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

Sight words: first set

Phonics & Sight Words

CCSS RF.K.3.CEngland: Reception Common exception words

Objective and success criteria

Students will: Sight words: first set.

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: no earlier skill in the map; start from what students know.

Leads to: Tricky words (common exception words); Tricky words: second set (said, have, come, was…)

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: three short questions students should already manage. Answers on mini whiteboards.
Show answers together and note who needs support in the main task.

Choose the word that makes the sentence make sense. The ball is ___ the box. (go / the / he / in) → inPrompt: Read the sentence with each word in the gap.
Choose the word that makes the sentence make sense. We ___ going to the zoo. (the / of / are / is) → arePrompt: Read the sentence with each word in the gap.
Choose the word that makes the sentence make sense. I ___ see a big red bus. (can / and / of / the) → 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: Sight words: first set. 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 word that makes the sentence make sense. Where ___ my shoes?
Step 1: Sight words are words we read quickly. Only one of these words fits the sentence.
Step 2: Put it back into the sentence and read it aloud: "Where are my shoes?"
Step 3: So the answer is: are
Answer: are
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 word that makes the sentence make sense. We like ___ play in the park. (to / my / is / see) → toPrompt: Read the sentence with each word in the gap.
Choose the word that makes the sentence make sense. It ___ a sunny day. (is / the / are / to) → isPrompt: Read the sentence with each word in the gap.

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 word that makes the sentence make sense. ___ is my best friend. (To / He / And / We) → HePrompt: Read the sentence with each word in the gap.
Choose the word that makes the sentence make sense. It ___ a sunny day. (is / are / to / the) → isPrompt: Read the sentence with each word in the gap.

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

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 (common exception words); Tricky words: second set (said, have, come, was…).
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