Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

English lesson plan · 2nd grade (Year 3 in England) · 60 minutes

Soft c and soft g (city, giant)

Phonics & Sight Words

CCSS RF.2.3CCSS RF.3.3England: Y2 Spelling (soft c and g)England: Y3 Spelling

Objective and success criteria

Students will: Soft c and soft g (city, giant).

  • 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: Count the sounds (phonemes) in a word

Leads to: The /j/ sound at the end: -dge or -ge?; y in the middle that sounds like i: gym, myth, pyramid; ch that says /k/ (school) or /sh/ (chef)

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 (Count the sounds (phonemes) in a word). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. How many sounds (phonemes) can you hear in "lid"? → 3Prompt: Say the word very slowly, stretching it out like a rubber band.
  2. How many sounds (phonemes) can you hear in "chop"? Remember: two or three letters can work together to make ONE sound. → 3Prompt: Say the word very slowly, stretching it out like a rubber band.
  3. How many sounds (phonemes) can you hear in "skip"? Remember: two or three letters can work together to make ONE sound. → 4Prompt: Say the word very slowly, stretching it out like a rubber band.

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: Soft c and soft g (city, giant). 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: What sound does the g make in "gum"?
  • Step 1: In "gum" the g is hard.
  • Step 2: So the answer is: /g/ as in "goat"
  • Answer: /g/ as in "goat"
  • 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.
  1. What sound does the g make in "frog"? (/j/ as in "jam" / /g/ as in "goat") → /g/ as in "goat"Prompt: Look at the letter just after the g.
  2. Which word has a soft c (it sounds like /s/, as in "city")? (clap / cub / rice / actor) → ricePrompt: Say each word aloud.

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.
  1. Which word has a soft g (it sounds like /j/, as in "giant")? (get / gum / game / stage) → stagePrompt: Say each word aloud.
  2. What sound does the g make in "germ"? (/j/ as in "jam" / /g/ as in "goat") → /j/ as in "jam"Prompt: Look at the letter just after the g.

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: Count the sounds (phonemes) in a word.
  • 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: The /j/ sound at the end: -dge or -ge?; y in the middle that sounds like i: gym, myth, pyramid; ch that says /k/ (school) or /sh/ (chef).
  • 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

eurekami

Soft c and soft g (city, giant)

Name

Date

Score/ 8

  1. Question 1

    What sound does the g make in "dragon"?

    • A. /j/ as in "jam"
    • B. /g/ as in "goat"

  2. Question 2

    Which word has a soft g (it sounds like /j/, as in "giant")?

    • A. get
    • B. energy
    • C. frog
    • D. dragon

  3. Question 3

    What sound does the c make in "juice"?

    • A. /s/ as in "sun"
    • B. /k/ as in "kite"

  4. Question 4

    What sound does the g make in "stage"?

    • A. /j/ as in "jam"
    • B. /g/ as in "goat"

  5. Question 5

    Which word has a soft c (it sounds like /s/, as in "city")?

    • A. clap
    • B. cub
    • C. cut
    • D. circle

  6. Question 6

    What sound does the c make in "cake"?

    • A. /s/ as in "sun"
    • B. /k/ as in "kite"

  7. Question 7

    What sound does the g make in "wagon"?

    • A. /j/ as in "jam"
    • B. /g/ as in "goat"

  8. Question 8

    What sound does the g make in "goat"?

    • A. /j/ as in "jam"
    • B. /g/ as in "goat"

Free from eurekami.com

for the adult only

Answer key: Soft c and soft g (city, giant)

  1. 1. B. /g/ as in "goat"

  2. 2. B. energy

  3. 3. A. /s/ as in "sun"

  4. 4. A. /j/ as in "jam"

  5. 5. D. circle

  6. 6. B. /k/ as in "kite"

  7. 7. B. /g/ as in "goat"

  8. 8. B. /g/ as in "goat"