English lesson plan · Kindergarten (Reception and Year 1 in England) · 45 minutes
Position words (in, on, under, next to)
Grammar
CCSS L.K.1.EEngland: Reception Grammar
Objective and success criteria
Students will: Position words (in, on, under, next to).
- 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: no earlier skill in the map; start from what students know.
Leads to: Prepositions of time, place and cause
Materials: Sentence strips, Highlighters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval: three short questions students should already manage. Answers on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Choose the position word that fits. The frog jumped ___ the log. (next to / in / over / between) → overPrompt: Picture the scene in your head.
- Choose the position word that fits. The plane flies ___ the clouds. It is higher than them. (behind / above / in / under) → abovePrompt: Picture the scene in your head.
- Choose the position word that fits. We walked ___ the bridge to the other side. (under / across / in / next to) → acrossPrompt: Picture the scene in your head.
Hook · 5 min
- Show a sentence with the grammar point used wrongly and ask what sounds odd.
- Share the objective: Position words (in, on, under, next to). 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: Choose the position word that fits. The cup is ___ the plate and the bowl.
- Step 1: Position words (prepositions) tell us where something is.
- Step 2: Put it back into the sentence and read it aloud: "The cup is between the plate and the bowl."
- Step 3: So the answer is: between
- Answer: between
- 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.
- Choose the position word that fits. We walked ___ the bridge to the other side. (next to / under / across / in) → acrossPrompt: Picture the scene in your head.
- Choose the position word that fits. The fish swim ___ the water. (under / in / behind / on) → inPrompt: Picture the scene in your head.
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.
- Choose the position word that fits. The mouse ran ___ the hole in the wall. (above / under / on / into) → intoPrompt: Picture the scene in your head.
- Choose the position word that fits. The bird sits ___ the branch. It is on top of it. (on / behind / in / under) → onPrompt: Picture the scene in your head.
Watch out for
- Naming the feature but not using it in their own sentences.
- Thinking a sentence is right because it sounds right when spoken casually.
Support and stretch
Support
- Use concrete materials: sentence strips.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Prepositions of time, place and cause.
- 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