Blending and Word Formation with Fourth Jolly Phonics Group ai, oa, ie, ee, or for Pre-School Level 3

Class: Pre-School Level 3
Term: First Term
Week: 5
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Introduction to earlier Jolly Phonics sound groups and basic letter sounds.
Topic: FOURTH JOLLY PHONICS GROUP AI, OA, IE, EE, OR: BLENDING AND WORD FORMATION
Subject Matter: INTRODUCTION OF THE FOURTH GROUP OF SOUNDS ai, oa, ie, ee, or. – Blending sounds – Word formation.

Specific Objectives

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

Cognitive Domain

• Identify and say the sounds of the fourth Jolly Phonics group: ai, oa, ie, ee, or.
• Recognise words formed by blending these sounds.
• Match the sounds to their corresponding pictures.

Affective Domain

• Listen attentively to the teacher when sounds are introduced.
• Participate actively in blending sounds and word formation activities.

Psychomotor Domain

• Trace the sounds ‘ai’, ‘oa’, ‘ie’, ‘ee’, ‘or’ in their notebooks.
• Colour pictures that represent words with the target sounds.

Social Domain

• Take turns when blending sounds and forming words.
• Cooperate during group activities involving sound recognition.

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

• Flashcards for sounds: ai, oa, ie, ee, or
• Picture cards for words containing the target sounds (e.g., rain, boat, pie, tree, corn)
• Jolly Phonics sound recorder (as available)
• Whiteboard and markers
• Crayons and drawing paper/notebooks
• Charts with example words for blending

Rationale for the Lesson

This lesson introduces pupils to the fourth group of Jolly Phonics sounds, which are crucial for developing early reading and writing skills. By learning to blend these sounds and form words, children build a strong foundation for phonics, enabling them to decode new words and improve their literacy confidence. This skill is vital for future academic success and everyday communication.

Prerequisite/Previous Knowledge

Pupils can recognise some basic letter sounds and have been introduced to earlier Jolly Phonics sound groups. They can also identify familiar objects and pictures.

Lesson Content/Board Summary

FOURTH JOLLY PHONICS GROUP AI, OA, IE, EE, OR: BLENDING AND WORD FORMATION

Introduction of the Fourth Group of Sounds

These are special sounds made by two letters together:

• ai (as in rain, train) – says “ay”
• oa (as in boat, coat) – says “oh”
• ie (as in pie, tie) – says “eye”
• ee (as in tree, bee) – says “ee”
• or (as in fork, corn) – says “or”

Blending Sounds to Form Words

Blending means putting sounds together to make a word.

• r-ai-n → rain
• b-oa-t → boat
• p-ie → pie
• t-r-ee → tree
• f-or → for

Word Formation Examples

Let’s form words using our new sounds:

• ai: rain, day, sail
• oa: boat, coat, road
• ie: pie, tie, lie
• ee: tree, bee, see
• or: for, corn, short

Sound and Blending Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

Ai, oa, ie, ee, or,
Hear the sounds, let’s explore!
‘Ai’ says ‘ay’ like in rain,
‘Oa’ says ‘oh’ in the boat again.
‘Ie’ says ‘eye’ in a pie so sweet,
‘Ee’ says ‘ee’ like a busy bee.
‘Or’ says ‘or’ for the door,
Let’s blend them all, and learn some more!

Actions: Point to each sound flashcard as it is named. Cup ear for “hear the sounds.” Make rain gesture for ‘ai’. Row boat gesture for ‘oa’. Point to eye for ‘ie’. Buzz like a bee for ‘ee’. Point to a door for ‘or’. Blend hands together for “blend them all.”

Watch and Practise

Key Words

• ai – a sound made by two letters together, like in “rain”.
• oa – a sound made by two letters together, like in “boat”.
• ie – a sound made by two letters together, like in “pie”.
• ee – a sound made by two letters together, like in “tree”.
• or – a sound made by two letters together, like in “for”.
• Blend – to put sounds together to make a word.
• Word – a sound or group of sounds that has a meaning.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: Greet pupils warmly. Lead a quick recap of some previously learned Jolly Phonics sounds and their actions to warm up their voices and minds.

Pupils’ Activity: Pupils respond to greetings and participate in recalling previous sounds and actions.

Learning Point: Pupils are engaged and ready for the new lesson, recalling prior knowledge.

Step 2: Introduction of New Sounds (ai, oa, ie, ee, or)

Time: 7 minutes

Teaching Skill: Introduction/Demonstration

Teacher’s Activity: Introduce each new sound (ai, oa, ie, ee, or) one by one using flashcards. Clearly say the sound, demonstrate its Jolly Phonics action, and give a simple example word with a picture. Encourage pupils to repeat the sound and action after the teacher.

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

Learning Point: Pupils recognise and orally produce the new sounds with their associated actions.

Step 3: Sound-Picture Association

Time: 5 minutes

Teaching Skill: Association/Identification

Teacher’s Activity: Show a mix of flashcards (ai, oa, ie, ee, or) and picture cards (e.g., rain, boat, pie, tree, corn). Ask pupils to match the sound flashcard to the correct picture card that contains that sound. Use the sound recorder to play the sounds if available.

Pupils’ Activity: Pupils point to or pick up the correct picture card that matches the sound shown or played by the teacher.

Learning Point: Pupils can associate the new sounds with corresponding pictures.

Step 4: Blending Demonstration

Time: 4 minutes

Teaching Skill: Modelling/Explanation

Teacher’s Activity: Explain what blending means (putting sounds together to make a word). Demonstrate blending simple words using the new sounds, such as ‘r-ai-n’ to “rain” or ‘b-oa-t’ to “boat”. Say each sound clearly, then sweep your hand to blend them into the full word.

Pupils’ Activity: Pupils watch and listen attentively as the teacher demonstrates blending sounds to form words.

Learning Point: Pupils understand the concept of blending sounds.

Step 5: Guided Blending and Word Formation

Time: 5 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: Guide pupils to blend sounds and form words. Start with simple words like “See,” “Lie,” “Tree,” “For,” “Day” (from the seed). Write the sounds on the board and point to them, encouraging pupils to say each sound, then blend them together. Provide ample repetition and support.

Pupils’ Activity: Pupils orally practice blending sounds and forming words with the teacher’s guidance.

Learning Point: Pupils practice blending sounds and forming simple words.

Step 6: Reinforcement Activity (Rhyme and Tracing)

Time: 5 minutes

Teaching Skill: Reinforcement/Application

Teacher’s Activity: Lead pupils in singing the “Sound and Blending Rhyme” with actions. Then, provide notebooks or paper and crayons. Guide pupils to trace the sounds ‘ai’, ‘oa’, ‘ie’, ‘ee’, ‘or’ in their notebooks. Encourage them to say the sound as they trace.

Pupils’ Activity: Pupils sing the rhyme with actions and then trace the new sounds in their notebooks, saying the sounds as they trace.

Learning Point: Pupils reinforce their recognition of sounds through song and develop pre-writing skills by tracing.

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?” (Show ‘ai’ flashcard).
2. “Can you say the sound for this picture?” (Show a picture of a tree).
3. “Let’s blend these sounds: b-oa-t. What word do we make?”
4. “Point to the sound ‘ie’ on the chart.”

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

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarisation/Encouragement

Teacher’s Activity: Summarise the sounds learned and praise pupils for their effort in blending and forming words. Encourage them to look for these sounds in books or around them. Assign a simple home activity like colouring a picture that contains one of the new sounds.

Pupils’ Activity: Pupils listen to the summary, receive praise, and understand their home activity.

Learning Point: Pupils consolidate their learning and feel encouraged.

Lesson Keywords

• ai – a sound made by two letters together, like in “rain”.
• oa – a sound made by two letters together, like in “boat”.
• ie – a sound made by two letters together, like in “pie”.
• ee – a sound made by two letters together, like in “tree”.
• or – a sound made by two letters together, like in “for”.
• Blend – to put sounds together to make a word.
• Word – a sound or group of sounds that has a meaning.

Differentiation

• Support: For pupils struggling to identify sounds, use larger flashcards, provide more one-on-one repetition, or use hand-over-hand guidance for tracing. Focus on only two or three sounds at a time before moving to all five.
• Extension: For pupils who quickly grasp the concepts, challenge them to identify other words that contain the new sounds from familiar objects or storybooks. Encourage them to attempt blending more complex CVC words or simple two-syllable words if appropriate.