English lesson plan · Kindergarten (Reception and Year 1 in England) · 30 minutes
Spell the missing sound: first, middle or last
Phonics & Sight Words
CCSS RF.K.2.DCCSS L.K.2.DEngland: Reception Phonics (segmenting to spell)England: Y1 Spelling
Objective and success criteria
Students will: Spell the missing sound: first, middle or last.
- 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: Blending CVC words; Ending sounds
Leads to: the next skill in this area.
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 (Blending CVC words; Ending sounds). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which word ends with the same sound as "lip"? (tip / vet / tub / dad) → tipPrompt: Say "lip" slowly. Listen to the very last sound.
- Which vowel finishes the word? c _ t (clue: a pet that says meow) (a / e / i / o / u) → aPrompt: Think of the word from the clue and say it slowly.
- Which word ends with the same sound as "set"? (cub / fat / den / wag) → fatPrompt: Say "set" slowly. Listen to the very last sound.
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: Spell the missing sound: first, middle or last. 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.
- Model one question from the student sheet, thinking aloud.
- 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.
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.
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: Blending CVC words.
- 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
- 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/kindergarten.
Free lesson plan from eurekami.com/lesson-plan-builder