PRIMARY 1 FIRST TERM LESSON NOTES ENGLISH STUDIES

Week: 1

Class: Basic 1

Topic: Phonological Awareness

Behavioural objectives: At the end of the lesson pupils should be able to:

• Identify and name sounds made by various animals and

• Reproduce sounds made by animals

Instructional material/Reference material: Pictures and charts, video, NPE Book 1

Building Background /connection to prior knowledge: Pupils are familiar different animals sound.

Topic: Phonological Awareness

Behavioral objectives: At the end of the lessons, the pupils should be able to

• Identify and name sounds made by various animals and

• Reproduce sounds made by animals CONTENT

Auditory discrimination is the ability to recognize similarities and differences between sounds.

Particularly, auditory discrimination allows people to distinguish between phonemes in words. Phonemes are the smallest units of sound in any given language.

Sounds made by animals

Cats-mew, purr, meow, hiss, yowl

Lesson Plan Presentation: Sounds Made by Animals

Grade: Primary 1

Subject: English Grammar

Topic: Sounds Made by Animals

Duration: 40 minutes

Learning Objectives: By the end of this lesson, students will be able to:

1. Identify common sounds made by animals.
2. Associate animals with their corresponding sounds.
3. Describe the sounds made by various animals.

Embedded Core Skills:

1. Listening and comprehension.
2. Vocabulary development.
3. Speaking and communication skills.

Learning Materials:

1. Picture cards of animals (dog, cat, cow, duck, lion, frog).
2. Audio clips of animal sounds.
3. Whiteboard and markers.
4. Flashcards with animal names and sounds.
5. Worksheets with fill-in-the-blank and evaluation questions.

Content:

• Introduction to the topic: What are sounds? Why do animals make sounds?
• Presentation of animals and their sounds: Dog (bark), Cat (meow), Cow (moo), Duck (quack), Lion (roar), Frog (ribbit).
• Associating animal pictures with their sounds.
• Guided practice: Repeating animal sounds after listening.

Explanation of the Subject Matter: Sounds are the noises animals make to talk to each other. Just like we talk with words, animals use sounds to tell something. For instance, dogs say “bark,” cats say “meow,” cows say “moo,” ducks say “quack,” lions say “roar,” and frogs say “ribbit.”

Presentation:

1. Show pictures of animals on the whiteboard.
2. Play audio clips of each animal’s sound.
3. Repeat the sounds together as a class.

Teacher’s Activities:

1. Begin the lesson with an engaging introduction.
2. Display animal pictures and play their sounds.
3. Lead the class in repeating the sounds correctly.
4. Encourage participation and questions from students.

Learners Activities:

1. Listen attentively to the teacher’s explanation.
2. Repeat animal sounds after the teacher.
3. Match animal names with their sounds using flashcards.
4. Engage in discussions and answer questions.

Assessment:

• Fill-in-the-blank questions with options (a, b, c):
  1. Dogs __________. a) neigh b) meow c) bark
  2. Cats __________. a) bark b) moo c) meow … (and so on for 15 questions)

Evaluation Questions:

1. What sound does a cow make?
2. Complete the sentence: Lions _______.
3. Name an animal that says “quack.”
4. Why do animals make sounds?
5. Can you imitate a dog’s sound?

Conclusion: In today’s lesson, we learned about the different sounds animals make and why they use those sounds. You all did a fantastic job identifying and imitating the sounds of dogs, cats, cows, ducks, lions, and frogs. Now you know how to talk like some animals too! Keep your ears open when you’re outside – you might hear some animal conversations. Well done, everyone!

1. Dogs __________.
a) neigh
b) meow
c) bark

2. Cats __________.
a) bark
b) moo
c) meow

3. Cows __________.
a) moo
b) quack
c) roar

4. Ducks __________.
a) bark
b) quack
c) meow

5. Lions __________.
a) chirp
b) roar
c) hoot

6. Horses __________.
a) neigh
b) roar
c) meow

7. Frogs __________.
a) bark
b) ribbit
c) tweet

8. Birds __________.
a) chirp
b) moo
c) grunt

9. Elephants __________.
a) roar
b) trumpet
c) hiss

10. Pigs __________.
a) oink
b) neigh
c) bark

11. Monkeys __________.
a) roar
b) chatter
c) quack

12. Snakes __________.
a) hiss
b) chirp
c) moo

13. Bees __________.
a) buzz
b) bark
c) hoot

14. Owls __________.
a) chirp
b) hoot
c) neigh

15. Wolves __________.
a) roar
b) howl
c) moo

Cattle-moo, low, bawl (calf), bellow (bull)

Chicks-cheep

Chickens-cluck, cackle

Cocks-Crows

Dogs-bark

Assignment

1. Mention any two sounds of animals

Week: 2

Class: Basic 1 Topic: Phonemic awareness

Behavioural objectives: At the end of the lesson pupils should be able to:

• Produce and identify basic sounds correctly;

• Distinguish the sounds of the different letters of the alphabet correctly; and

• Reproduce sounds of letters of the alphabet.

Instructional material/Reference material: Pictures and charts, video, jolly phonics rhyme, NPE Book 1

Building Background /connection to prior knowledge: Pupils are familiar phonics sound.

CONTENT

[i:] e, be, eve, see, meet, sleep, meal, read, leave, sea, team, field, believe, receive

[i] iy-it, kiss, tip, pick, dinner, system, busy, pity, sunny

[e] eea-let, tell, press, send, end, bread, dead, weather, leather

[ei] aai, ayei, eyea-late, make, race, able, stable, aim, wait, play, say, day, eight, weight, they, hey, break, great, steak

[æ] a -cat, apple, land, travel, mad;

Assignment

1. Mention any two sounds

Week: 3

Class: Basic 1

Topic: Phonemic awareness 2

Behavioural objectives: At the end of the lesson pupils should be able to:

• Listen to one syllable. Words and recognizes words that begin with same letter sounds.

• Recognize words that end with same letter sounds.

• Identify rhyming words

• Identify beginning and end sounds;

• Blend sounds to form one syllable words e.g. ex, to, my, do etc, and

• Segment and syllable words into separate letter sounds.

Instructional material/Reference material: Pictures and charts, video, jolly phonics rhyme, NPE Book 1

Building Background /connection to prior knowledge: Pupils are familiar phonics sound.

CONTENT

A syllable is a part of a word that contains sounds (phonemes) of a word. It usually has a vowel in it. A syllable is also called a ‘beat’ and teachers often teach children to identify syllables by clapping the ‘beats’ in words. Another way to describe a syllable is a ‘mouthful’ of a word.

How to count syllables

• The “Listen Method” Rules: Say the word.

Teacher: Hello, students! Today, we’re going to learn how to count syllables in words. A syllable is like a small part of a word that we can hear when we say it. It’s like the beats or the mouthfuls in a word. Can anyone give me an example of a word?

Student: Cat!

Teacher: Great! “Cat” is a one-syllable word. It has only one beat, like one clap. But some words have more than one syllable. For example, let’s take the word “banana.” Can you all say “banana” with me?

Students: Banana!

Teacher: Excellent! Now, let’s count the beats or syllables in “banana” together. We can use the “Listen Method” rules to help us. First, say the word slowly and listen carefully. B-a-n-a-n-a. How many beats or parts did you hear?

Students: Three!

Teacher: That’s right! “Ba-na-na” has three beats or syllables. We can clap three times to show the syllables: clap – clap – clap. Try clapping along with me: clap – clap – clap.

Teacher: Now, let’s practice with some more words. I’ll say the word, and you listen and count the syllables. Ready?

Teacher: Elephant.

Students: El-e-phant. (Clap – Clap – Clap)

Teacher: Wonderful! Three syllables. Let’s try another one.

Teacher: Butterfly.

Students: But-ter-fly. (Clap – Clap – Clap)

How many times do you hear A, E, I, O, or U as a separate sound? This is the number of syllables

• The “Chin Method” Rules Put your hand under your chin. Say the word.

How many times does your chin touch your hand? This is the number of syllables

• The “Clap Method” Rules Clapping may help you find syllables. Say the word.

Clap each time you hear A, E, I, O, or U as a separate sound. The number of claps is the number of syllables.

• The “Robot Speak Method” Rules

Make believe you are a robot from the year 2000. Say a word as this robot.

Pay attention to the pauses you make.

How many parts did you break your word into? Example:

robot = “ro” *pause* “bot”… 2 syllables

• The “Written Method” Rules

Count the number of vowels (A, E, I, O, U) in the word.

Add 1 every time the letter ‘y’ makes the sound of a vowel (A, E, I, O, U).

Subtract 1 for each silent vowel (like the silent ‘e’ at the end of a word). Subtract 1 for each diphthong or trip thong in the word.

Diphthong: when 2 vowels make only 1 sound (au, oy, oo) Trip thong: when 3 vowels make only 1 sound (iou)

Does the word end with “le” or “les?” Add 1 only if the letter before the “le” is a consonant.

The number you get is the number of syllables in your word. Examples

Take

1 syllable: take pronounced: tay-k Bee

• syllable: bee pronounced: bee Taking

• syllables: tak-ing pronounced: tay-king

Strategies and activities: Assignment

1. Mention any two Words and it syllables

Teacher: Perfect! Three syllables again. You’re getting the hang of it! Now, let’s do one more together.

Teacher: Sunshine.

Students: Sun-shine. (Clap – Clap)

Teacher: Well done! Sunshine has two syllables. You’re all fantastic at counting syllables using the “Listen Method” rules. Keep practicing by listening carefully to words and clapping out the syllables. You’re becoming real word detectives! Keep up the great work, everyone!

[mediator_tech]

1. A syllable is a part of a word that contains _______ of a word.
a) meanings
b) sounds
c) colors

2. A syllable usually has a _______ in it.
a) consonant
b) punctuation mark
c) vowel

3. Another term for a syllable is _______.
a) letter
b) word
c) beat

4. Teachers teach children to identify syllables by _______ the ‘beats’ in words.
a) singing
b) clapping
c) whispering

5. The “Listen Method” helps us count syllables by _______.
a) drawing pictures
b) saying the word
c) counting letters

6. When we say the word “banana” slowly, we hear _______ syllables.
a) one
b) two
c) three

7. The word “elephant” has _______ syllables.
a) two
b) three
c) four

8. When you clap to show the syllables, you’re showing the _______ in a word.
a) vowels
b) consonants
c) beats

9. The “Listen Method” helps us count syllables by _______ the word.
a) writing
b) listening to
c) skipping

10. How many syllables does the word “sunshine” have?
a) one
b) two
c) three

11. A syllable is also described as a ‘_______’ of a word.
a) beat
b) clap
c) dance

12. The word “butterfly” has _______ syllables.
a) two
b) three
c) four

13. Which rule helps us count syllables in words?
a) The Reading Rule
b) The Clapping Rule
c) The Listen Method

14. A syllable contains the _______ of a word.
a) meaning
b) sounds
c) colors

15. Teachers use clapping to help children identify _______ in words.
a) vowels
b) syllables
c) consonants

Week: 4

Class: Basic 1

Topic: Phonemic awareness 3

Behavioural objectives: At the end of the lesson pupils should be able to:

• Sing songs taught.

• Recite rhymes

• Identify letters sounds in songs and rhymes.

• Recognize rhyming words from given word sets; and

• Build rhyming word families

Instructional material/Reference material: Pictures and charts, video, jolly phonics rhyme, NPE Book 1

Building Background /connection to prior knowledge: Pupils are familiar nursery rhymes.

CONTENT

Twinkle, twinkle little star. Twinkle, twinkle, little star… I’m a Little Tea Pot. I’m a little teapot, short and stout. …

London Bridge is Falling Down (Short Version)…

Mary Had a Little Lamb. …

Humpty Dumpty. …

Hey diddle diddle….

Baa baa black sheep. .

Assignment

**1. Twinkle, Twinkle, Little Star:**
“`
Twinkle, twinkle, little star,
How I wonder what you are!
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle, little star,
How I wonder what you are!
“`

**2. I’m a Little Teapot:**
“`
I’m a little teapot, short and stout,
Here is my handle, here is my spout.
When I get all steamed up, hear me shout,
Tip me over and pour me out!
“`

**3. London Bridge is Falling Down (Short Version):**
“`
London Bridge is falling down,
Falling down, falling down,
London Bridge is falling down,
My fair lady.
“`

**4. Mary Had a Little Lamb:**
“`
Mary had a little lamb,
Little lamb, little lamb,
Mary had a little lamb,
Its fleece was white as snow.
And everywhere that Mary went,
Mary went, Mary went,
Everywhere that Mary went,
The lamb was sure to go.
“`

**5. Humpty Dumpty:**
“`
Humpty Dumpty sat on a wall,
Humpty Dumpty had a great fall.
All the king’s horses and all the king’s men,
Couldn’t put Humpty together again.
“`

**6. Hey Diddle Diddle:**
“`
Hey diddle diddle,
The cat and the fiddle,
The cow jumped over the moon.
The little dog laughed to see such fun,
And the dish ran away with the spoon.
“`

**7. Baa Baa Black Sheep:**
“`
Baa, baa, black sheep,
Have you any wool?
Yes sir, yes sir,
Three bags full.
One for the master,
And one for the dame,
And one for the little boy
Who lives down the lane.
“`

These nursery rhymes have been cherished by generations and are still enjoyed by children all over the world.

1. Recite rhymes

[mediator_tech]

1. Twinkle, twinkle, __________ star,

a) big

b) little

c) bright

2. How I wonder what you __________!

a) do

b) are

c) say

3. I’m a __________ teapot, short and stout.

a) tiny

b) little

c) big

4. Here is my handle, here is my __________.

a) cup

b) spout

c) lid

5. London Bridge is __________ down,

a) standing

b) falling

c) strong

6. All the king’s horses and all the king’s __________,

a) men

b) women

c) children

7. Mary had a __________ lamb,

a) big

b) little

c) fluffy

8. Its fleece was white as __________.

a) snow

b) wool

c) cotton

9. Humpty Dumpty sat on a __________,

a) chair

b) wall

c) floor

10. Humpty Dumpty had a great __________.

a) fall

b) jump

c) dance

11. The __________ dog laughed to see such fun,

a) small

b) little

c) big

12. And the dish ran away with the __________.

a) spoon

b) fork

c) knife

13. Hey diddle diddle, the __________ and the fiddle,

a) cat

b) dog

c) cow

14. The cow jumped over the __________.

a) sun

b) moon

c) star

15. Baa, baa, __________ sheep,

a) white

b) black

c) brown

[mediator_tech]

Week: 5

Class: Basic 1

Topic: Phonics

Behavioural objectives: At the end of the lesson pupils should be able to:

• Say the sounds of the alphabet correctly.

• Recognize sounds of different letters of the alphabet.

• Describe the shapes of letters of the alphabet; and

• Arrange the letters of the alphabet in the correct order

Instructional material/Reference material: Pictures and charts, video, jolly phonics rhyme, NPE Book 1

Building Background /connection to prior knowledge: Pupils have learnt phonemics.

CONTENT

Uppercase characters are capital letters; lowercase characters are small letters. For example, box is in lowercase while BOX is in uppercase. The term is a vestige of the days when typesetters kept capital letters in a box above the lowercase letters.

Examples

A B C D E F G H I-upper cases a b c d e f h i-lower cases

**Lesson Plan Presentation: Uppercase and Lowercase Letters**

**Grade:** Primary 1

**Subject:** English Grammar

**Topic:** Uppercase and Lowercase Letters

**Duration:** 45 minutes

**Learning Objectives:**
By the end of this lesson, students will be able to:
1. Differentiate between uppercase and lowercase letters.
2. Identify the concept of capitalization.
3. Recognize the use of uppercase letters for proper nouns.

**Embedded Core Skills:**
1. Visual discrimination.
2. Vocabulary development.
3. Reading comprehension.

**Learning Materials:**
1. Flashcards with uppercase and lowercase letters.
2. Chalkboard/whiteboard and markers.
3. Worksheets with fill-in-the-blank questions.
4. Examples of proper nouns (e.g., names of cities, people).

**Explanation of the Topic with Examples:**
Hello, my young learners! Today, we’re going to explore a fascinating aspect of English letters – uppercase and lowercase letters. Uppercase letters are also known as capital letters. They stand tall and are used for special purposes. Just like us, letters have different “big” and “small” forms. For instance, the word “box” is all in small letters, while “BOX” is in big letters.

**Presentation:**
1. Begin our journey by discussing the concept of big and small letters.
2. Display examples of uppercase and lowercase letters on the board.

**Teacher’s Activities:**
1. Elaborate on what uppercase and lowercase letters are.
2. Give real-life examples and examples on the board.
3. Share the importance of using uppercase letters for certain words.
4. Engage in interactive activities with the class.

**Learners Activities:**
1. Listen carefully to the teacher’s explanation.
2. Identify examples of uppercase and lowercase letters.
3. Participate in discussions, asking questions if needed.

**Assessment:**
– Fill-in-the-blank questions with options (a, b, c):
1. Uppercase letters are also called ________ letters.
a) big
b) small
c) capital
2. We use lowercase letters for proper nouns. (True/False)
3. The word “Apple” should start with an ________ letter.
a) uppercase
b) lowercase
4. When we write the name “Mary,” the first letter should be ________.
a) lowercase
b) uppercase
… (and so on for 15 questions)

**Conclusion:**
In today’s exploration, we gained insights into the world of uppercase and lowercase letters. We realized that uppercase letters are like the superheroes of letters, often used for special words like names of people, places, and sentences’ beginnings. Keep practicing your letter recognition skills, and remember that when a letter stands tall, it’s making a statement – “I’m important!” Fantastic job, everyone!

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Assignment

1. Name the alphabets

[mediator_tech]

1. Uppercase characters are also known as _______ letters.
a) tall
b) small
c) capital

2. Lowercase characters are also known as _______ letters.
a) big
b) small
c) tall

3. In the word “box,” the letters are in _______ case.
a) uppercase
b) lowercase
c) mixed

4. If a letter is uppercase, it is like a _______ letter.
a) big
b) small
c) colorful

5. The word “APPLE” is written in _______ case letters.
a) small
b) uppercase
c) lowercase

6. When we use uppercase letters for special words, it’s called _______.
a) capitalization
b) shrinking
c) multiplication

7. The term “uppercase” comes from the days of _______.
a) modern technology
b) handwriting
c) typesetters

8. The word “sun” is written in _______ case letters.
a) uppercase
b) lowercase
c) both

9. Uppercase letters are often used for _______ nouns.
a) common
b) proper
c) small

10. The concept of using uppercase and lowercase letters dates back to _______.
a) ancient times
b) the digital age
c) recent years

11. The practice of keeping capital letters in a box above lowercase letters is a _______.
a) myth
b) vestige
c) trend

12. The term “uppercase” refers to the letters being _______.
a) large
b) small
c) aligned

13. Using uppercase letters for proper nouns helps them _______.
a) hide
b) stand out
c) shrink

14. Lowercase letters are often used for _______ words.
a) important
b) common
c) big

15. The concept of uppercase and lowercase letters is used to improve _______.
a) handwriting
b) speech
c) readability

Week: 6

Class: Basic 1

Topic: Phonics 2

Behavioural objectives: At the end of the lesson pupils should be able to:

Build words by blending the sounds of letters of the alphabets

Instructional material/Reference material: Pictures and charts, video, jolly phonics rhyme, NPE Book 1

Building Background /connection to prior knowledge: Pupils have learnt phonics 1.

[mediator_tech]

CONTENT

Blending sounds of letters to form words E.g.

/v/ – an (to form van; or

/c/ – an to form can); or

/c/ – at to form cat); etc Strategies and activities:

Step1: Teacher revised previous lesson Step 2: teacher introduces the new topic Step 3: Teacher explains new topic

Step 4: Teacher welcomes pupils’ questions. Step 5: Teacher evaluates the pupils Assessment and evaluation

Teacher asks questions from pupils based on the topic Wrap up and conclusions

Teacher goes over the topic for better understanding. Assignment

1. Make words with sounds

Week: 7

Class: Basic 1 Topic: Phonics 3

Behavioural objectives: At the end of the lesson pupils should be able to:

• Read familiar words and text.

• Compare words with similar sounds;

• Apply long and short vowel rule correctly

• Decode and syllable word; and

• Monitor own reading and self corrects.

• use sounds of letters to form three letter words e.g. mat, cat, bad, bag, man, dog, rag, and

6. Break large words into smaller words.

Instructional material/Reference material: Pictures and charts, video, jolly phonics rhyme, NPE Book 1

Building Background /connection to prior knowledge: Pupils have learnt phonics 2.

CONTENT

Identification of familiar sounds in words:

Children, today we’re going to learn about identifying familiar sounds in words. Sometimes, when we hear words, they might sound a little different, but they have similar sounds at the beginning or end. Let’s look at some examples:

1. Mouse: Mmmmm – ous. Can you hear the “mmm” sound at the beginning? That’s like the sound you make when you eat something yummy. And the “ous” at the end sounds like “us.” So, when we put them together, we get “mouse.” Can you say it with me? Mouse!
2. Try: Tttt – ry. The “ttt” sound is like a quick tap, like when you’re tapping your fingers. And the “ry” at the end sounds like “ree.” Put them together, and it’s “try.” Try saying it, everyone! Try!
3. Cat: Cuh – at, Bat: Buh – at, Hat: Huh – at. These words all have the same “uh – at” sound at the end. Can you try saying them? Cat, Bat, Hat!

Combining sounds to form words:

Now, let’s learn about combining sounds to make words. Sometimes, we can take parts of two words and put them together to make a new word. Let’s see:

1. Tonight: To – night. The first part, “to,” sounds like when you’re going to the park. And “night” is the time when it gets dark and you go to sleep. So, when we put them together, we get “tonight.” It’s the time when it becomes dark and you might go to sleep. Can you say it? Tonight!
2. Into: In – to. The first part, “in,” is like when you’re inside your house. And “to” is like when you’re going somewhere. So, “into” means you’re going inside something. Say it with me, Into!

Assignment

1. Combine any two words together

Identification of Familiar Sounds in Words:

1. The word is ____________. (a) mose (b) mouse (c) moose
2. The words “cry” and “_____” have similar sounds. (a) fry (b) try (c) fly
3. Which word has the same ending sound as “hat”? (a) mat (b) bat (c) sit
4. The sound “sss” is in the word ________. (a) cap (b) cat (c) can
5. Complete the word: b__t. (a) bat (b) bit (c) but

Combining Sounds to Form Words:

6. The word “tonight” is made by combining “to” and ________. (a) night (b) light (c) bright
7. Which word can be made by combining “in” and “to”? (a) into (b) it (c) at
8. “Into” means going ________. (a) outside (b) inside (c) fast
9. The word “might” is made by joining “_____” and “night”. (a) mite (b) to (c) mightily
10. Complete the word: “t__”. (a) to (b) too (c) two

Combining Sounds to Form Words

Learning Objectives:

1. Identify and recognize familiar sounds in words.
2. Understand how sounds are combined to form new words.
3. Practice combining sounds to create new words.

Embedded Core Skills:

• Listening and Speaking
• Phonics and Vocabulary Building

Learning Materials:

• Whiteboard and markers
• Picture cards with words (mouse, try, fry, cat, bat, hat, tonight, into)
• Fill-in-the-blank worksheets
• Flashcards with options (a, b, c)

Explanation of the Topic with Examples:

1. Identification of Familiar Sounds in Words:
   • Explain that some words have similar sounds at the beginning or end.
   • Give examples: “mouse” (mmm-ous), “try” (ttt-ry), “cat” (cu-at), “bat” (bu-at), “hat” (hu-at).
2. Combining Sounds to Form Words:
   • Explain that we can take parts of two words to create new words.
   • Examples: “tonight” (to-might), “into” (in-to).

Presentation:

1. Start by discussing the sounds animals make to engage the students and get them thinking about sounds.
2. Show picture cards and ask students to identify the familiar sounds in each word (e.g., “What sound do you hear at the beginning of ‘mouse’?”).
3. Use flashcards to illustrate the process of combining sounds to create new words. Break down “tonight” and “into” into their component sounds.

Teacher’s Activities:

1. Introduce the topic and its importance.
2. Explain the concept of familiar sounds and word combination.
3. Use visual aids and examples to reinforce understanding.
4. Guide students in interactive activities.

Learners’ Activities:

1. Participate in discussions about animal sounds.
2. Identify familiar sounds in given words.
3. Listen and repeat sounds to create new words.
4. Complete worksheets and fill-in-blank questions.

Assessment:

1. Fill-in-the-blank questions with options (a, b, c) to assess understanding of both concepts.
2. Interactive activities where students combine sounds to form new words.
3. Review of completed worksheets to check for accuracy.

[mediator_tech]

Evaluation 

1. The word is ____________. (a) mose (b) mouse (c) moose
2. The words “cry” and “_____” have similar sounds. (a) fry (b) try (c) fly
3. Which word has the same ending sound as “hat”? (a) mat (b) bat (c) sit
4. The sound “sss” is in the word ________. (a) cap (b) cat (c) can
5. Complete the word: b__t. (a) bat (b) bit (c) but
6. The word “tonight” is made by combining “to” and ________. (a) night (b) light (c) bright
7. Which word can be made by combining “in” and “to”? (a) into (b) it (c) at
8. “Into” means going ________. (a) outside (b) inside (c) fast
9. The word “might” is made by joining “_____” and “night”. (a) mite (b) to (c) mightily
10. Complete the word: “t__”. (a) to (b) too (c) two
11. The word “cat” rhymes with ________. (a) pat (b) pit (c) pot
12. Which two words combine to make “try”? (a) fly and cry (b) try and fry (c) try and cap
13. The word “hat” starts with the sound ________. (a) hu (b) hi (c) ha
14. What sound do you hear at the end of “bat”? (a) bu (b) bo (c) bi
15. “Into” is made from “in” and ________. (a) on (b) to (c) out

Conclusion: In today’s lesson, we learned about identifying familiar sounds in words and how sounds can be combined to form new words. Remember to listen carefully to sounds in words and practice combining them to create new words. Great job, everyone!

Week: 8

Class: Basic 1

Topic: Phonics 4

Behavioural objectives: At the end of the lesson pupils should be able to:

• Break words into sounds.

• Break words into smaller words.

• Break words into parts and identify the words parts.

• Use letter – sound correspondence to build and read unfamiliar words and

• Recognise and use vowel diagraphs and recon trolled letter sounds to read unfamiliar words

Instructional material/Reference material: Pictures and charts, video, jolly phonics rhyme, NPE Book 1

Building Background /connection to prior knowledge: Pupils have learnt phonics 3.

[mediator_tech]

CONTENT

Syllables

Breaking words down into syllables is a great spelling strategy to help you spell long words. This means you break the word down into little spoken chunks and each chunk is called a syllable. Each syllable usually has a vowel in it: advertisement = ad / ver / tise / ment.

To help children think about words as sound, we can help them break words into smaller parts. One way to break down the syllable is into onset (everything before the vowel) and rime (the vowel and everything after it). For example, sleep could be broken into /sl/ and /eep/.

Assignment

1. Break down long words into smaller words

Week: 9

Class: Basic 1

Topic: Fluency

Behavioural objectives: At the end of the lesson pupils should be able to:

• Correctly read letters of the alphabet.

• Read given text with fluency and expression.

• Reflect appropriate pacing, intonation, punctuation when reading orally.

• sight – read about 100 –300 easily sounded words.

• read accurately without hesitations, omissions, repetitions or mispronunciations.

Instructional material/Reference material: Pictures and charts, video, jolly phonics rhyme, NPE Book 1

Building Background /connection to prior knowledge: Pupils have learnt phonics 4.

CONTENT

Pacing walk at a steady speed, especially without a particular destination and as an expression of anxiety or annoyance.

Intonation is the rise and fall of the voice in speaking.

Punctuation is the marks, such as full stop, comma, and brackets, used in writing to separate sentences and their elements and to clarify meaning.

Independent reading is a term used in educational settings, where students are involved in choosing and reading material for their independent consumption and enjoyment. Students that read independently have an emphasized creative choice in what they want to read and choose to learn.

Assignment

1. What is independent reading?

Week: 10

Class: Basic 1

Topic: Fluency 2

Behavioural objectives: At the end of the lesson pupils should be able to:

• Recognize common words (e.g. my, you, I, are, is, yes, no, etc) by sight.

• Read class appropriate texts and sentences accurately without hesitation.

• Use decoding to identify new words in reading messages

Instructional material/Reference material: Pictures and charts, video, jolly phonics rhyme, NPE Book 1

Building Background /connection to prior knowledge: Pupils have learnt Fluency 1.

CONTENT

Word recognition, according to Literacy Information and Communication System (LINCS) is “the ability of a reader to recognize written words correctly and virtually effortlessly” An article in Science Daily suggests

that “early word recognition is key to lifelong reading skills”.

Recognition of common one letter words

e.g. “a”, and “I” two– letter

“s”, “my”

and three- Letter words “the”, “was”; “can”

Assignment

1. Mention any two letter words