English lesson plan · 2nd grade (Year 3 in England) · 60 minutes
The 'oy' sound: oi (coin) or oy (boy)?
Phonics & Sight Words
CCSS RF.2.3.BEngland: Y1 Phonics (oi, oy)England: Y2 Spelling
Objective and success criteria
Students will: The 'oy' sound: oi (coin) or oy (boy)?.
- 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: Vowel teams (ai, ee, oa, igh…)
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 · 6 min
- Quick retrieval from earlier learning (Vowel teams (ai, ee, oa, igh…)). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which vowel team completes the word? b _ _ k (you read it) (oo / oa / ee / ai) → ooPrompt: Use the clue to think of the word.
- Which word has the long e (as in tree) sound? (coat / rain / beach / food) → beachPrompt: Say each word and stretch out the vowel sound.
- Which vowel team completes the word? tr _ _ (a tall plant with a trunk) (ai / oo / oa / ee) → eePrompt: Use the clue to think of the word.
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: The 'oy' sound: oi (coin) or oy (boy)?. 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: Clue: plants grow in it. Which letters fill the gap? s _ _ l
- Step 1: oi usually comes in the middle of a word (coin); oy usually comes at the end (boy).
- Step 2: The word is "soil".
- Step 3: So the answer is: oi
- Answer: oi
- 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.
- Clue: something to play with. Which letters fill the gap? t _ _ (oi / oy) → oyPrompt: Is the sound in the middle or at the end of the word?
- Which spelling is correct? (enjoie / enjoy / enjoi) → enjoyPrompt: Say the word slowly and listen for the tricky sound.
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.
- Clue: show the way with your finger. Which letters fill the gap? p _ _ n t (oi / oy) → oiPrompt: Is the sound in the middle or at the end of the word?
- Which spelling is correct? (pointe / point / poynt) → pointPrompt: Say the word slowly and listen for the tricky sound.
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: Vowel teams (ai, ee, oa, igh…).
- 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