Blending and Word Formation with Review Sounds s-oo for Pre-School Level 3

Class: Pre-School Level 3
Term: Second Term
Week: 1
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Recognition of individual letter sounds.
Topic: REVIEW SOUNDS S-OO: BLENDING AND WORD FORMATION
Subject Matter: REVIEW SOUNDS S – OO – Blending sounds – Word formation. Weekly focus: Review Sounds s-oo: Blending and Word Formation.

Specific Objectives

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

Cognitive Domain

• Identify and pronounce the sounds /s/ and /oo/.
• Understand the concept of blending sounds to form words.
• Orally blend sounds to form simple words.

Affective Domain

• Show enthusiasm for learning new words.
• Participate actively in sound blending activities.

Psychomotor Domain

• Perform actions associated with the sounds /s/ and /oo/.
• Point to pictures that match blended words.

Social Domain

• Take turns when blending sounds or identifying words.
• Work cooperatively during group activities.

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 ‘s’ and ‘oo’
• Picture cards for words like “sun”, “sit”, “zoo”, “look”
• Whiteboard or chart paper
• Markers
• Sound recorder (if using Jolly Phonics CD)
• Worksheets with pictures for matching and colouring
• Crayons

Rationale for the Lesson

This lesson is crucial for 4-year-olds as it builds foundational literacy skills by teaching them how individual sounds combine to form meaningful words. Understanding blending helps pupils decode words and begin reading, connecting sounds they already know to everyday language and objects around them.

Prerequisite/Previous Knowledge

Pupils can recognise and pronounce some basic letter sounds, including ‘s’ and ‘oo’, and are familiar with simple pictures of objects.

Lesson Content/Board Summary

REVIEW SOUNDS S-OO: BLENDING AND WORD FORMATION

1. Review of Sounds:

• Sound /s/: Like the sound a snake makes. (e.g., s-s-s-s)
• Sound /oo/: Like the sound an owl makes or when you say “moon”. (e.g., oo-oo-oo)

2. What is Blending?

Blending is putting sounds together smoothly to make a word. We take individual sounds and join them to hear the whole word.

3. Blending and Word Formation Examples:

• C-V words (Consonant-Vowel):
  • s-a = Sa
• V-C words (Vowel-Consonant):
  • a-s = As
• C-V-C words (Consonant-Vowel-Consonant):
  • s-i-t = Sit
  • s-u-n = Sun
  • l-oo-k = Look
• Other words with ‘oo’:
  • Z-oo = Zoo
  • T-oo = Too

Key Words

• Sound – What we hear when we speak letters.
• Blend – To put sounds together smoothly.
• Word – A group of sounds that has meaning.

Blending Sounds Rhyme

Tune: Twinkle, Twinkle, Little Star

Lyrics:

S-s-s, the snake goes by,
Oo-oo-oo, like an owl so high.
Put them together, what do we hear?
Words are forming, oh so clear!
S-i-t, Sit, we can all say,
Learning sounds every day!

Actions: For ‘s’, wiggle fingers like a snake. For ‘oo’, cup hands around eyes like binoculars. For ‘put them together’, bring hands together. For ‘Sit’, pretend to sit down.

Watch and Practise Blending

Teaching Methods/Instructional Techniques

• Demonstration
• Guided Practice
• Songs and Rhymes
• Picture Talk
• Question and Answer
• Repetition
• Play-based Learning
• Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Warm-up

Teacher’s Activity: The teacher greets pupils and starts with a quick “sound warm-up” game, asking pupils to make sounds they know (e.g., animal sounds, car sounds). The teacher then introduces the topic: “Today, we will review some sounds and learn how to put them together to make words!”

Pupils’ Activity: Pupils respond to greetings and participate in the sound warm-up game. They listen attentively to the introduction.

Learning Point: Pupils are engaged and ready to learn about sounds and words.

Step 2: Review Sounds /s/ and /oo/

Time: 5 minutes

Teaching Skill: Recall/Reinforcement

Teacher’s Activity: The teacher displays flashcards for ‘s’ and ‘oo’. For ‘s’, the teacher makes a snake sound and action. For ‘oo’, the teacher makes an owl hooting sound and action. The teacher asks pupils to repeat the sounds and actions.

Pupils’ Activity: Pupils identify the sounds, repeat them after the teacher, and perform the associated actions.

Learning Point: Pupils recall and correctly pronounce the sounds /s/ and /oo/ with actions.

Step 3: Introduce Blending

Time: 4 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains blending using a simple analogy, e.g., “When we mix colours, we get a new colour. When we mix sounds, we get a new word!” The teacher demonstrates with two sounds, s-a, first saying them separately, then smoothly blending them to form “Sa”.

Pupils’ Activity: Pupils listen to the explanation and observe the teacher’s demonstration of blending sounds.

Learning Point: Pupils understand the concept of blending sounds.

Step 4: Blending Practice (C-V, V-C words)

Time: 5 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher writes “a-s” on the board, says “a” then “s”, then blends “As”. Pupils repeat. The teacher then writes “s-a”, says “s” then “a”, then blends “Sa”. Pupils repeat. The teacher uses flashcards for visual reinforcement.

Pupils’ Activity: Pupils repeat the individual sounds and then the blended words “As” and “Sa” after the teacher, using flashcards for visual cues.

Learning Point: Pupils practise blending two-sound words.

Step 5: Blending Practice (C-V-C, words with ‘oo’)

Time: 5 minutes

Teaching Skill: Application/Reinforcement

Teacher’s Activity: The teacher introduces words like “Sit”, “Sun”, “Zoo”, “Too”, “Look”. For each word, the teacher first says the individual sounds (e.g., s-i-t) and then blends them into the word. The teacher shows corresponding picture cards (e.g., picture of a sun for “Sun”). Pupils repeat each step.

Pupils’ Activity: Pupils listen to the individual sounds, blend them orally, and say the complete word. They point to the correct picture card for each word.

Learning Point: Pupils apply blending skills to form three-sound words and words with ‘oo’.

Step 6: Rhyme and Video Reinforcement

Time: 4 minutes

Teaching Skill: Creative Reinforcement

Teacher’s Activity: The teacher leads pupils in singing the “Blending Sounds Rhyme” with actions. Then, the teacher plays the short educational video on blending CVC words, encouraging pupils to listen and repeat words from the video.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, repeating words as prompted.

Learning Point: Pupils reinforce blending skills through song and visual media.

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 does a snake make?” (Pupils make /s/ sound).
2. “What sound does an owl make?” (Pupils make /oo/ sound).
3. “Listen: s-u-n. What word did I make?” (Pupils say “Sun” and point to a picture of the sun).
4. The teacher distributes worksheets where pupils colour the right picture for a given blended word or match a sound to a correct picture.

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate, including completing the worksheet tasks.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summary

Teacher’s Activity: The teacher praises pupils for their hard work in blending sounds and forming words. The teacher reminds them to keep practising listening for sounds in words.

Pupils’ Activity: Pupils listen to the teacher’s summary and praise.

Learning Point: Pupils feel accomplished and encouraged to continue learning.

Lesson Keywords

• S – The sound /s/ as in ‘snake’.
• OO – The sound /oo/ as in ‘moon’ or ‘zoo’.
• Blend – To join sounds together to make a word.
• Word – A sound or group of sounds that means something.

Differentiation

• Support: For pupils struggling with blending, provide extra one-on-one practice, using only two sounds at first (e.g., a-s, s-a). Use larger flashcards and hand-over-hand guidance to physically blend sounds together. Repeat sounds slowly and clearly multiple times.
• Extension: For pupils who quickly grasp blending, challenge them to blend other simple CVC words using familiar sounds (e.g., m-a-p, p-e-n, c-a-t). Ask them to identify objects in the classroom that start with ‘s’ or contain the ‘oo’ sound.