Sound, Blend, Write

Overview

In this one-to-one English session, the student practises listening and responding, identifying familiar letter sounds, blending sounds to read simple words, and writing a short sentence. The lesson builds oral language through conversation and clear teacher modelling, while connecting phonics, reading, and writing.

Learning intentions

• WALT listen carefully and respond to questions about words and pictures.
• WALT say and identify the sounds represented by familiar letters.
• WALT blend sounds to read simple consonant-vowel-consonant words.
• WALT write a sentence using a capital letter, spaces, and a full stop.

Success criteria

• I can say the sound for a letter.
• I can blend sounds to read a word.
• I can say a sentence before I write it.
• I can check that my sentence starts with a capital letter and ends with a full stop.

Curriculum links

• Oral language: expressing ideas and understanding others through purposeful talk.
• Oral language: listening and responding, including answering questions and following instructions.
• Oral language during the third year: participating in discussions, taking turns, actively listening, questioning, and contributing.
• English in Years 0–3: developing foundational oral language, reading, and writing through structured literacy approaches.

Lesson structure (30 minutes)

1. 0–4 min · Talk and listen. Open with the picture hook and talking prompt showing a simple animal or object image. Ask, “What can you see?” and “What might it do?” Model a complete sentence such as, “I can see a cat.” The student talks about the image, answers a question, and listens while the teacher repeats and extends their ideas.

2. 4–10 min · Review letter sounds. Use the sound review slides to display three or four previously taught letters, such as m, s, a, and t. Say each sound clearly, then invite the student to repeat it, identify the matching letter, and listen for the sound at the beginning of familiar words. Mix the order and include quick checks: “Which letter says /m/?” and “Does moon start with /m/ or /s/?” Keep the pace brisk and praise careful listening.

3. 10–16 min · Blend and read. Use the CVC word family cards for a hands-on blending activity. Select a suitable card and model continuous blending: “/m/ /a/ /t/ … mat.” The student points to each letter, says each sound, sweeps under the word, and blends it. Repeat with several accessible words from the cards, giving time to reblend rather than guessing from the picture. Ask the student to use one word orally in a sentence.

4. 16–21 min · Build a sentence orally. Return to the sentence-building prompt and show a picture linked to one of the words read. Invite the student to create a sentence, for example, “The cat sat.” Say the sentence together, count the words on fingers, and orally rehearse each word. Prompt with, “What word will you say first?” and “What do we need at the end?” If needed, offer the sentence orally for the student to repeat before writing.

5. 21–27 min · Read and write. Display the writing model slide and briefly model writing the rehearsed sentence: begin at the left, use a capital letter, leave spaces, and place a full stop at the end. Distribute the phonics reading and sentence-writing sheet. The student reads two or three simple CVC words, matches or identifies their beginning sounds, and writes one rehearsed sentence. Encourage the student to say each word slowly while writing and to reread the whole sentence.

6. 27–30 min · Check and share. Use the reread and reflection slide to guide a final check. The student reads the sentence aloud, points to the capital letter, spaces, and full stop, then explains one sound they practised. Finish with a positive reflection: “Today I learned that …” Record the student’s response if independent writing is not yet secure.

Resources

• the complete sound, reading, and writing slide deck
• the phonics reading and sentence-writing sheet
• the CVC word family cards
• Whiteboard and marker
• Pencil and eraser
• Alphabet or sound reference card
• Picture or object for the opening conversation

Assessment

• Listen for accurate sound production, attention to the speaker, and appropriate responses during the opening conversation and sound review.
• Observe whether the student points to letters, segments and blends without relying only on pictures, and rereads after writing.
• Check the worksheet and dictated sentence for sound–letter links, readable letter formation, a capital letter, spaces, and a full stop. Note one next step, such as revisiting a sound or practising oral sentence length.

Differentiation

• Support with only two or three known sounds at a time, continuous modelling, finger-pointing, and repeated oral blending. Use the sentence frame, “I can see a ___.”
• If the student is unsure, say the sounds slowly and invite the student to blend after the teacher; avoid asking the student to memorise an unfamiliar word from its picture.
• For handwriting or fine-motor needs, provide a larger writing space, allow the student to trace a teacher-written starting letter, or accept an oral sentence while recording the student’s exact words.
• Extend by asking the student to change one sound in a word, read the new word, or add a describing word to the sentence, such as “The small cat sat.”