Alternative Spellings igh, y, ie, oi, oy, ou and ow for Pre-School Level 4

Class: Pre-School Level 4

Term: Second Term

Week: 4

Age: 5 years

Duration: 30 minutes

Subject: Literacy

Curriculum Theme: Language Domain

Previous Lesson: Identifying and blending words with ‘ai’ and ‘ee’ alternative spellings.

Topic: ALTERNATIVE SPELLINGS IGH, Y, IE, OI, OY, OU AND OW

Subject Matter: ALTERNATIVE SPELLINGS: (igh, y, ie) (oi -oy) (ou -ow) SIGHT WORDS: Be, Like.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify words containing the alternative spellings ‘igh’, ‘y’, ‘ie’, ‘oi’, ‘oy’, ‘ou’, and ‘ow’.
• Blend sounds to read simple words with these alternative spellings.
• Recognise and read the sight words “be” and “like”.

Affective Domain

• Listen attentively to the teacher’s explanations and demonstrations.
• Participate actively in oral practice and group activities.
• Show interest in learning new spelling patterns.

Psychomotor Domain

• Point to specific alternative spellings in words.
• Trace or attempt to write simple words containing the target spellings.

Social Domain

• Take turns when speaking during class activities.
• Work cooperatively during guided practice.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education Literacy Resources

Instructional Materials

• Charts displaying words with ‘igh’, ‘y’, ‘ie’, ‘oi’, ‘oy’, ‘ou’, ‘ow’
• Flashcards with sight words: “be”, “like”
• Picture cards for words like ‘light’, ‘sky’, ‘pie’, ‘coin’, ‘boy’, ‘house’, ‘cow’
• Whiteboard and markers
• Crayons and paper for tracing/writing

Rationale for the Lesson

This lesson introduces pupils to the concept that different letter combinations can make the same sound, which is crucial for developing early reading and writing skills. Learning alternative spellings helps children decode and encode a wider range of words, while sight words build a foundation for fluent reading of common texts.

Prerequisite/Previous Knowledge

Pupils can recognise most letters of the alphabet, know their basic sounds, and can blend simple CVC (consonant-vowel-consonant) words. They have also been introduced to some basic sight words and other alternative spellings like ‘ai’ and ‘ee’.

Lesson Content/Board Summary

ALTERNATIVE SPELLINGS IGH, Y, IE, OI, OY, OU AND OW

Sometimes, the same sound can be spelled in different ways. These are called alternative spellings.

Alternative Spellings for the Long ‘I’ Sound (/ai/)

• igh (as in night, light, high)
• y (as in sky, fly, cry)
• ie (as in pie, tie, lie)

Examples:

Night, light, high

Sky, fly, cry

Pie, tie, lie

Alternative Spellings for the ‘OI’ Sound (/oi/)

• oi (as in coin, boil, foil)
• oy (as in toy, boy, joy)

Examples:

Coin, boil, foil

Toy, boy, joy

Alternative Spellings for the ‘OW’ Sound (/ow/)

• ou (as in house, mouse, cloud)
• ow (as in cow, how, brown)

Examples:

House, mouse, cloud

Cow, how, brown

Sight Words

Sight words are words we learn to read quickly by just looking at them, without sounding them out.

• be (e.g., I want to be happy.)
• like (e.g., I like to play.)

What the Teacher Should Show or Draw

• Display charts with each alternative spelling group and their example words.
• Show picture cards for words like ‘night’, ‘sky’, ‘pie’, ‘coin’, ‘boy’, ‘house’, ‘cow’.
• Write the words clearly on the whiteboard as they are introduced.
• Point to the specific letter combinations that make the target sound.

Alternative Spellings Song

Tune: “Twinkle, Twinkle Little Star”

‘Igh’, ‘y’, ‘ie’ make the ‘i’ sound,
In night and sky, all around.
‘Oi’ and ‘oy’ say ‘oi’, ‘oi’, ‘oi’,
Like in coin and happy boy.
‘Ou’ and ‘ow’ say ‘ow’, ‘ow’, ‘ow’,
Like in house and brown cow.
Spellings change, but sounds stay true,
Learning words is fun for you!

Actions:

For ‘igh’, ‘y’, ‘ie’: Point up high for ‘i’ sound.

For ‘oi’, ‘oy’: Make a circular motion with hands.

For ‘ou’, ‘ow’: Point down for ‘ow’ sound.

For “fun for you”: Clap hands.

How to use the rhyme: Sing the song after introducing all the alternative spellings to help pupils remember the different combinations and their sounds. Encourage them to do the actions.

Key Words

• Alternative Spellings – Different ways to write the same sound.
• Sight Words – Words we learn to read quickly by looking at them.
• Igh – A spelling for the long ‘i’ sound.
• Y – Another spelling for the long ‘i’ sound.
• Ie – Another spelling for the long ‘i’ sound.
• Oi – A spelling for the /oi/ sound.
• Oy – Another spelling for the /oi/ sound.
• Ou – A spelling for the /ow/ sound.
• Ow – Another spelling for the /ow/ sound.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Manipulation of Objects, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Reviewing

Teacher’s Activity: The teacher greets the pupils and reviews some previously learned alternative spellings (e.g., ‘ai’ as in rain, ‘ee’ as in tree). The teacher then introduces the new topic: different ways to spell the sounds /ai/, /oi/, and /ow/.

Pupils’ Activity: Pupils respond to greetings, recall previous spellings, and listen attentively to the new topic.

Learning Point: Pupils connect new learning to prior knowledge and are ready for the lesson.

Step 2: Presentation of ‘igh, y, ie’ for the Long ‘I’ Sound

Time: 5 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher introduces the long ‘i’ sound. The teacher displays charts showing ‘igh’, ‘y’, ‘ie’ and example words like ‘night’, ‘sky’, ‘pie’. The teacher says each word, emphasising the long ‘i’ sound, and points to the alternative spelling. Pupils repeat after the teacher.

Pupils’ Activity: Pupils listen, observe the charts, repeat the words, and identify the ‘igh’, ‘y’, ‘ie’ spellings in the words.

Learning Point: Pupils recognise ‘igh’, ‘y’, ‘ie’ as alternative spellings for the long ‘i’ sound and can say example words.

Step 3: Presentation of ‘oi, oy’ for the ‘OI’ Sound

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher introduces the /oi/ sound. The teacher displays charts showing ‘oi’, ‘oy’ and example words like ‘coin’, ‘boy’. The teacher says each word, emphasising the /oi/ sound, and points to the alternative spelling. Pupils repeat and blend the sounds to read the words.

Pupils’ Activity: Pupils listen, observe, repeat the words, and practice blending the sounds for words with ‘oi’ and ‘oy’.

Learning Point: Pupils recognise ‘oi’, ‘oy’ as alternative spellings for the /oi/ sound and can read example words.

Step 4: Presentation of ‘ou, ow’ for the ‘OW’ Sound

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher introduces the /ow/ sound. The teacher displays charts showing ‘ou’, ‘ow’ and example words like ‘house’, ‘cow’. The teacher says each word, emphasising the /ow/ sound, and points to the alternative spelling. Pupils repeat and blend the sounds to read the words.

Pupils’ Activity: Pupils listen, observe, repeat the words, and practice blending the sounds for words with ‘ou’ and ‘ow’.

Learning Point: Pupils recognise ‘ou’, ‘ow’ as alternative spellings for the /ow/ sound and can read example words.

Step 5: Introduction of Sight Words: “be”, “like”

Time: 4 minutes

Teaching Skill: Direct Instruction/Repetition

Teacher’s Activity: The teacher shows flashcards for “be” and “like”. The teacher explains that these are sight words we learn to read quickly. The teacher says each word and uses it in a simple sentence. Pupils repeat the words and the sentences.

Pupils’ Activity: Pupils look at the flashcards, repeat the sight words, and say the simple sentences.

Learning Point: Pupils recognise and can read the sight words “be” and “like” and use them in simple sentences.

Step 6: Rhyme and Word Building Activity

Time: 3 minutes

Teaching Skill: Reinforcement/Activity

Teacher’s Activity: The teacher leads the pupils in singing the “Alternative Spellings Song” with actions. The teacher then guides pupils to build simple words using letter cards or by writing on individual whiteboards, focusing on the alternative spellings (e.g., “l-igh-t”, “b-oy”, “c-ow”).

Pupils’ Activity: Pupils sing the song with actions. Pupils participate in word building by selecting letter cards or attempting to write the words with teacher guidance.

Learning Point: Pupils reinforce their understanding of alternative spellings through song and practical word building.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. Point to a word on the chart that has the ‘igh’ sound (e.g., ‘light’).
2. Say a word that has the ‘oy’ sound.
3. Which word has the ‘ou’ sound: ‘house’ or ‘hen’?
4. Read the sight word “be” from the flashcard.
5. Read the sight word “like” from the flashcard.

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarising/Encouraging

Teacher’s Activity: The teacher summarises the lesson by reminding pupils that many sounds can be spelled in different ways. The teacher encourages pupils to look for these spellings in books and around them. The teacher praises their participation.

Pupils’ Activity: Pupils listen to the summary and receive encouragement.

Learning Point: Pupils consolidate their learning and feel encouraged.

Lesson Keywords

• Igh – A way to spell the long ‘i’ sound, as in ‘night’.
• Y – A way to spell the long ‘i’ sound, as in ‘sky’.
• Ie – A way to spell the long ‘i’ sound, as in ‘pie’.
• Oi – A way to spell the /oi/ sound, as in ‘coin’.
• Oy – A way to spell the /oi/ sound, as in ‘boy’.
• Ou – A way to spell the /ow/ sound, as in ‘house’.
• Ow – A way to spell the /ow/ sound, as in ‘cow’.
• Be – A sight word, meaning to exist or happen.
• Like – A sight word, meaning to enjoy or be similar to.

Differentiation

• Support: For pupils who are struggling, provide larger print charts, more one-on-one repetition, and hand-over-hand guidance for tracing words. Focus on identifying just one or two alternative spellings at a time. Use more picture cues.
• Extension: For pupils who grasp the concepts quickly, challenge them to think of other words with the alternative spellings. Encourage them to use the sight words “be” and “like” in their own simple sentences orally. Provide opportunities for them to write more words independently.

Note for teachers using this lesson plan

Before the lesson, ensure all charts and flashcards are prepared and clearly visible. The concept of alternative spellings can be abstract for young children, so rely heavily on visual aids, clear pronunciation, and repetitive oral practice. Emphasise the *sound* first, then show the different *spellings* that make that sound. When introducing each alternative spelling, say the word, point to the spelling, and have pupils repeat. For sight words, focus on instant recognition rather than sounding out. The word building activity can be done with magnetic letters, letter cards, or by writing on individual mini-whiteboards. Observe pupils’ ability to identify the spellings and blend the sounds as a key indicator of understanding.