The Tin Cup Reread

Overview

Across four 15-minute small-group sessions, students build secure knowledge of l, e, c, f, u, g, r, h, practise oral blending and segmenting, and apply this learning while rereading The Tin Cup from the Phonics Plus reading books. Each session combines explicit phonics teaching, oral rehearsal and supported reading of a familiar decodable text.

Learning intentions

• WALT hear, say and identify the sounds represented by l, e, c, f, u, g, r, h.
• WALT orally blend sounds to say a word and segment words into sounds.
• WALT use letter–sound knowledge to read words in a decodable text.
• WALT reread a familiar text with accuracy, phrasing and growing confidence.

Success criteria

• I can say the target sounds clearly.
• I can blend sounds together to read a word.
• I can listen for the sounds in a word and say them in order.
• I can use the letters and pictures in The Tin Cup to help me read.

Curriculum links

• English — Teaching Considerations: Planning and drafting: build knowledge through reading to and with students, relevant experiences and discussion.
• English — Teaching Considerations: Planning and drafting: ensure students have enough knowledge about a topic to plan and write about it.
• English — Teaching Considerations: Planning and drafting: support students to build the depth of understanding required for meaningful writing.
• English — Transcription Skills / Composition: develop foundational knowledge and skills across the first two years, including sound–letter knowledge and composition readiness.

Lesson structure (four 15-minute sessions)

1. Session 1: 0–3 min · Hear and say. Teacher introduces the focus sounds l, e, c, f using the phonics sound cards, modelling the mouth position and sound rather than the letter name. Students repeat each sound, then identify the sound when the teacher says it in a mixed order.

3–6 min · Oral blending. Teacher says sounds slowly, for example, /c/ /l/ /e/ /f/, and asks, “What word?” Students hold up a finger for each sound, blend orally and say the word without seeing it written.

6–13 min · First read. Teacher introduces The Tin Cup, briefly discusses the title and invites predictions. Open the session 1 reading prompts and read the text together, pointing under each word. Students join in, attempt decodable words, and use the routine: “Look at the letters, say the sounds, blend.”

13–15 min · Review. Teacher revisits the four sounds and notes one word students read successfully. Students each say one target sound and one word they remember.

2. Session 2: 0–4 min · Revisit and add. Teacher quickly reviews l, e, c, f, then introduces u, g with the phonics sound cards. Students sort or point to the cards as they hear the sounds and practise saying them clearly.

4–7 min · Oral segmenting. Teacher says familiar short words from the text or oral examples, such as “cup” and “cut”, without showing the written word. Students stretch each word, count the sounds on their fingers and say the sounds in order.

7–13 min · Supported reread. Open the session 2 blending prompts. Teacher rereads The Tin Cup, pausing before selected decodable words and asking students to blend them. Students reread the pages, first together and then in pairs within the group, tracking print from left to right.

13–15 min · Quick check. Teacher says three sounds or words and listens for accurate responses. Students explain which strategy helped when a word was tricky.

3. Session 3: 0–4 min · Complete the sound set. Teacher reviews the six known sounds and introduces r, h. Students use the phonics sound cards to match the sounds they hear to the corresponding lowercase letters.

4–7 min · Blend and segment. Teacher models continuous blending, for example /r/ /u/ /g/ → “rug”, and segmenting “rag” → /r/ /a/ /g/, adapting to words students can access from the book. Students blend and segment orally, correcting themselves when needed.

7–13 min · Echo and independent reread. Open the session 3 fluency prompts. Teacher reads one sentence with clear phrasing; students echo read it, then reread a page together. Students take turns reading a page or sentence, using sound knowledge rather than guessing from the picture.

13–15 min · Meaning talk. Teacher asks one literal question about the text, such as “What did the character find or do?” Students answer in a complete oral sentence and point to the part of the text that helped them.

4. Session 4: 0–3 min · Rapid review. Teacher displays the target letters in a mixed order and asks students to say the sounds together, then individually where appropriate. Students respond briskly and identify one sound they now know well.

3–6 min · Word reading warm-up. Teacher writes or displays a small selection of decodable words from The Tin Cup and models the prompt, “Say the sounds, blend the word.” Students read the words, then orally segment one selected word.

6–12 min · Performance reread. Open the session 4 reread and discussion prompts. Students reread The Tin Cup with the teacher, then reread a short section as a group with expression and appropriate pauses. Teacher prompts students to reread rather than supply an unknown word immediately.

12–15 min · Exit reflection. Distribute the sound and reading check. Students complete a very short check by saying or circling target sounds, blending one word and drawing or telling one thing from the text. Teacher records individual decoding, blending and fluency observations while students respond.

Resources

• Phonics Plus reading book: The Tin Cup
• the four-session phonics and reading deck
• the sound and reading check
• the phonics sound cards
• Whiteboard and marker
• Teacher observation notes or reading record
• Pencils and crayons

Assessment

• During sound review, listen for accurate articulation and sound recognition for l, e, c, f, u, g, r, h.
• During blending, segmenting and rereading, record whether each student can blend orally, track print, decode using letter–sound knowledge and reread with increasing fluency.
• Use the sound and reading check and the final discussion response to identify students needing further practice with particular sounds or words.

Differentiation

• Support students by reducing the number of sounds shown at once, using continuous blending, stretching the first sound and providing the prompt, “Look at the letters; say the sounds; blend.”
• Pair a student who needs confidence with a supportive peer for echo reading, while ensuring each student has an opportunity to decode.
• For students who are ready, ask them to explain the sounds in a word, blend without teacher modelling or reread a sentence with fluent phrasing.
• For EAL learners or students with speech, hearing or phonological processing needs, use clear face-to-face modelling, visual sound cards, gestures and additional wait time; accept oral answers and avoid requiring writing during this short session.