Writing Simple Sentences

Learning Objectives (WALT)

• WALT: Write a simple sentence using phonetic knowledge.
• Understand how to segment words into sounds to spell them.
• Use finger spaces between words to write a readable sentence.

National Curriculum Links:

• Literacy - Writing (Reception):
  • Use their phonic knowledge to write words in ways which match their spoken sounds.
  • Write simple sentences which can be read by themselves and others.
• Literacy - Reading (Reception):
  • Link sounds to letters, naming and sounding letters of the alphabet.
  • Hear and say the initial sound in words.

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Success Criteria

• I can say the sentence aloud clearly.
• I can hear and write the sounds in each word.
• I can write the sentence with finger spaces.
• I can check my sentence makes sense.

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Resources

• Whiteboard and marker
• Letter cards or magnetic letters (p, u, t, s, o, i, l, n)
• Phonics sound mats (dyslexia-friendly fonts, e.g. Arial or Sassoon)
• Paper and pencils for each child
• Picture prompt: image of putting soil in a flower pot

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Lesson Structure (15 minutes)

1. Introduction (3 minutes) – I do

• Teacher models writing the sentence: "put soil in pot" on the whiteboard.
• Say the sentence aloud slowly, segmenting the sounds for each word (e.g., p-u-t, s-o-i-l).
• Use the phonics sound mats to reinforce correct letter formation and sounds.
• Teacher writes the sentence, emphasising finger spaces and talking through the process.

2. Guided Practice (5 minutes) – We do

• Students repeat the sentence aloud together, clapping or tapping each word to separate them.
• Teacher and children segment each word, then collaboratively write the sentence on a shared large paper or whiteboard.
• Use letter cards to build each word, encouraging children to say each sound out loud.
• Highlight finger spaces and correct letter formation.

3. Independent Practice (6 minutes) – You do

• Children write the sentence "put soil in pot" on their own paper.
• Encourage them to use their phonetic knowledge to sound out each word.
• Remind them to include finger spaces and check their work with a partner.
• Teacher circulates to support phonetic spelling and letter formation.

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Differentiation Strategies

• For learners needing extra support:

  • Provide individual letter cards for hands-on word building.
  • Offer verbal prompts and one-to-one scaffolding with phoneme segmentation.
  • Use a dyslexia-friendly phonics mat with clear font and colours.

• For advanced learners:

  • Challenge them to write an additional simple sentence related to the topic, e.g., "The pot is full."
  • Encourage use of capital letters at the start and a full stop at the end independently.

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Extension Activities

• Create a mini "garden journal" where children can label pictures and write simple sentences about planting activities.
• Use magnetic letters to build more sentences about gardening or planting to deepen phonetic practice.

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Assessment

• Formative assessment through observation during We do and You do activities.
• Review children’s written sentences to check phonetic spelling and finger space usage.
• Use a simple checklist: sentence attempt, finger spaces, letter formation, and basic punctuation.

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Dyslexia-Friendly Reading Options

• Provide phonics mats in Arial or Sassoon font with high contrast backgrounds (e.g., cream or pastel).
• Use multisensory activities: saying sounds aloud, clapping syllables, tracing letters in sand or finger paint to reinforce learning.
• Keep multi-step instructions clear and concise, using visuals to support understanding throughout the session.