English lesson plan · 2nd grade (Year 3 in England) · 30 minutes

Year 2 tricky words (because, people, could…)

Spelling

CCSS RF.2.3.FCCSS L.2.2.DEngland: Y2 Common exception wordsEngland: KS1 SATs GPS (spelling)

Objective and success criteria

Students will: Year 2 tricky words (because, people, could…).

I can answer questions on today's skill on my own, without help.
I can explain each step and say why it works.
I can check my answer and spot a mistake.

Before and after

Needs first: Tricky words: third set (once, friend, school…)

Leads to: Year 3/4 spelling words, part 1 (accident to guide)

Materials: Word cards, Look-say-cover-write-check sheets, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 4 min

Quick retrieval from earlier learning (Tricky words: third set (once, friend, school…)). Students answer on mini whiteboards.
Show answers together and note who needs support in the main task.

Choose the correct spelling of the tricky word. We go to ___ on Monday. (school / skool / scool / shcool) → schoolPrompt: Tricky words have a part that does not match the usual sounds.
Type the tricky word that matches the clue. the opposite of empty → fullPrompt: Say the word first, then think about its tricky part.
Choose the correct spelling of the tricky word. This is ___ house. (aur / owr / our / ower) → ourPrompt: Tricky words have a part that does not match the usual sounds.

Hook · 3 min

Show a word spelled two ways and ask which looks right, then why.
Share the objective: Year 2 tricky words (because, people, could…). Read the success criteria together.

I do: model it · 7 min

Work through the example out loud, saying why you do each step, not just what you do.
Example: Choose the correct spelling. There were lots of ___ at the fair.
Step 1: These common words have unusual spellings. Learn the tricky part.
Step 2: Put it back into the sentence and read it aloud: "There were lots of people at the fair."
Step 3: So the answer is: people
Answer: people
Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

Do these together. Students try each step on whiteboards before you reveal it.
Use the hints as prompts rather than giving the answer.

Choose the correct spelling. Please shut the ___. (dore / door / dor / doar) → doorPrompt: Say the word slowly and listen for the tricky sound.
Type the tricky word that matches the clue. the opposite of young → oldPrompt: Say the word, then think about the part that is not spelled the way it sounds.

You do: independent practice · 7 min

Students work on the student sheet. Circulate and check the first two answers of every student early.
Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

Choose the correct spelling. Is there ___ juice left? (eny / any / enny / anny) → anyPrompt: Say the word slowly and listen for the tricky sound.
Type the tricky word that matches the clue. your mum and dad together → parentsPrompt: Say the word, then think about the part that is not spelled the way it sounds.

Watch out for

Spelling every word exactly as it sounds.
Learning a list for a test but not using the words in writing.

Support and stretch

Support

Review first: Tricky words: third set (once, friend, school…).
Use concrete materials: word cards.
Give the first step of each question, or a partly worked example to finish.
Pair with a confident partner for the guided practice.

Stretch

Move on to: Year 3/4 spelling words, part 1 (accident to guide).
Explain a common mistake in writing and how to fix it.
Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-2.

Free lesson plan from eurekami.com/lesson-plan-builder