Blending and Word Formation with Fifth Jolly Phonics Group z, w, ng, v, oo for Pre-School Level 3

Class: Pre-School Level 3
Term: First Term
Week: 6
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Recognition and blending of Jolly Phonics Groups 1-4 sounds.
Topic: FIFTH JOLLY PHONICS GROUP Z, W, NG, V, OO: BLENDING AND WORD FORMATION
Subject Matter: Introduce the fifth group of sounds z, w, ng, v, oo, blending sounds, and word formation.

Specific Objectives

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

Cognitive Domain

• Identify the sounds /z/, /w/, /ng/, /v/, /oo/ when heard or seen.
• Blend given sounds to form simple C-V and C-V-C words.
• Name simple words formed using the new sounds.

Affective Domain

• Listen attentively to the teacher’s instructions and sound demonstrations.
• Participate actively in sound recognition and blending activities.

Psychomotor Domain

• Perform the actions associated with each sound.
• Trace the letter shapes for z, w, ng, v, oo.

Social Domain

• Take turns when speaking or demonstrating sounds.
• Share learning materials such as crayons and flashcards.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3
• Early Childhood Care and Education resources
• Jolly Phonics Handbook and CD

Instructional Materials

• Jolly Phonics sound flashcards for z, w, ng, v, oo
• Picture cards for words like zoo, wig, van, sing, moon, book
• Whiteboard or chart paper
• Markers or crayons
• Pupil workbooks or plain paper
• Pencils
• Sound recorder/player

Rationale for the Lesson

This lesson is crucial for 4-year-olds as it builds foundational phonics skills, enabling them to recognise new sounds and blend them to form words. Mastering these sounds and blending techniques helps children decode words, improving their early reading and writing abilities, which are essential for future academic success.

Prerequisite/Previous Knowledge

Pupils are familiar with the first four groups of Jolly Phonics sounds and can blend simple C-V-C words like ‘cat’ or ‘sit’. They can also recognise some letters of the alphabet.

Lesson Content/Board Summary

FIFTH JOLLY PHONICS GROUP Z, W, NG, V, OO: BLENDING AND WORD FORMATION

Introducing the Sounds and Actions

• /z/ as in zoo (Action: Zig-zagging hands like a buzzing bee)
• /w/ as in wet (Action: Waving hands like a fan)
• /ng/ as in sing (Action: Holding hands up to the nose, making a humming sound)
• /v/ as in van (Action: Driving a van, hands on an imaginary steering wheel)
• /oo/ as in look (short sound) and moon (long sound) (Action: Moving hands as if looking through binoculars for ‘look’, and circling hands over head for ‘moon’)

Blending Sounds to Form Words

Blending is putting sounds together to make a word.

• z + oo = zoo
• w + e = we
• w + e + t = wet
• v + a + n = van
• s + i + ng = sing
• l + oo + k = look
• m + oo + n = moon

Key Words

• Sound – A noise we make with our mouth.
• Blend – To put sounds together to make a word.
• Word – A group of sounds that has meaning.
• Zoo – A place where animals are kept.
• Van – A type of vehicle.
• Sing – To make musical sounds with your voice.

Our Phonics Sounds Rhyme

Tune: “Twinkle, Twinkle Little Star”

Z, W, NG, V, OO,
New sounds for me and you.
Zzz says ‘z’ like a bee,
Www says ‘w’, see?
Ng, ng, ng, like we sing,
Vvv says ‘v’, bring, bring!
Oo, oo, oo, like the moon,
We’ll blend them all so soon!

Actions: Perform the Jolly Phonics actions for each sound as it is sung.

Watch and Practise

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Review

Teacher’s Activity: The teacher greets the pupils, sings a familiar phonics song (e.g., “The Phonics Song”), and quickly reviews some previously learned Jolly Phonics sounds and their actions (e.g., /s/, /a/, /t/, /i/, /p/, /n/).

Pupils’ Activity: Pupils respond to greetings, sing along with the song, and perform actions for the reviewed sounds.

Learning Point: Pupils are engaged and recall prior knowledge of sounds.

Step 2: Introduction of New Sounds

Time: 5 minutes

Teaching Skill: Presentation/Modelling

Teacher’s Activity: The teacher introduces the new sounds z, w, ng, v, oo one by one using flashcards. For each sound, the teacher says the sound clearly, demonstrates its Jolly Phonics action, and gives a simple example word (e.g., “This is /z/ for zoo,” demonstrating the buzzing bee action).

Pupils’ Activity: Pupils listen attentively, watch the teacher’s mouth and actions, and try to imitate the sound and action for each new letter.

Learning Point: Pupils are introduced to the new sounds and their associated actions.

Step 3: Sound Recognition and Practice

Time: 5 minutes

Teaching Skill: Repetition/Reinforcement

Teacher’s Activity: The teacher holds up each new sound flashcard and asks pupils to say the sound and perform the action. The teacher ensures correct pronunciation and action for both the short and long ‘oo’ sounds. The teacher may use the sound recorder to play the sounds for pupils to identify.

Pupils’ Activity: Pupils repeat each sound several times and perform the corresponding action. They identify sounds played from the recorder.

Learning Point: Pupils practise recognising and articulating the new sounds correctly.

Step 4: Blending Sounds

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher explains blending as “putting sounds together to make a word.” The teacher demonstrates blending simple words using the new sounds and previously learned ones (e.g., z-oo -> zoo, w-e -> we, v-a-n -> van). The teacher uses sound cards or writes on the board, pointing to each sound as it’s blended.

Pupils’ Activity: Pupils watch and listen as the teacher demonstrates blending. They try to blend the sounds along with the teacher.

Learning Point: Pupils understand the concept of blending and begin to practise it.

Step 5: Word Formation Practice

Time: 5 minutes

Teaching Skill: Application/Guided Practice

Teacher’s Activity: The teacher guides pupils to form more words by blending. The teacher provides sounds and asks pupils to blend them (e.g., “What word do we get from s-i-ng?”, “What word is l-oo-k?”). The teacher uses picture cards to confirm the words formed.

Pupils’ Activity: Pupils actively participate by blending sounds orally to form words like ‘sing’, ‘wet’, ‘look’, ‘moon’, ‘book’, ‘zip’. They identify the correct picture for the word.

Learning Point: Pupils apply blending skills to form and recognise simple words.

Step 6: Reinforcement Activity

Time: 2 minutes

Teaching Skill: Consolidation/Creativity

Teacher’s Activity: The teacher leads pupils in singing the “Our Phonics Sounds Rhyme” from the Board Summary, encouraging them to do the actions. The teacher then asks pupils to air-trace the shapes of the letters z, w, v, and the digraphs ng, oo.

Pupils’ Activity: Pupils sing the rhyme with actions and practise air-tracing the letter shapes.

Learning Point: Pupils reinforce sound-letter recognition and pre-writing skills.

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. “What sound is this?” (showing a flashcard for z, w, ng, v, oo).
2. “Show me the action for /v/.”
3. “Can you blend /w/-/e/-/t/?”
4. “Which picture shows ‘zoo’?” (showing picture cards).
5. “Trace the letter ‘z’ on your paper.”

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: Recap/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher briefly recaps the sounds learned and encourages them to look for these sounds in books or around them. The teacher assigns a simple homework task like tracing the letters or drawing a picture for one of the words.

Pupils’ Activity: Pupils listen to the recap and instructions for homework.

Learning Point: Pupils consolidate learning and are encouraged to continue practising.

Lesson Keywords

• Sound – A noise we make with our mouth when we speak.
• Blend – To put two or more sounds together to make a word.
• Word – A sound or group of sounds that has a meaning.
• Zoo – A place where different animals are kept for people to see.
• Van – A vehicle used for carrying goods or people.
• Sing – To make music with your voice.
• Trace – To draw over a line or shape.

Differentiation

• Support: For pupils struggling with sound recognition, provide larger flashcards and more one-on-one repetition. Use hand-over-hand guidance for tracing. Focus on only two or three sounds initially. Use more familiar words for blending.
• Extension: For pupils who quickly grasp the sounds and blending, challenge them to identify more words that contain the new sounds from their environment or storybooks. Encourage them to attempt writing simple C-V-C words independently after blending.