English lesson plan · 1st grade (Year 2 in England) · 30 minutes
Consonant blends
Phonics & Sight Words
CCSS RF.1.2.BCCSS RF.1.3.BEngland: Y1 Phonics
Objective and success criteria
Students will: Consonant blends.
- 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: 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 (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? l _ g (clue: a piece of a tree trunk) (a / e / i / o / u) → oPrompt: Think of the word from the clue and say it slowly.
- Change the first sound in "mad" to /d/. What new word do you make? → dadPrompt: Take away /m/. What is left?
- Which vowel finishes the word? d _ g (clue: a pet that barks) (a / e / i / o / u) → oPrompt: Think of the word from the clue and say it slowly.
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: Consonant blends. 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 blend completes the word? ju _ _ (go up in the air with both feet)
- Step 1: A blend is two consonants side by side where you hear each sound, like fr in frog or nd in hand.
- Step 2: So the answer is: mp
- Answer: mp
- 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 blend completes the word? _ _ im (move through water) (sn / sm / sw / sl) → swPrompt: Use the clue to think of the word.
- Which blend completes the word? de _ _ (a table for school work) (st / mp / sk / nd) → skPrompt: Use the clue to think of the 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.
- Which blend completes the word? _ _ ail (an animal with a shell that moves slowly) (sn / sw / sm / sl) → snPrompt: Use the clue to think of the word.
- Which blend completes the word? ha _ _ (you have five fingers on each one) (nt / nd / mp / st) → ndPrompt: Use the clue to think of the 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: Blending CVC words.
- 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