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. Where ___ my shoes? (to / a / are / is) → arePrompt: Read the sentence with each word in the gap.
- Choose the word that makes the sentence make sense. Here ___ my new book. (in / is / to / are) → isPrompt: Read the sentence with each word in the gap.
- Choose the word that makes the sentence make sense. We ___ going to the zoo. (is / the / of / are) → arePrompt: 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. This is ___ hat. (to / in / my / are) → myPrompt: Read the sentence with each word in the gap.
- Choose the word that makes the sentence make sense. Here ___ my new book. (is / to / are / in) → 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. She ___ a pet fish. (to / has / have / the) → hasPrompt: Read the sentence with each word in the gap.
- Choose the word that makes the sentence make sense. I like ___ run fast. (to / the / my / is) → toPrompt: 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