Sam and Dad Sentences

Overview

Across four 15-minute sessions, students revisit Sam and Dad Phonics Plus, focusing on the letters and sounds m, a, d, s. They orally blend and segment Sam, Dad, mad, sad, then plan and write a simple sentence using the words. Each session builds confidence in saying the sentence before writing it.

Learning intentions

• WALT hear, say and write the sounds for m, a, d and s.
• WALT blend sounds to read Sam, Dad, mad and sad.
• WALT say a sentence aloud before writing it.
• WALT write a simple sentence with a capital letter, finger spaces and a full stop.

Success criteria

• I can say the sounds for m, a, d and s.
• I can blend sounds to read Sam, Dad, mad and sad.
• I can say my whole sentence before I write it.
• I can write a sentence with a capital letter, spaces and a full stop.

Curriculum links

• Writing Processes — Planning: planning writing through talk and determining the precise wording of each sentence before writing.
• Writing Processes — Planning: planning by saying a sentence to the teacher.
• Writing Processes — Planning: making notes and reducing information into key words and phrases.
• Writing Processes — Planning: working towards specific writing goals to improve the quality of writing.

Lesson structure (4 × 15 minutes)

Session 1 — Meet the sounds

1. 0–3 min · Revisit the text. Teacher reads a short familiar section of Sam and Dad Phonics Plus, inviting students to join in with repeated words. Students listen for and say any words they recognise.
2. 3–7 min · Sound teaching. Display m, a, d, s on the sound introduction slides. Teacher models each sound clearly, linking it to the letter, while students copy the sound and form the letter in the air.
3. 7–11 min · Oral blending. Teacher says the sounds slowly—/s/ /a/ /m/—and blends them aloud. Students blend with the teacher, then practise Sam, Dad, mad and sad with a partner.
4. 11–15 min · Say and write. Teacher models saying “Sam.” and writing the word on the sound and word practice sheet. Students say and write the four focus words, using sound buttons or dots if helpful.

Session 2 — Blend and build words

1. 0–3 min · Quick review. Use the sound review slides to show the four letters in mixed order. Students say each sound, then read the four focus words together.
2. 3–7 min · Segmenting words. Teacher says mad and stretches the word. Students identify the three sounds, tapping once for each sound before blending the word.
3. 7–11 min · Word-to-sentence talk. Teacher introduces the sentence “Sam is mad.” Students repeat it, count the words on their fingers, and identify the capital letter, spaces and full stop.
4. 11–15 min · Supported writing. Students complete the word-building section of the sound and word practice sheet and copy or independently write “Sam is mad.” Teacher listens to each student read their sentence.

Session 3 — Plan a sentence through talk

1. 0–3 min · Reread and rehearse. Teacher rereads the relevant page of Sam and Dad Phonics Plus. Students echo-read Sam, Dad, mad and sad.
2. 3–6 min · Compare sentences. Show “Sam is mad.” and “Dad is sad.” on the sentence comparison slides. Students read both and discuss which word changes the meaning.
3. 6–10 min · Oral planning. Teacher models pointing to each word while saying “Dad is sad.” Students say the sentence to a partner, then individually to the teacher or a supporting adult before writing.
4. 10–15 min · Independent writing. Students choose either “Sam is mad.” or “Dad is sad.” and write it on the sentence writing section. Teacher prompts: “Say it. Count the words. What comes first? What comes last?”

Session 4 — Write and check

1. 0–3 min · Sound and word warm-up. Use the final review slides for a quick read of Sam, Dad, mad and sad. Students blend any word they find challenging.
2. 3–6 min · Teacher think-aloud. Teacher says “Sam is sad.”, counts the words, and models writing it, checking the capital S, finger spaces and full stop.
3. 6–11 min · Independent sentence writing. Students say a sentence using Sam/Dad and mad/sad to the teacher or partner, then write it on the final sentence and checking section. Accept phonetic attempts while encouraging use of the focus letters.
4. 11–15 min · Share and reflect. Students read their sentence to a partner. Each child points to the capital letter, a space and the full stop, then shares one writing goal from the teacher’s prompt on the sharing and reflection slide.

Resources

• Sam and Dad Phonics Plus
• the four-session phonics and writing slide deck
• the sound, word and sentence practice sheet
• Whiteboard and marker
• Individual writing pencils
• Erasers
• Sound buttons or counters
• Letter cards for m, a, d, s
• Ten writing spaces or small whiteboards

Assessment

• During each session, listen for accurate production of /m/, /a/, /d/ and /s/, and note which students can blend without adult support.
• Check whether students orally plan the whole sentence before writing and whether their writing includes a capital letter, spaces and a full stop.
• At the end of Session 4, collect the final writing section and record one next step for each student, such as sound formation, blending, spacing or sentence punctuation.

Differentiation

• Support students with a small-group or individual oral rehearsal, counters for each sound, a visible letter bank and the sentence frame “___ is ___.”
• Accept dictated sentences or shared writing for students who are not yet able to record independently; the teacher can scribe while the student identifies sounds and punctuation.
• Provide extra challenge by asking confident writers to write both sentences, read them aloud, or change one word while keeping the sentence structure.
• For multilingual learners and students needing additional support, use gestures, clear picture cues from the text, repeated modelling and partner rehearsal before writing. Keep the group of 10 close together so every student has frequent opportunities to respond.