English lesson plan · 1st grade (Year 2 in England) · 30 minutes
Adding -s, -ing, -ed and -er
Spelling
CCSS L.1.4.CCCSS RF.1.3.FEngland: Y1 Spelling (suffixes with no change)
Objective and success criteria
Students will: Adding -s, -ing, -ed and -er.
- 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
Leads to: Plurals: -s, -es, -ies, -ves; Suffix rules: doubling, drop the e, y to i; Suffixes -ment, -ness, -ful, -less, -ly
Materials: Word cards, Look-say-cover-write-check sheets, 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). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which vowel finishes the word? f _ x (clue: a wild animal with a bushy red tail) (a / e / i / o / u) → oPrompt: Think of the word from the clue and say it slowly.
- Change the first sound in "big" to /p/. What new word do you make? → pigPrompt: Take away /b/. What is left?
- Which vowel finishes the word? l _ p (clue: part of your mouth) (a / e / i / o / u) → iPrompt: Think of the word from the clue and say it slowly.
Hook · 3 min
- Show a word spelled two ways and ask which looks right, then why.
- Share the objective: Adding -s, -ing, -ed and -er. 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 word fits? Yesterday I ___ (pull).
- Step 1: Match the ending to the time in the sentence.
- Step 2: So the answer is: pulled
- Answer: pulled
- 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 word fits? Every day she ___ (jump). (jumping / jumped / jump / jumps) → jumpsPrompt: Look at the time word: yesterday, right now or every day.
- Which word fits? Right now I am ___ (melt). (melts / melt / melted / melting) → meltingPrompt: Look at the time word: yesterday, right now or every day.
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 word fits? Yesterday I ___ (walk). (walked / walk / walking / walks) → walkedPrompt: Look at the time word: yesterday, right now or every day.
- Which word fits? Every day she ___ (paint). (paints / paint / painting / painted) → paintsPrompt: Look at the time word: yesterday, right now or every day.
Watch out for
- Spelling every word exactly as it sounds.
- Learning a list for a test but not using the words in writing.
Support and stretch
Support
- Review first: Blending CVC words.
- Use concrete materials: word 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: Plurals: -s, -es, -ies, -ves; Suffix rules: doubling, drop the e, y to i; Suffixes -ment, -ness, -ful, -less, -ly.
- 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