English lesson plan · 1st grade (Year 2 in England) · 30 minutes
Blends with s: sc, sk, sm, sn, sp, st, sw
Phonics & Sight Words
CCSS RF.1.2.BCCSS RF.1.3.BEngland: Y1 Phonics (adjacent consonants)England: Y1 Phonics Screening Check
Objective and success criteria
Students will: Blends with s: sc, sk, sm, sn, sp, st, sw.
- 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: Blend sound buttons to read a word
Leads to: the next skill in this area.
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 (Blend sound buttons to read a word). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Press each sound button and blend the sounds together. Which word do they make? d · o · t (dip / dog / hot / dot) → dotPrompt: Say each sound in order, from left to right.
- Press each sound button and blend the sounds together. Which word do they make? f · ee · t (meet / feet / feed / fit) → feetPrompt: Say each sound in order, from left to right.
- Press each sound button and blend the sounds together. Which word do they make? c · r · a · b (crab / grab / cab / crib) → crabPrompt: Say each sound in order, from left to right.
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: Blends with s: sc, sk, sm, sn, sp, st, sw. 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: Clue: a boot with wheels or a blade. Which letters complete the word? _ _ ate
- Step 1: The word is "skate": s and k are blended but you hear each sound.
- Step 2: So the answer is: sk
- Answer: sk
- 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.
- Clue: hop along with a happy step. Which letters complete the word? _ _ ip (sc / sm / sw / sk) → skPrompt: Work out the word from the clue first.
- Which word starts with "sm"? (sneeze / skip / smell / scab) → smellPrompt: Look at the first two letters of each 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.
- Clue: it carries its shell on its back. The word starts with "sn". Type the whole word. → snailPrompt: Say the word, then say it again in sounds.
- Which word starts with "sp"? (smell / scab / spin / sky) → spinPrompt: Look at the first two letters of each word.
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: Blend sound buttons to read a word.
- 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
- 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