English lesson plan · 2nd grade (Year 3 in England) · 30 minutes
One sound, three spellings: er, ir, ur
Phonics & Sight Words
CCSS RF.2.3.BEngland: Y1 Phonics (er, ir, ur)England: Y2 Spelling
Objective and success criteria
Students will: One sound, three spellings: er, ir, ur.
- 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: R-controlled vowels (ar, or, er, ir, ur); R-controlled vowels: ar or or?
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 (R-controlled vowels (ar, or, er, ir, ur); R-controlled vowels: ar or or?). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which letters complete the word? p _ _ ple (a mix of red and blue) (oo / ar / ur / or) → urPrompt: Use the clue to think of the word.
- Clue: the opposite of tall. Which letters fill the gap? s h _ _ t (ar / or) → orPrompt: Work out the word from the clue.
- Which spelling is correct? (markit / morket / market) → marketPrompt: Say the word slowly and listen for the tricky sound.
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: One sound, three spellings: er, ir, ur. 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 reptile with a shell. Which letters fill the gap? t _ _ t l e
- Step 1: er, ir and ur can all spell the same sound, as in 'her', 'bird' and 'nurse'. Learn which word uses which.
- Step 2: The word is "turtle".
- Step 3: So the answer is: ur
- Answer: ur
- 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: clothing that hangs from the waist. Which letters fill the gap? s k _ _ t (er / ir / ur) → irPrompt: Work out the word from the clue.
- Which spelling is correct? (first / ferst / furst) → firstPrompt: Say the word slowly and listen for the tricky sound.
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: mud and soil. Which letters fill the gap? d _ _ t (er / ir / ur) → irPrompt: Work out the word from the clue.
- Which spelling is correct? (furst / ferst / first) → firstPrompt: Say the word slowly and listen for the tricky sound.
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: R-controlled vowels (ar, or, er, ir, ur).
- 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-2.
Free lesson plan from eurekami.com/lesson-plan-builder