English lesson plan · Kindergarten (Reception and Year 1 in England) · 60 minutes
Blending CVC words
Phonics & Sight Words
CCSS RF.K.2.DCCSS RF.K.3.BEngland: Reception PhonicsEngland: Y1 Phonics Screening Check
Objective and success criteria
Students will: Blending CVC words.
- 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: Beginning sounds and letters
Leads to: Short vowel sounds; Digraphs: sh, ch, th, wh, ck, ng; Consonant blends
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 · 6 min
- Quick retrieval from earlier learning (Beginning sounds and letters). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which word begins with the same sound as "jam"? (nest / vest / duck / jelly) → jellyPrompt: Say "jam" slowly. What is the first sound you hear?
- Which letter makes the first sound in "pot"? (h / z / p / d) → pPrompt: Stretch the word out like a rubber band.
- Which word begins with the same sound as "hat"? (window / sock / horse / yard) → horsePrompt: Say "hat" slowly. What is the first sound you hear?
Hook · 6 min
- Hide picture cards in a bag and ask children to say the first sound of each one they pull out.
- Share the objective: Blending CVC words. 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 vowel finishes the word? m _ p (clue: you clean the floor with it)
- Step 1: The clue gives the word "mop".
- Step 2: The middle sound of "mop" is /o/.
- Step 3: So the answer is: o
- Answer: o
- 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 vowel finishes the word? b _ g (clue: a tiny creature with six legs) (a / e / i / o / u) → uPrompt: Think of the word from the clue and say it slowly.
- Change the first sound in "cut" to /b/. What new word do you make? → butPrompt: Take away /c/. What is left?
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.
- Change the first sound in "tin" to /w/. What new word do you make? → winPrompt: Take away /t/. What is left?
- Which vowel finishes the word? l _ g (clue: you walk on it) (a / e / i / o / u) → ePrompt: Think of the word from the clue and say it slowly.
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: Beginning sounds and letters.
- 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
- Move on to: Short vowel sounds; Digraphs: sh, ch, th, wh, ck, ng; Consonant blends.
- 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