Write A Sentence Together

Overview

In this sixth lesson of Build, Read, Write, students jointly compose one simple sentence from a class picture, using oral rehearsal, word cards and phonics knowledge. They then write or copy the sentence, applying conventions such as word spacing, a capital letter, a full stop and rereading.

Learning intentions

• WALT say and plan a simple sentence before writing it.
• WALT use phonics to represent sounds in key words.
• WALT use spaces, a capital letter and a full stop.
• WALT reread our writing to check that it makes sense.

Success criteria

• I can say my sentence before I write.
• I can count and order the words in my sentence.
• I can represent the sounds in key words.
• I can leave spaces, use a capital letter and full stop, and reread my sentence.

Curriculum links

• Writing Processes — Planning: planning a short series of sentences through talk and thinking carefully about each sentence before writing.
• Writing Processes — Planning practices: identifying and working towards a specific writing goal.
• Writing Processes — Planning: understanding that specific goals help writers focus and improve their writing.
• Composition — Sentence structures, grammar, and punctuation: applying developing sentence, grammar and punctuation knowledge.

Lesson structure (30 minutes)

1. 0–4 min · Hook and oral rehearsal. Display a familiar class picture, such as a child with a bright kite, using the picture hook and learning intention slides. Ask, “What is happening? What could we tell someone?” Students turn and talk, then each says a possible sentence aloud. Reinforce that writers say a sentence first so their idea is clear.

2. 4–9 min · Model the writing goal. Introduce the goal: “Today I will remember spaces and punctuation.” Model saying, stretching and writing: “The dog can run.” Think aloud: “I hear /d/ in dog, but I do not need to write every sound perfectly yet. I start with a capital, leave a finger space and finish with a full stop.” Reread the sentence, pointing under each word. Students help identify the capital letter, spaces, full stop and the words that can be decoded.

3. 9–16 min · Jointly build the sentence. Place mixed-up word cards from the Sentence Builders Sentence Strip Cards on the mat and jointly construct a sentence connected to the picture, for example, “The dog can run.” Students suggest the sentence, say it together, count the four words, order the cards and read the sentence. Ask: “Which word comes first? How do we know this is a sentence? What sound can we hear in dog or run?” Briefly compare a correctly spaced sentence with one written without spaces and invite students to fix it.

4. 16–23 min · Guided independent writing. Give each student the sentence writing and checking sheet and refer back to the shared sentence and writing steps. Students say the sentence quietly, then write it independently, copy from the word cards or trace a model according to need. Prompt without taking over: “Say it. Count the words. Stretch the key word. Check your capital and full stop.” Confer with each child, noting whether the difficulty is encoding sounds or applying sentence conventions.

5. 23–27 min · Reread and improve. Students point to each word and read their sentence to a partner or adult. Partners use the simple checklist on the sentence writing and checking sheet to check one feature at a time: capital, spaces, full stop and meaning. Students make one improvement, such as adding a missing space or correcting a sound they can hear.

6. 27–30 min · Share and assess. Invite students to share their writing and name the writing goal they worked on, using the reread and reflection slides. Each student completes the oral prompt, “My sentence says… My check was…” The teacher records the next teaching point for each learner.

Resources

• the sentence-writing teaching deck
• the sentence writing and checking sheet
• the Sentence Builders Sentence Strip Cards
• Class picture showing a simple action
• Magnetic board or floor space
• Magnetic letters or mini whiteboards
• Pencils, rubbers and pencil grips
• Highlighters or coloured pencils

Assessment

• Listen during oral rehearsal and word-card construction: can each student say a complete sentence and count its words?
• During writing, use the checkpoint to distinguish CVC spelling mastery from difficulty with sentence conventions or more advanced encoding. Record whether the child needs support with sounds, spaces and punctuation, or is ready for challenge.
• Collect the worksheet and check phonics representation, word separation, capital letter, full stop and rereading. Use one observed strength and one next step in the following lesson.

Differentiation

• Support idea generation with the class picture, oral sentence frames such as “The ___ can ___,” a word bank and the ordered word cards. Accept drawing and oral rehearsal before writing.
• Provide tracing or copying, enlarged writing lines, a pencil grip, reduced copying demand and adult scribing for ideas while the student contributes the sentence and sounds.
• For students secure with CVC words, prompt them to encode independently and explain their choices. Offer an extension to include a CCVC, CVCC or digraph word, add an adjective, or write a second sentence.
• For EAL learners, use gesture, picture support, repeated oral rehearsal and partner modelling. Give additional processing time and praise precise communication as well as conventional writing.