English lesson plan · 3rd grade (Year 4 in England) · 30 minutes
ou that sounds like u: young, touch, double
Spelling
CCSS L.3.2.FEngland: Y3/4 Spelling (ou as in young)
Objective and success criteria
Students will: ou that sounds like u: young, touch, double.
- 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: The 'ow' sound: ou (cloud) or ow (cow)?
Leads to: the next skill in this area.
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 (The 'ow' sound: ou (cloud) or ow (cow)?). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Clue: a question word: ___ are you?. Which letters fill the gap? h _ _ (ou / ow) → owPrompt: Work out the word from the clue.
- Which spelling is correct? (mouth / mauth / mowth) → mouthPrompt: Say the word slowly and listen for the tricky sound.
- Clue: white and fluffy in the sky. Which letters fill the gap? c l _ _ d (ou / ow) → ouPrompt: Work out the word from the clue.
Hook · 3 min
- Show a word spelled two ways and ask which looks right, then why.
- Share the objective: ou that sounds like u: young, touch, double. 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: In which word does ou sound like the u in "cup", as in "young"?
- Step 1: In "cousin", ou makes a short u sound.
- Step 2: So the answer is: cousin
- Answer: cousin
- 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.
- In which word does ou sound like the u in "cup", as in "young"? (house / cloud / touch / sound) → touchPrompt: Say each word aloud.
- Which spelling is correct? (coupel / couple / cupple) → couplePrompt: Say the word slowly and listen for the tricky part.
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.
- Type the word. It uses ou for the short u sound. as much as you need: "Have you had ___?" → enoughPrompt: Work out the word from the clue first.
- In which word does ou sound like the u in "cup", as in "young"? (count / pouch / flourish / found) → flourishPrompt: Say each word aloud.
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: The 'ow' sound: ou (cloud) or ow (cow)?.
- 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
- 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-3.
Free lesson plan from eurekami.com/lesson-plan-builder