English lesson plan · 1st grade (Year 2 in England) · 60 minutes
Magic e (split digraphs)
Phonics & Sight Words
CCSS RF.1.3.CEngland: Y1 Phonics (split digraphs)
Objective and success criteria
Students will: Magic e (split digraphs).
- 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: Blending CVC words
Leads to: Vowel teams (ai, ee, oa, igh…); Short vowel or long vowel? (cap or cape); The long o sound: oa, ow or o-e?
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 (Blending CVC words). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 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.
- Change the first sound in "dip" to /r/. What new word do you make? → ripPrompt: Take away /d/. What is left?
- Which vowel finishes the word? b _ s (clue: a big vehicle that carries lots of people) (a / e / i / o / u) → uPrompt: Think of the word from the clue and say it slowly.
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: Magic e (split digraphs). 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: Add a magic e to the end of "glob". What new word do you make?
- Step 1: glob + e = globe. The e is silent and makes the vowel long.
- Step 2: So the answer is: globe
- Answer: globe
- 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.
- Add a magic e to the end of "dim". What new word do you make? → dimePrompt: Write the word and add e at the end.
- Which word matches the clue: you fly it on a windy day? (made / kit / mad / kite) → kitePrompt: Read each word carefully. Does it have a magic e?
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.
- Add a magic e to the end of "bit". What new word do you make? → bitePrompt: Write the word and add e at the end.
- Which word matches the clue: sticky strip for wrapping presents? (tape / hope / tap / hop) → tapePrompt: Read each word carefully. Does it have a magic e?
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: Blending CVC words.
- 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: Vowel teams (ai, ee, oa, igh…); Short vowel or long vowel? (cap or cape); The long o sound: oa, ow or o-e?.
- 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-1.
Free lesson plan from eurekami.com/lesson-plan-builder