English lesson plan · 1st grade (Year 2 in England) · 45 minutes
Ending blends: nd, nt, mp, st, ft, lt, nk
Phonics & Sight Words
CCSS RF.1.2.BCCSS RF.1.3.BEngland: Y1 Phonics (adjacent consonants)England: Y1 Spelling (-nk)
Objective and success criteria
Students will: Ending blends: nd, nt, mp, st, ft, lt, nk.
- 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; Count the sounds (phonemes) in 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 · 5 min
- Quick retrieval from earlier learning (Blend sound buttons to read a word; Count the sounds (phonemes) in 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? r · u · g (rug / rag / bug / run) → rugPrompt: Say each sound in order, from left to right.
- How many sounds (phonemes) can you hear in "van"? → 3Prompt: Say the word very slowly, stretching it out like a rubber band.
- Press each sound button and blend the sounds together. Which word do they make? ch · i · p (chip / ship / hip / chin) → chipPrompt: Say each sound in order, from left to right.
Hook · 5 min
- Hide picture cards in a bag and ask children to say the first sound of each one they pull out.
- Share the objective: Ending blends: nd, nt, mp, st, ft, lt, nk. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Clue: pick something up. Which letters complete the word? li _ _
- Step 1: The word is "lift": f and t are blended but you hear each sound.
- Step 2: So the answer is: ft
- Answer: ft
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 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: look hard for something. Which letters complete the word? hu _ _ (nt / mp / nd / lt) → ntPrompt: Work out the word from the clue first.
- Which word ends with "lt"? (lamp / mint / left / quilt) → quiltPrompt: Look at the last two letters of each word.
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Clue: you sleep in it when you go camping. The word ends with "nt". Type the whole word. → tentPrompt: Say the word, then say it again in sounds.
- Clue: a thick, warm bed cover. Which letters complete the word? qui _ _ (lt / st / ft / nt) → ltPrompt: Work out the word from the clue first.
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