English lesson plan · 2nd grade (Year 3 in England) · 30 minutes
R-controlled vowels (ar, or, er, ir, ur)
Phonics & Sight Words
CCSS RF.2.3.BEngland: Y2 Spelling
Objective and success criteria
Students will: R-controlled vowels (ar, or, er, ir, ur).
- 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: Vowel teams (ai, ee, oa, igh…)
Leads to: R-controlled vowels: ar or or?; One sound, three spellings: er, ir, ur
Materials: Sound cards and picture cards, Magnetic letters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Vowel teams (ai, ee, oa, igh…)). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which vowel team completes the word? d _ _ (the opposite of night) (ee / ay / oa / oo) → ayPrompt: Use the clue to think of the word.
- Which word has the long i (as in night) sound? (feet / bright / grow / day) → brightPrompt: Say each word and stretch out the vowel sound.
- Which vowel team completes the word? bl _ _ (the sky on a sunny day is this) (ai / oa / ee / ue) → uePrompt: Use the clue to think of the word.
Hook · 3 min
- Hide picture cards in a bag and ask children to say the first sound of each one they pull out.
- Share the objective: R-controlled vowels (ar, or, er, ir, ur). 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: Which letters complete the word? sh _ _ t (you wear it with buttons on top)
- Step 1: When r comes after a vowel it changes the vowel's sound: ar, or, er, ir, ur.
- Step 2: So the answer is: ir
- Answer: ir
- 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.
- Which letters complete the word? f _ _ m (where cows and sheep live) (ar / ai / or / oo) → arPrompt: Use the clue to think of the word.
- Which letters complete the word? c _ _ n (yellow kernels on a cob) (oo / ee / or / ar) → orPrompt: Use the clue to think of the word.
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.
- Which letters complete the word? st _ _ (it twinkles at night) (ee / ar / or / oo) → arPrompt: Use the clue to think of the word.
- Which letters complete the word? p _ _ k (a place with swings and grass) (oo / ee / ar / or) → arPrompt: Use the clue to think of the word.
Watch out for
- Adding an extra "uh" to sounds ("buh" instead of a clean b).
- Reading the letters one by one but not blending them into a word.
Support and stretch
Support
- Review first: Vowel teams (ai, ee, oa, igh…).
- Use concrete materials: sound cards and picture 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: R-controlled vowels: ar or or?; One sound, three spellings: er, ir, ur.
- 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