English lesson plan · Kindergarten (Reception and Year 1 in England) · 45 minutes
Finger spaces between words
Punctuation
CCSS RF.K.1.CCCSS L.K.2England: Reception Writing (finger spaces)England: Y1 GPS (separation of words with spaces)
Objective and success criteria
Students will: Finger spaces between 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: Building a simple sentence
Leads to: the next skill in this area.
Materials: Punctuation cards, A short unpunctuated text, Highlighters, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Building a simple sentence). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
Hook · 5 min
- Read a short passage with no punctuation and let the class hear why it's confusing.
- Share the objective: Finger spaces between 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: Which one has the spaces in the right places?
- Step 1: Each word is separate: Mia | has | a | pet | rabbit.
- Step 2: So the answer is: Mia has a pet rabbit.
- Answer: Mia has a pet rabbit.
- 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.
- Which one has the spaces in the right places? (Lookat that big ship. / Lookatthatbigship. / Look at that big ship. / Loo kat tha tbi gsh ip.) → Look at that big ship.Prompt: Each word needs a space after it, like a finger between words.
- How many words are in this sentence? I like my new bike. → 5Prompt: The spaces show where one word ends and the next begins.
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.
- These words are squashed together. Type the sentence again with spaces. Thebusisbig. → The bus is big.Prompt: Read it slowly and find where each word ends.
- Which one has the spaces in the right places? (Mykiteisred. / Mykite is red. / Myk ite isr ed. / My kite is red.) → My kite is red.Prompt: Each word needs a space after it, like a finger between words.
Watch out for
- Using commas where a full stop (period) is needed.
- Putting apostrophes in plurals (apple's).
Support and stretch
Support
- Review first: Building a simple sentence.
- Use concrete materials: punctuation 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