English lesson plan · 2nd grade (Year 3 in England) · 45 minutes
Endings that sound like 'ul': -le, -el, -al, -il
Spelling
CCSS L.2.2.DEngland: Y2 Spelling (-le, -el, -al, -il)
Objective and success criteria
Students will: Endings that sound like 'ul': -le, -el, -al, -il.
- 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: Short vowel then ff, ll, ss, zz or ck
Leads to: the next skill in this area.
Materials: Word cards, Look-say-cover-write-check sheets, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Short vowel then ff, ll, ss, zz or ck). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which spelling is correct? a small piece of wood from a tree (stic / stik / stick) → stickPrompt: Is the vowel sound short (like in 'cat') or long?
- Type the whole word. The end is missing. fu_ (soft, short hair on a peach or animal) → fuzzPrompt: Work out the word from the clue.
- Which spelling is correct? a big round thing you kick (bal / ball / baul) → ballPrompt: Is the vowel sound short (like in 'cat') or long?
Hook · 5 min
- Show a word spelled two ways and ask which looks right, then why.
- Share the objective: Endings that sound like 'ul': -le, -el, -al, -il. 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: doctors and nurses work there. Which letters fill the gap? h o s p i t _ _
- Step 1: -le is the most common. -el often comes after m, n, r, v, w, s (camel, tunnel). -al and -il are less common and must be learned.
- Step 2: The word is "hospital".
- Step 3: So the answer is: al
- Answer: al
- 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: a jigsaw is one. Which letters fill the gap? p u z z _ _ (le / el / al / il) → lePrompt: Work out the word from the clue.
- Which spelling is correct? (bubbel / bubble / bubbal) → bubblePrompt: Say the word slowly and listen for the tricky sound.
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 write and draw with it. Which letters fill the gap? p e n c _ _ (le / el / al / il) → ilPrompt: Work out the word from the clue.
- Which spelling is correct? (pencil / pensle / pencel) → pencilPrompt: Say the word slowly and listen for the tricky sound.
Watch out for
- Spelling every word exactly as it sounds.
- Learning a list for a test but not using the words in writing.
Support and stretch
Support
- Review first: Short vowel then ff, ll, ss, zz or ck.
- Use concrete materials: word 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