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English lesson plan · Kindergarten (Reception and Year 1 in England) · 30 minutes

Tricky words: second set (said, have, come, was…)

Phonics & Sight Words

CCSS RF.K.3.CEngland: Reception Phonics (tricky words)England: Y1 Common exception words

Objective and success criteria

Students will: Tricky words: second set (said, have, come, was…).

  • 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: Sight words: first set

Leads to: Tricky words: third set (once, friend, school…)

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 (Sight words: first set). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Choose the word that makes the sentence make sense. ___ is my best friend. (We / And / He / To) → HePrompt: Read the sentence with each word in the gap.
  2. Choose the word that makes the sentence make sense. Can you ___ the bird? (the / is / and / see) → seePrompt: Read the sentence with each word in the gap.
  3. Choose the word that makes the sentence make sense. I ___ see a big red bus. (of / and / the / can) → canPrompt: Read the sentence with each word in the gap.

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: Tricky words: second set (said, have, come, was…). 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 tricky word to finish the sentence. The cat ran ___ of the box.
  • Step 1: Tricky words have a tricky part you need to remember by sight.
  • Step 2: Put it back into the sentence and read it aloud: "The cat ran out of the box."
  • Step 3: So the answer is: out
  • Answer: out
  • 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.
  1. Choose the correct tricky word to finish the sentence. We ___ like ice cream. (all / awl / al / ail) → allPrompt: Tricky words do not follow the usual sound rules, so look closely at every letter.
  2. Type the missing letter in this tricky word. s _ i d (what you did when you spoke) → saidPrompt: Read the clue in brackets to work out 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.
  1. Type the missing letter in this tricky word. h a v _ (I ___ a cat.) → havePrompt: Read the clue in brackets to work out the word.
  2. Choose the correct tricky word to finish the sentence. Can I have ___ juice, please? (som / sum / sam / some) → somePrompt: Tricky words do not follow the usual sound rules, so look closely at every letter.

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: Sight words: first set.
  • 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: Tricky words: third set (once, friend, school…).
  • 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

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Tricky words: second set (said, have, come, was…)

Name

Date

Score/ 6

  1. Question 1

    Choose the correct tricky word to finish the sentence. Can I have ___ juice, please?

    • A. sam
    • B. som
    • C. sum
    • D. some

  2. Question 2

    Type the missing letter in this tricky word. w _ s (It ___ hot yesterday.)

    Answer

  3. Question 3

    Choose the correct tricky word to finish the sentence. I ___ to paint.

    • A. lick
    • B. lake
    • C. like
    • D. lik

  4. Question 4

    Type the missing letter in this tricky word. s _ i d (what you did when you spoke)

    Answer

  5. Question 5

    Choose the correct tricky word to finish the sentence. Please ___ to my party.

    • A. came
    • B. comb
    • C. cum
    • D. come

  6. Question 6

    Choose the correct tricky word to finish the sentence. Is this ___ bag?

    • A. yore
    • B. you
    • C. your
    • D. yor

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Answer key: Tricky words: second set (said, have, come, was…)

  1. 1. D. some

  2. 2. was

  3. 3. C. like

  4. 4. said

  5. 5. D. come

  6. 6. C. your