Languages and literacy
Phonics word-building practice
Practise hearing, saying, tracing and writing the s sound, then blend short words such as sat, sit and sip. Pupils also find pictures that begin with s and can draw another example before a later writing task.
Listen for s and choose a picture. The source sun example is completed; the remaining choices stay for pupils.
Read the complete materialRead the material
Practise hearing, saying, tracing and writing the s sound, then blend short words such as sat, sit and sip. Pupils also find pictures that begin with s and can draw another example before a later writing task.
Shared activity record. Use the preview for diagrams and layout.
Page 1
NAME DATE LEARNING GOAL I can hear, say, write and read the sound s. I CAN ... hiss s: sssss. hear s at the start. write s from the dot. read words with s. 1 Say it ADULT READS This is s. Keep your teeth together and hiss: sssss. says sssss 2 Hear it and find it ADULT READS Say each word. Circle the pictures that start with s. 3 Trace it ADULT READS Put your pencil on the big dot. Follow the arrows. SAY IT AS YOU WRITE 1 Start at the dot. 2 Curl back over the snake's head. 3 Slide down its back. 4 Curl round its tail. Now trace it with your finger in the air, then with a pencil. Trace it 3 times in 3 colours. Phonics word-building practice · Letter-sound s PHONICS AGES 4 TO 5 RECEPTION LETTER-SOUND s Meet the sound s Hear it and find it, then trace it like a slithering snake. sun DONE FOR YOU cat sock pig snake hat star dog Page 1 of 2
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4 Write it ADULT READS Trace the dotted s letters. Then write your own s, starting on each dot. 5 Build it ADULT READS Listen to the word. Say the sounds. Write one sound in each box. Adult says: sat Adult says: sit Adult says: sip 6 Read it ADULT READS Touch each dot and say the sound. Then say the sounds fast to read the word. I did it! Colour the star or add a sticker. Phonics word-building practice · Words use only s a t p i n MEET THE SOUND s AGES 4 TO 5 Build it and read it Write s, build words with s, then read them with sound buttons. I read it s-a-t ... sat! I read it I read it I read it I read it I read it 7 · DRAW IT ADULT READS Draw something that starts with s. Adult writes the word here: Page 2 of 2
A teaching sequence
Recognise the /s/ sound at the start of words, form the letter s and blend taught letter sounds to read short words.
Listen for s and choose a picture. The source sun example is completed; the remaining choices stay for pupils.
Read the complete materialListen for initial s
Say the sound and select pictures whose names begin with s. Name each picture so pupils hear the same word before choosing.
Say each picture name together: can you hear s at the start?
Follow the letter's path
Trace the letter s by following the dot and arrows, first with a finger and then with a pencil or the printed three-colour tracing task.
Does the pencil start on the dot and follow the arrows?
Build and blend
Use the second page to write s from the dots, build the supplied words sat, sit and sip, then blend sounds to read each word.
Can you touch each sound in sat, then blend the word?
Draw another s example
Draw another item beginning with s and say its name; use the printed letter bank to check that the word fits the taught set.
What name are you giving your picture, and does it begin with s?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Look for the pupil to say /s/ at the beginning of a selected word, form the letter from the indicated starting point and blend each sound into a word. Ask, “What sound do you hear first?” If a pupil says the letter name only, model the sound again.
Give a little support
Use a finger trace before pencil work and reduce the picture choices to two. Model each sound in a word slowly, then blend it without adding extra sounds. Allow oral practice before asking pupils to complete the written sections.
Take the idea further
Ask pupils to build another short word from letters already taught, then read it aloud and draw a matching picture if one is familiar. Check any new word against the class's current phonics scope before using it as a model.
Things to keep in mind
Keep the word choices within the shown letter set and the school's taught phonics sequence. New words should be checked against that sequence before use. The pages do not include an answer key. Keep examples aligned with the class's current progression.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Ideas for using this resource
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet a creator whose teaching interests connect with this template.
Kindly Red Pen
The two-page Reception activity starts with the /s/ hiss, identifies pictures beginning with s, traces the letter and builds sat, sit and sip from taught sounds. The adult says each word before pupils write or read it.
Paperclip Perspective
The sequence begins with /s/ sound work, then moves through letter formation, blending and optional drawing. The note that words use only s, a, t, p, i and n bounds the decoding demand.
Tea at Breaktime
Trace from the marked dot and say the sound while writing, then touch each sound button when blending. The pupil can colour a star or add a sticker after finishing, as the sheet allows.
Margin Note
Keep the word set within the listed taught letters and follow the adult-read sequence. The activity is practice for /s/ and simple blending, not evidence that a child has mastered all phonics.