English lesson plan · Kindergarten (Reception and Year 1 in England) · 60 minutes
One or more than one? Adding -s
Grammar
CCSS L.K.1.CEngland: Reception GrammarEngland: Y1 Spelling (plural -s)
Objective and success criteria
Students will: One or more than one? Adding -s.
- 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: Naming words and action words
Leads to: Plurals: add -s or -es?
Materials: Sentence strips, Highlighters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Naming words and action words). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which word names a thing you can touch? skip, cry, jump, book (skip / cry / jump / book) → bookPrompt: Can you put 'a' or 'the' in front of it? (a dog, the cup)
- Which word names a thing you can touch? eat, smile, kite, hop (eat / smile / kite / hop) → kitePrompt: Can you put 'a' or 'the' in front of it? (a dog, the cup)
- Which word is something you can do (an action)? jump, ball, egg, shoe (jump / ball / egg / shoe) → jumpPrompt: Can you say 'I can ___'? (I can jump)
Hook · 6 min
- Show a sentence with the grammar point used wrongly and ask what sounds odd.
- Share the objective: One or more than one? Adding -s. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Which word means MORE THAN ONE?
- Step 1: "trees" = more than one tree.
- Step 2: So the answer is: trees
- Answer: trees
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 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 word means MORE THAN ONE? (girl / kite / socks / bell) → socksPrompt: Look at the end of each word.
- One sock, two ___. Type the missing word. → socksPrompt: "two" means more than one.
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which word means MORE THAN ONE? (duck / cat / bell / hats) → hatsPrompt: Look at the end of each word.
- Which word fits? I can see three ___. (cats / cat) → catsPrompt: Is it one, or more than one?
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
- Review first: Naming words and action words.
- 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: Plurals: add -s or -es?.
- 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