Note for teachers using this lesson plan

Before this lesson, ensure you have prepared flashcards for each of the sounds /s/, /a/, /t/, /i/, /p/, /n/ and picture cards for words like “sat”, “pin”, “nap”. The central idea is for pupils to understand that individual sounds can be joined (blended) to form words. Successful learning will be observed when pupils can orally blend two or three sounds to form simple words and identify these sounds with their corresponding actions.

Class: Pre-School Level 3
Term: First Term
Week: 1
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Not specifically stated in the scheme.
Topic: FIRST JOLLY PHONICS GROUP S, A, T, I, P, N: BLENDING AND WORD FORMATION
Subject Matter: Introduction of the first group of sounds s, a, t, i, p, n. – Blending sounds – Word formation.

Specific Objectives

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

Cognitive Domain

Identify the sounds /s/, /a/, /t/, /i/, /p/, /n/ when shown flashcards.
Blend two or three sounds from the group to form simple words orally.
Recognise simple words formed from the first Jolly Phonics group.

Affective Domain

Show enthusiasm for learning new sounds and words.
Listen attentively to the teacher’s instructions and demonstrations.

Psychomotor Domain

Perform the actions associated with each sound.
Point to the correct sound or word when asked.

Participate actively in group sound and word blending activities.
Take turns when practising blending sounds.

Reference Materials

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

Instructional Materials

Flashcards for sounds /s/, /a/, /t/, /i/, /p/, /n/
Picture cards for words like “sat”, “pin”, “nap”
Letter cards for s, a, t, i, p, n
Whiteboard or chart paper
Markers
Sound recorder (if available)

Rationale for the Lesson

This lesson is crucial for 4-year-olds as it introduces them to the foundational skill of phonics, which is essential for early reading. By learning to blend sounds and form simple words, pupils begin to understand how letters combine to create meaning, building confidence and a strong base for literacy development.

Prerequisite/Previous Knowledge

Pupils can listen to stories, identify some familiar objects, and follow simple instructions.

Lesson Content/Board Summary

FIRST JOLLY PHONICS GROUP S, A, T, I, P, N: BLENDING AND WORD FORMATION

Introduction to Sounds and Actions

/s/: Make a ‘s-s-s’ sound like a snake, waving hand like an ‘s’.
/a/: Make an ‘a-a-a’ sound like ants on your arm, wiggling fingers on arm.
/t/: Make a ‘t-t-t’ sound like a tennis game, moving head side to side.
/i/: Make an ‘i-i-i’ sound like a mouse, wiggling fingers on nose.
/p/: Make a ‘p-p-p’ sound like puffing out candles, puffing cheeks.
/n/: Make a ‘n-n-n’ sound like an aeroplane, holding arms out like wings.

What is Blending?

Blending is joining sounds together to make a word. We say the sounds quickly, one after another, to hear the whole word.

Word Formation Examples

Vowel-Consonant (V-C) Words:

/a/ + /s/ = as
/a/ + /t/ = at
/i/ + /t/ = it
/i/ + /n/ = in
/a/ + /n/ = an
/i/ + /s/ = is

Consonant-Vowel-Consonant (C-V-C) Words:

/s/ + /a/ + /t/ = sat
/p/ + /a/ + /n/ = pan
/s/ + /i/ + /t/ = sit
/p/ + /i/ + /n/ = pin
/t/ + /i/ + /n/ = tin
/n/ + /a/ + /p/ = nap

Sound and Blending Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

S-s-s and a-a-a,
Let us blend and learn today.
T-t-t and i-i-i,
Words we’re making, oh my, my!
P-p-p and n-n-n,
Blending sounds is so much fun!

Actions: Perform the Jolly Phonics actions for each sound as it is sung. Clap hands when blending sounds.

Watch and Practise Blending

https://www.youtube.com/watch?v=7uK3j3k66d0

Key Words

Sound – The noise a letter makes.
Blend – To join sounds together to make a word.
Word – A group of sounds that has a meaning.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce each sound one by one, showing the flashcard, saying the sound clearly, and demonstrating the action. Have pupils repeat the sound and action several times. For blending, start with two sounds, saying them slowly then quickly together. Emphasise listening for the whole word. Use letter cards to physically show how letters come together to form words.

What to show or demonstrate: Use large, clear flashcards for each sound. Demonstrate the Jolly Phonics actions for /s/, /a/, /t/, /i/, /p/, /n/. Use letter cards to build words like “at”, “sat”, “pin” on the whiteboard or a magnetic board, pointing to each sound as you say it, then sweeping your finger across to blend them.

How to use the rhyme/song: Sing the rhyme slowly at first, demonstrating the actions for each sound. Repeat it several times, encouraging pupils to join in with the sounds and actions. Use it as a fun way to review the sounds and the idea of blending.

How to use the video: Introduce the video by telling pupils they will watch how sounds are joined to make words. Play the video, pausing if necessary to allow pupils to repeat sounds or words. After watching, ask pupils to practise blending some of the words they saw in the video, reinforcing the concept.

What to watch for: Observe if pupils are correctly making the sounds and actions. Pay attention to pupils who struggle with blending; they may need extra individual practice saying the sounds slowly then speeding up. Ensure they are not adding extra sounds (e.g., ‘suh’ instead of ‘s’).

Teaching Methods/Instructional Techniques

Play-based Learning
Demonstration
Guided Practice
Songs and Rhymes
Picture Talk
Question and Answer
Repetition
Manipulation of Objects (letter cards)

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Warm-up

Teacher’s Activity: The teacher greets the pupils warmly and leads a quick “Hello” song. The teacher then tells pupils they will learn to make new sounds and join them to make words, like magic!

Pupils’ Activity: Pupils respond to greetings and participate in the song, showing excitement for the lesson.

Learning Point: Pupils are engaged and ready to learn.

Step 2: Introduction of Sounds and Actions

Time: 6 minutes

Teaching Skill: Demonstration/Repetition

Teacher’s Activity: The teacher introduces each sound (/s/, /a/, /t/, /i/, /p/, /n/) one by one using flashcards. For each sound, the teacher says the sound clearly, shows the Jolly Phonics action, and gives a simple example word (e.g., /s/ for snake). The teacher encourages pupils to repeat the sound and action.

Pupils’ Activity: Pupils listen, repeat each sound and action after the teacher, and look at the flashcards.

Learning Point: Pupils recognise and can produce the first group of Jolly Phonics sounds with their actions.

Step 3: Blending Practice (V-C Words)

Time: 5 minutes

Teaching Skill: Modelling/Guided Practice

Teacher’s Activity: The teacher explains what blending is (joining sounds). Using letter cards, the teacher models blending two sounds to form V-C words like “as”, “at”, “it”, “in”. The teacher says each sound slowly, then quickly sweeps a finger under the letters to say the whole word. Pupils are encouraged to try with the teacher.

Pupils’ Activity: Pupils observe the teacher blending sounds and attempt to blend the V-C words orally with guidance.

Learning Point: Pupils understand the concept of blending and can blend simple two-sound words.

Step 4: Blending Practice (C-V-C Words)

Time: 5 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher extends blending to three sounds, forming C-V-C words like “sat”, “pan”, “sit”, “pin”. The teacher uses letter cards to build these words, demonstrating how to say each sound and then blend them quickly to form the word. The teacher provides ample opportunity for pupils to practise.

Pupils’ Activity: Pupils actively participate in blending the three-sound words, repeating after the teacher and attempting to say them independently.

Learning Point: Pupils can blend three sounds to form C-V-C words.

Step 5: Word Formation Activity

Time: 4 minutes

Teaching Skill: Practical Application

Teacher’s Activity: The teacher distributes letter cards (s, a, t, i, p, n) to small groups or pairs. The teacher calls out a word (e.g., “sat”) and asks pupils to arrange their letter cards to form that word. The teacher walks around to assist and check.

Pupils’ Activity: Pupils work in groups/pairs to arrange letter cards to form the words called out by the teacher.

Learning Point: Pupils apply blending skills to physically form words using letter cards.

Step 6: Rhyme and Video Reinforcement

Time: 3 minutes

Teaching Skill: Reinforcement/Visual Aid

Teacher’s Activity: The teacher leads pupils in singing the “Sound and Blending Rhyme” with actions. Afterwards, the teacher plays the short educational video on blending Jolly Phonics Group 1 sounds, encouraging pupils to watch and listen carefully.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video attentively, repeating sounds or words as prompted by the video or teacher.

Learning Point: Pupils reinforce their understanding of sounds and blending through song and visual demonstration.

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.

“What sound does this card make?” (Showing a flashcard, e.g., ‘s’).
“Can you make the action for the /a/ sound?”
“Listen: /p/ /i/ /n/. What word is that?”
“Point to the word ‘at’ on the board.” (Teacher writes a few simple words on the board).
“Match the sound /s/ to a picture of a snake.” (Using picture cards).

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: Summary/Encouragement

Teacher’s Activity: The teacher summarises that they have learned new sounds and how to join them to make words. The teacher praises pupils for their hard work and encourages them to keep practising their sounds at home.

Pupils’ Activity: Pupils listen to the summary and receive praise, feeling proud of their learning.

Learning Point: Pupils review what they have learned and feel encouraged.

Lesson Keywords

Sound – The noise a letter makes.
Blend – To join sounds together to make a word.
Word – A group of sounds that has a meaning.

Differentiation

Support: For pupils struggling with sounds, provide extra one-on-one repetition with flashcards and actions. Use larger letter cards for blending. Focus on only two-sound words (V-C) first.
Extension: For pupils who quickly grasp blending, challenge them to identify the initial sound in other familiar words not from the group (e.g., “sun,” “apple”). Ask them to think of other words they can make with the given sounds.