English lesson plan · Kindergarten (Reception and Year 1 in England) · 60 minutes
Finish the sentence so it makes sense
Writing & Editing
CCSS W.K.2CCSS L.K.1.FEngland: Reception WritingEngland: Y1 Writing (composition)
Objective and success criteria
Students will: Finish the sentence so it makes sense.
- 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: A model text, Planning frame, Checklists for editing, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 6 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 · 6 min
- Show two openings to the same piece of writing and ask which makes them want to read on.
- Share the objective: Finish the sentence so it makes sense. 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 finishes the sentence so it makes sense? My plant needs water and ___.
- Step 1: A sentence must make sense from start to end.
- Step 2: Put it back into the sentence and read it aloud: "My plant needs water and sun."
- Step 3: So the answer is: sun
- Answer: sun
- 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 finishes the sentence so it makes sense? I eat my cereal with a ___. (spoon / sock / sun / pen) → spoonPrompt: Read the sentence with each word.
- Choose the ending that makes a complete sentence. I like to play ___. (play like. / in the park. / park in. / the park.) → in the park.Prompt: Read every choice in the sentence before you decide.
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 finishes the sentence so it makes sense? My feet go in my ___. (gloves / ears / shoes / hat) → shoesPrompt: Read the sentence with each word.
- Choose the ending that makes a complete sentence. When it snows, ___. (snows it. / make we. / snowman we a. / we make a snowman.) → we make a snowman.Prompt: Read every choice in the sentence before you decide.
Watch out for
- Writing everything at once without planning.
- Editing only spelling and not whether the writing makes sense.
Support and stretch
Support
- Review first: Building a simple sentence.
- Use concrete materials: a model text.
- 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