Write, Blend, Read

Overview

Across four short writing sessions, students revisit A Following on from Tin Cup and use known letter–sound knowledge to write and read simple words. They will practise blending and rereading cup, lets, fun, and rubs, saying each sentence aloud before writing it.

Learning intentions

• WALT say and blend the sounds in familiar words.
• WALT use letter–sound knowledge to write words.
• WALT use what we know from writing to help us read.
• WALT say a sentence aloud before writing it.

Success criteria

• I can say the sounds in a word and blend them.
• I can write cup, lets, fun, and rubs.
• I can read a word I have written.
• I can say my sentence before I write it.

Curriculum links

• Writing Processes — Planning: saying each sentence aloud before writing.
• Writing Processes — Planning: identifying and working towards a specific writing goal.
• Writing Processes — Planning: working towards specific writing goals to improve writing quality.
• Writing: applying letter–sound knowledge to create and reread simple words and sentences.

Lesson structure (15 minutes)

1. 0–3 min · Session 1: Hear and blend. Open the opening word slides and briefly revisit the relevant page or picture from A Following on from Tin Cup. Say c-u-p, l-e-t-s, f-u-n, and r-u-b-s, stretching each sound and then blending it; students echo, tap one finger for each sound, and blend the word together. Ask: “What happens when we put the sounds together?” Listen for students blending rather than naming letters separately.

2. 3–6 min · Session 2: Write the words. Display the four target words on the word-building slides and distribute the word-writing and reading sheet. Model saying cup, stretching the sounds, writing the letters, and then reading the word back. Students write each word, saying the sounds quietly as they write, and point under the word while blending it. Prompt: “Say it, stretch it, write it, read it.” Support students to notice that the letters they write represent the sounds they hear.

3. 6–10 min · Session 3: Build a sentence. Use the sentence-building slides to model the sentence “The cup is fun.” Say the whole sentence aloud, count the words on fingers, and write it slowly, thinking aloud about spaces and the full stop. Students orally rehearse one sentence using a target word, such as “The cup is fun.” or “Sam rubs the cup.” They then write their sentence on the worksheet. Before writing, check each child can say the sentence from beginning to end. Encourage students to use the target word they have just written and to reread the complete sentence.

4. 10–13 min · Session 4: Write to read. Return to the write-and-reread slides. Cover one target word at a time and ask students to read the word they wrote without copying from the display. Students point to each letter, say the sounds, blend, and reread the word smoothly; then they read their sentence to a partner. Partners listen for the target word and respond, “I heard ___.” Invite two students to explain how writing the word helped them read it.

5. 13–15 min · Plenary and check. Show the final prompt on the reflection slide: “Which word did you write and read today?” Students choose one target word, write it once more on the worksheet or on a small whiteboard, and read it aloud to the teacher or partner. Finish by restating the class goal: “Our letters help us write words and read them.”

Resources

• A Following on from Tin Cup and the selected page or picture
• the four-part phonics and writing slide deck
• the word-writing and reading sheet
• Pencils and erasers
• Small whiteboards and pens, if available
• Sound buttons or counters
• Teacher observation notes

Assessment

• During blending, note whether each student can segment and blend the sounds in the four target words.
• While students write, check that letters represent the sounds heard, with particular attention to c-u-p, l-e-t-s, f-u-n, and r-u-b-s.
• For the exit check, ask each student to read one word they wrote and explain or demonstrate how they blended it. Record students needing further practice with hearing medial or final sounds.

Differentiation

• Support: work with fewer words at first, use counters for each sound, provide a visual model, and prompt with “say it, stretch it, write it, read it”. Accept oral rehearsal before writing.
• Support for students developing English or with speech, language, or literacy needs: use the book picture, gesture, clear articulation, repeated modelling, and partner rehearsal. Avoid requiring students to repeat a sound inaccurately; model it naturally.
• Fine-motor support: provide larger writing spaces, a pencil grip, or allow students to form letters on a whiteboard before writing on the worksheet.
• Extension: invite confident writers to create and read a second sentence using lets or rubs, then underline the target word and explain the sounds represented by its letters.