English lesson plan · 1st grade (Year 2 in England) · 30 minutes

Short vowel then ff, ll, ss, zz or ck

Phonics & Sight Words

CCSS RF.1.3.ACCSS L.1.2.DEngland: Y1 Spelling (ff, ll, ss, zz, ck after a short vowel)

Objective and success criteria

Students will: Short vowel then ff, ll, ss, zz or ck.

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: Two letters, one sound: sh, ch, th, ng

Leads to: Silent letters: kn, wr, gn and mb; The /j/ sound at the end: -dge or -ge?; Endings that sound like 'ul': -le, -el, -al, -il

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 (Two letters, one sound: sh, ch, th, ng). Students answer on mini whiteboards.
Show answers together and note who needs support in the main task.

Which word has the "th" sound in it? (fang / chat / shed / thin) → thinPrompt: Look for the two letters t and h side by side.
In the word "such", which two letters work together to make ONE sound? (su / ch / uc) → chPrompt: Say the word in sounds. Which sound is written with two letters?
In the word "shop", which two letters work together to make ONE sound? (ho / op / sh) → shPrompt: Say the word in sounds. Which sound is written with two letters?

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: Short vowel then ff, ll, ss, zz or ck. 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: Which spelling is correct? not empty
Step 1: Look at the sound just before the end of the word.
Step 2: After a short vowel in a one-syllable word, f, l, s and z are usually doubled.
Step 3: So the answer is: full
Answer: full
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.

Which spelling is correct? a bird that quacks (duc / duk / duck) → duckPrompt: Is the vowel sound short (like in 'cat') or long?
Type the whole word. The end is missing. fi_ (to mend something broken) → fixPrompt: Work out the word from the clue.

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.

Which spelling is correct? the sound a bell makes: ding-dong (belle / bel / bell) → bellPrompt: Is the vowel sound short (like in 'cat') or long?
Type the whole word. The end is missing. so_ (you wear it on your foot) → sockPrompt: Work out the word from the clue.

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: Two letters, one sound: sh, ch, th, ng.
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: Silent letters: kn, wr, gn and mb; The /j/ sound at the end: -dge or -ge?; Endings that sound like 'ul': -le, -el, -al, -il.
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-1.

Free lesson plan from eurekami.com/lesson-plan-builder