English lesson plan · Kindergarten (Reception and Year 1 in England) · 45 minutes
Real words and alien (nonsense) words
Phonics & Sight Words
CCSS RF.K.3.BCCSS RF.1.3.BEngland: Reception PhonicsEngland: Y1 Phonics Screening Check (pseudo-words)
Objective and success criteria
Students will: Real words and alien (nonsense) words.
- 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 · 5 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? f · a · n (fat / fun / fan / van) → fanPrompt: Say each sound in order, from left to right.
- Press each sound button and blend the sounds together. Which word do they make? sh · o · p (top / chop / ship / shop) → shopPrompt: Say each sound in order, from left to right.
- Press each sound button and blend the sounds together. Which word do they make? s · p · e · n · d (spend / spent / send / speed) → spendPrompt: 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: Real words and alien (nonsense) words. 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: Blend each word. Which one is a REAL word?
- Step 1: "fish" is a real word with a meaning. The others are alien words: you can read them, but they mean nothing.
- Step 2: So the answer is: fish
- Answer: fish
- 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.
- Blend each word. Which one is a REAL word? (thib / frog / vop / gub) → frogPrompt: Read each word using the sounds of the letters.
- Read this word: "quob". Is it a real word or an alien (made-up) word? (real word / alien word) → alien wordPrompt: Blend the sounds first.
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.
- Which one is an ALIEN word (it can be read but it has no meaning)? (web / lunth / feet / king) → lunthPrompt: Blend every word carefully.
- Blend each word. Which one is a REAL word? (besh / rav / veck / moon) → moonPrompt: Read each word using the sounds of the letters.
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/kindergarten.
Free lesson plan from eurekami.com/lesson-plan-builder