English lesson plan · 2nd grade (Year 3 in England) · 45 minutes
Silent letters: kn, wr, gn and mb
Phonics & Sight Words
CCSS RF.2.3CCSS L.2.2.DEngland: Y2 Spelling (kn, gn, wr, mb)
Objective and success criteria
Students will: Silent letters: kn, wr, gn and mb.
- 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: 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 (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? the sound a bell makes: ding-dong (bel / bell / belle) → bellPrompt: 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 bee does this: bzzz (buzz / buz / buzs) → buzzPrompt: Is the vowel sound short (like in 'cat') or long?
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: Silent letters: kn, wr, gn and mb. 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 letter is silent in "comb"? Type it.
- Step 1: "comb" is said without one of its letters.
- Step 2: So the answer is: b
- Answer: b
- 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 letter is silent in "wriggle"? Type it. → wPrompt: Say the word out loud. Which letter do you NOT hear?
- Clue: you cut with it. Which spelling is correct? (knif / nife / knife / kife) → knifePrompt: These words have a letter you cannot hear.
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: the short, thick finger on your hand. Which spelling is correct? (thum / thumb / thumbe / thome) → thumbPrompt: These words have a letter you cannot hear.
- Which letter is silent in "comb"? Type it. → bPrompt: Say the word out loud. Which letter do you NOT hear?
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: Short vowel then ff, ll, ss, zz or ck.
- 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-2.
Free lesson plan from eurekami.com/lesson-plan-builder