Sam and Dad Sounds

Overview

This four-session sequence supports Year 1 learners to read Sam and Dad from the Phonics Plus reading books. Across one week, students build secure knowledge of m, a, d and s, practise oral blending and segmenting, and apply this knowledge while rereading a familiar decodable text. Each session is designed for a small group of 10 students and lasts 10–15 minutes.

Learning intentions

• WALT hear, say and identify the sounds for m, a, d and s.
• WALT blend sounds to read simple words from the book.
• WALT segment words into sounds when spelling or checking a word.
• WALT read Sam and Dad with growing accuracy, fluency and understanding.
• WALT work towards a specific reading goal during each session.

Success criteria

• I can say the sound when I see m, a, d or s.
• I can blend sounds together to read a word.
• I can point to the words and read them in order.
• I can use the pictures and words to explain what is happening.

Curriculum links

• English — building knowledge through reading to and with students, discussion and relevant learning experiences.
• English — developing the depth of understanding needed for meaningful communication.
• English — planning and working towards a specific writing or literacy goal.
• English — suggesting an audience and purpose for teacher modelling and shared reading.

Lesson structure (four sessions, 10–15 minutes each)

Session 1: Meet the sounds — 12 minutes

1. 0–2 min · Hook. Teacher displays the four target letters in the sound introduction slides and asks students to listen for any of these sounds in their names. Students say the sounds they recognise.
2. 2–5 min · Explicit teaching. Teacher models the phonemes /m/, /a/, /d/ and /s/, emphasising that the sound is not the letter name. Students echo each sound and watch the teacher’s mouth.
3. 5–9 min · Sound matching. Teacher hands out the phonics sound cards and asks students to find and hold up the card for a named sound. Students match the letter, picture and sound, taking turns to explain their choice.
4. 9–12 min · Book preview. Teacher introduces Sam and Dad, briefly discusses the cover and sets the goal, “Today we will find our four sounds.” Students locate and point to examples of the target letters in the book.

Session 2: Blend and read — 12 minutes

1. 0–2 min · Revisit. Teacher returns to the sound review slides and quickly flashes m, a, d and s. Students respond with the sound, then give a matching action or picture cue.
2. 2–5 min · Model blending. Teacher uses the words available in the decodable text to model continuous blending, for example, “mmmm–aaa–t: mat”, without asking students to guess from the picture. Students blend with the teacher, then try one word together.
3. 5–9 min · Supported reading. Teacher reads the first section of Sam and Dad with students, tracking print from left to right. Students whisper-read, point under each word and blend unfamiliar decodable words.
4. 9–12 min · Quick check. Teacher displays two or three words from the read section on the blending practice slides. Students blend each word and identify the letters that helped them.

Session 3: Reread for fluency and meaning — 15 minutes

1. 0–3 min · Oral warm-up. Teacher says a word from the book and stretches it into sounds. Students blend it; then students orally segment a familiar word by moving one finger for each sound.
2. 3–6 min · Reading goal. Teacher shares the goal on the reading goal slide: “I will point carefully, read the sounds, and make the sentence sound smooth.” Students practise the goal with one sentence.
3. 6–12 min · Reread. Teacher and students reread Sam and Dad. The teacher supports decoding by prompting, “Look at the letters. Say the sounds. Blend them.” Students reread selected pages with a partner, taking turns to read and listen.
4. 12–15 min · Discuss. Teacher asks, “What happened in this part?” and “Which words helped you know?” Students answer using the illustrations and words, then identify one target letter or word they read successfully.

Session 4: Apply and celebrate — 15 minutes

1. 0–3 min · Sound and word review. Teacher revisits the final review slides. Students identify the four sounds and blend two or three familiar words from the book.
2. 3–10 min · Independent-supported reread. Teacher invites students to read Sam and Dad quietly or to a partner while the teacher listens to each student read a short section. Students point to each word, reread tricky sentences and use sound knowledge before picture clues.
3. 10–13 min · Share the reading goal. Students tell a partner one way they improved: recognising a sound, blending a word, pointing carefully or reading smoothly. Teacher records examples on the slide deck.
4. 13–15 min · Exit check. Students complete the Sam and Dad sound-and-reading check by matching or writing m, a, d and s, blending one familiar word, and drawing or orally explaining one part of the book.

Resources

• Sam and Dad Phonics Plus reading books, one per student or pair
• the Sam and Dad phonics and reading deck
• the Sam and Dad sound-and-reading check
• the phonics sound cards
• Whiteboard and marker
• Pencils and crayons
• Sticky notes for marking target sounds
• Teacher observation notes

Assessment

• During each sound review, note which students consistently identify and pronounce m, a, d and s.
• Listen for accurate blending, left-to-right tracking and use of grapheme–phoneme knowledge during supported rereading.
• Use the final worksheet and individual reading observation to identify each student’s next goal, such as securing one sound, blending without prompting or increasing fluency.

Differentiation

• Support students with an individual sound card, repeated oral modelling, continuous blending and a reduced choice of two letters at first. Allow students to echo-read before reading independently.
• Keep the book text central; avoid asking students to memorise whole words or guess from pictures. Prompt them to look at the letters, say the sounds and blend.
• Provide confident readers with opportunities to reread a page fluently, explain how they decoded a word and identify additional words containing the target letters.
• For EAL learners and students needing additional support, pair each sound with the picture cue on the phonics cards, use clear gestures and accept oral responses instead of requiring written answers. Check hearing and pronunciation sensitively and celebrate approximations while modelling the target sound.