English lesson plan · 1st grade (Year 2 in England) · 60 minutes
Short vowel or long vowel? (cap or cape)
Phonics & Sight Words
CCSS RF.1.3.CCCSS RF.1.2.AEngland: Y1 Phonics (split digraphs a-e, e-e, i-e, o-e, u-e)
Objective and success criteria
Students will: Short vowel or long vowel? (cap or cape).
- 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: Magic e (split digraphs)
Leads to: Split two-syllable words (rab|bit, ro|bot)
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 (Magic e (split digraphs)). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Add a magic e to the end of "cut". What new word do you make? → cutePrompt: Write the word and add e at the end.
- Which word matches the clue: sweet and lovely, like a kitten? (cut / cane / can / cute) → cutePrompt: Read each word carefully. Does it have a magic e?
- Add a magic e to the end of "tap". What new word do you make? → tapePrompt: Write the word and add e at the end.
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: Short vowel or long vowel? (cap or cape). 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 has a LONG vowel sound (the vowel says its name)?
- Step 1: In "made" the e at the end changes mad into made: the vowel is long.
- Step 2: So the answer is: made
- Answer: made
- 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 has a LONG vowel sound (the vowel says its name)? (mad / man / cap / mane) → manePrompt: Look for a vowel, then a consonant, then an e at the end.
- Which word makes sense in the sentence? The baby splashed in the ___. (tub / tube) → tubPrompt: Read the sentence with each word.
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 makes sense in the sentence? Our new puppy is so ___! (cut / cute) → cutePrompt: Read the sentence with each word.
- Which word has a LONG vowel sound (the vowel says its name)? (fine / cap / rob / fin) → finePrompt: Look for a vowel, then a consonant, then an e at the end.
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: Magic e (split digraphs).
- 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: Split two-syllable words (rab|bit, ro|bot).
- 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