart into its sounds.
• I can read Sam and Dad and talk about what happened.

Curriculum links

• Phonemic awareness and phonics knowledge: brisk, explicit teaching of sound awareness, blending and phonics.
• Planning and drafting: building knowledge through reading, discussion and relevant learning experiences.
• Planning and drafting: developing enough understanding of a topic and text to support meaningful oral and written responses.
• Transcription Skills / Composition: applying early phonics knowledge across the first two years of learning.

Lesson structure (four sessions × 15 minutes)

Session 1 — Meet the sounds and text

1. 0–2 min · Reconnect. Teacher welcomes the group, briefly revisits any previously taught sounds and explains that readers listen closely, look at letters and blend sounds. Students say the sounds they recognise.
2. 2–6 min · Explicit sound teaching. Using the sound introduction slides, teacher introduces or revises m, a, d, p, modelling pure sounds rather than adding an extra “uh”. Students echo, watch the mouth formation and identify the matching letters.
3. 6–9 min · Oral blending. Teacher says segmented words such as /m/ /a/ /t/ and /p/ /a/ /d/, then gradually reduces the pauses. Students blend orally and give the whole word; teacher checks that students are listening before looking at print.
4. 9–13 min · First read. Teacher introduces the title and illustrations of Sam and Dad, briefly discusses who Sam and Dad might be, then reads the first section with students. Students track print, attempt decodable words and repeat-read sentences as needed.
5. 13–15 min · Review. Teacher asks, “What did Sam and Dad do?” and revisits one successful blend. Students give a brief oral response and identify a sound they can now read.

Session 2 — Add, blend and segment

1. 0–3 min · Rapid review. Using the Phonics Sound Cards, teacher shows the previously taught sound cards in changing order. Students say the sound, not the letter name, and identify a picture cue only when needed.
2. 3–6 min · New learning. Using the sound review and new-sound slides, teacher introduces t, n, i, linking each sound to its letter and modelling correct articulation. Students repeat, air-write the letters and distinguish the sounds.
3. 6–9 min · Oral segmenting. Teacher says a familiar word from the lesson or text and stretches it, for example /s/ /a/ /t/, /p/ /i/ /n/ or /m/ /a/ /d/. Students count the sounds on their fingers and say the word again.
4. 9–13 min · Reread and solve. Teacher rereads Sam and Dad, pausing before selected decodable words and prompting, “Point to the letters. Say the sounds. Blend.” Students read the text together, then take turns reading a sentence.
5. 13–15 min · Meaning check. Teacher asks one literal question and one prediction question, such as “Who is in the book?” and “What might happen next?” Students answer using the illustrations and words they have read.

Session 3 — Build accuracy and fluency

1. 0–3 min · Sound and word warm-up. Teacher quickly revises all seven sounds with the Phonics Sound Cards and orally blends three short words. Students respond together, then individually when selected.
2. 3–6 min · Model a reading strategy. Using the blending and fluent-reading slides, teacher models getting stuck: look from left to right, say each sound, blend, reread the whole sentence. Students practise the routine with one word.
3. 6–11 min · Supported rereading. Teacher and students reread Sam and Dad together, then read alternate sentences. Teacher gives immediate, specific feedback: “You looked through the word and blended it accurately.” Students track print and reread any sentence that needs smoother phrasing.
4. 11–13 min · Partner retell. Students turn to a partner and retell the text using the prompts “First… Then… Finally…”. Teacher listens for understanding and supports students to use the character names and key events.
5. 13–15 min · Quick application. Teacher dictates one simple decodable word from the taught sound set. Students say the sounds, write the letters on a small whiteboard and read the word back.

Session 4 — Demonstrate learning

1. 0–3 min · Cumulative review. Teacher displays the target sounds in mixed order using the final review slides. Students say each sound, then orally blend two or three teacher-selected words.
2. 3–5 min · Reading goal. Teacher explains that students will show how accurately and smoothly they can read a familiar book. Students choose a quiet reading voice and point carefully to each word.
3. 5–10 min · Individual rereading. Students read Sam and Dad one at a time or in pairs while the teacher listens to each student for sound recognition, blending, accuracy and phrasing. Other students whisper-read or reread with a partner.
4. 10–13 min · Comprehension conversation. Teacher asks, “Tell me about Sam and Dad,” followed by one detail question: “What happened when…?” Students retell or answer with support from the text and illustrations.
5. 13–15 min · Exit reflection. Teacher shows two or three target sounds and asks each student to say one sound, blend one word and share one thing they remember from the book. Students complete the oral exit routine before leaving.

Resources

• Sam and Dad from the Phonics Plus reading books
• the four-session phonics and rereading slide deck
• the Phonics Sound Cards
• Small whiteboards, markers and erasers
• Teacher observation checklist
• Pointer or reading trackers
• Quiet space for individual rereading

Assessment

• During sound review, note whether each student produces the target phonemes accurately and distinguishes sounds from letter names.
• During blending, segmenting and reading, record whether students attend to all graphemes, blend without guessing and reread corrected words or sentences.
• In Session 4, use the individual reread and oral retell as a brief evidence sample of phonics application, reading accuracy, fluency and comprehension. Reteach any sound or blending pattern that remains insecure.

Differentiation

• For support, use continuous sounds where possible, keep the sound cards visible, stretch the sounds slowly and blend with the student before asking for an independent attempt. Avoid asking students to guess from pictures.
• Provide extra turns for students who need repetition, and allow pointing, choral reading and echo reading before individual reading.
• For EAL learners, preteach the character names and key actions with gestures and illustrations; accept oral retells supported by drawing or home-language discussion.
• For students ready for challenge, ask them to segment and write an additional word using only taught sounds, then reread a sentence with attention to phrasing and expression.