Note for teachers using this lesson plan
Before this lesson, prepare flashcards for each sound (c, k, e, h, r, m, d) with their corresponding pictures and actions. Also, have picture cards for simple CVC words (e.g., cat, hen, rat, man) ready. The central idea is for pupils to connect the sound to its letter, perform the action, and then blend these sounds to form simple words. Observe if pupils can confidently say the sounds and attempt to blend them orally, showing early phonics skills.
Class: Pre-School Level 3
Term: First Term
Week: 2
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Introduction to the first group of Jolly Phonics sounds and basic blending.
Topic: SECOND JOLLY PHONICS GROUP C, K, E, H, R, M, D: BLENDING AND WORD FORMATION
Subject Matter: Introduction of the second group of sounds c, k, e, h, r, m, d – Blending sounds – Word formation.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify and say the sounds /c/, /k/, /e/, /h/, /r/, /m/, /d/ correctly.
- Recognise the letters c, k, e, h, r, m, d.
- Blend two or three sounds from the group to form simple words.
- Pronounce simple CVC words correctly after blending.
Affective Domain
- Participate actively in sound practice and blending games.
- Show enthusiasm for learning new sounds and words.
- Listen attentively to the teacher and peers during activities.
Psychomotor Domain
- Perform the Jolly Phonics actions for each new sound.
- Point to the correct letter or picture when a sound is called out.
- Attempt to trace the letters c, k, e, h, r, m, d in the air or on paper.
Social Domain
- Take turns when saying sounds or forming words.
- Work cooperatively during group blending activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3.
- Jolly Phonics Handbook.
- Early Childhood Care and Education resources on phonics.
Instructional Materials
- Jolly Phonics flashcards for sounds c, k, e, h, r, m, d.
- Picture cards for words like ‘cat’, ‘hen’, ‘rat’, ‘man’, ‘dog’, ‘egg’, ‘kite’.
- Whiteboard and markers.
- Crayons and paper for assessment activity.
- Sound recorder (optional, for playback).
Rationale for the Lesson
This lesson is crucial for 4-year-olds as it builds foundational literacy skills by introducing more letter sounds and the essential skill of blending them to form words. Mastering these sounds and blending techniques helps children decode words, which is a vital step towards independent reading and writing, connecting sounds to meaning in their everyday language.
Prerequisite/Previous Knowledge
Pupils should be able to recognise and say the first group of Jolly Phonics sounds (s, a, t, i, p, n) and perform their actions. They should also have a basic understanding of what a “sound” is and have attempted simple blending with the first group.
Lesson Content/Board Summary
SECOND JOLLY PHONICS GROUP C, K, E, H, R, M, D: BLENDING AND WORD FORMATION
1. Introduction of Sounds (c, k, e, h, r, m, d)
- /c/ as in cat (Action: Click castanets with fingers)
- /k/ as in kite (Action: Fly a kite with hands)
- /e/ as in egg (Action: Crack an egg on arm)
- /h/ as in hat (Action: Panting, hand in front of mouth)
- /r/ as in rat (Action: Tear a rag with hands)
- /m/ as in man (Action: Rub tummy, “mmm” for yummy food)
- /d/ as in dog (Action: Play a drum with hands)
2. What is Blending?
Blending is putting sounds together to make a word. We say the sounds quickly, one after another, to hear the whole word.
3. Word Formation Examples (using sounds from Group 1 and 2)
- C-V Words (Consonant-Vowel):
- /m/ + /a/ = ma
- /h/ + /e/ = he
- /r/ + /a/ = ra
- /d/ + /e/ = de
- V-C Words (Vowel-Consonant):
- /e/ + /m/ = em
- /a/ + /n/ = an
- /e/ + /d/ = ed
- C-V-C Words (Consonant-Vowel-Consonant):
- /m/ + /a/ + /n/ = man
- /h/ + /e/ + /n/ = hen
- /r/ + /a/ + /t/ = rat
- /d/ + /o/ + /t/ = dot (using ‘o’ from Group 3 if already introduced, or focus on simpler ones like ‘red’, ‘met’)
- /p/ + /e/ + /t/ = pet
- /c/ + /a/ + /t/ = cat
- /k/ + /i/ + /d/ = kid
- /m/ + /a/ + /t/ = mat
Key Words
- Sound – The noise a letter makes.
- Blend – To put sounds together to make a word.
- Word – A group of sounds that has a meaning.
Our Blending Song
Tune: “Are You Sleeping, Brother John?”
Sounds together, sounds together,
Let us blend, let us blend.
/m/ /a/ /n/, /m/ /a/ /n/,
Makes the word “man”, makes the word “man”.
Actions: Clap hands for each sound, then sweep hands together for the word. Point to mouth when saying “sound” and “word”.
Watch and Practise Blending
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce each sound one by one using the flashcard, saying the sound clearly, and demonstrating its action. Have pupils repeat the sound and action multiple times. For blending, start with two sounds (C-V, V-C) and then move to three sounds (C-V-C). Write the letters on the board as you blend, pointing to each letter as its sound is made, then sweeping your hand under the letters as the word is said. Use the picture cards to reinforce the meaning of the words formed.
What to show or demonstrate: Show the Jolly Phonics flashcards for c, k, e, h, r, m, d. Clearly demonstrate each sound’s action. Write letters on the board and physically demonstrate the blending process by pointing to each letter for its sound and then sweeping your hand under the word for the blend. Use picture cards for words like ‘cat’, ‘hen’, ‘rat’, ‘man’ to confirm understanding.
How to use the rhyme/song: Sing the “Our Blending Song” together after introducing blending. Repeat it several times, encouraging pupils to join in with the sounds and actions. Change the CVC word in the song (e.g., “hen”, “rat”) to practice different blends.
How to use the video: Introduce the video as a fun way to practice blending. Ask pupils to watch and listen carefully to how the sounds are put together to form words. After watching, pause the video at different points and ask pupils to try blending the sounds they see on the screen before the video reveals the word. Encourage them to say the words out loud.
What to watch for: Observe if pupils are confusing similar sounds (e.g., /c/ and /k/). Watch for pupils who struggle to blend sounds smoothly; provide extra individual practice by slowing down the sounds and gradually increasing speed. Ensure they are performing the actions correctly as a memory aid.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Imitation
- Manipulation of Objects (flashcards, picture cards)
- Repetition
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and leads them in a quick recap of the first group of Jolly Phonics sounds (s, a, t, i, p, n) with their actions. The teacher announces that they will learn new sounds today.
Pupils’ Activity: Pupils respond to greetings, say the previous sounds, perform actions, and listen to the teacher.
Learning Point: Pupils recall previous knowledge and are prepared for the new lesson.
Step 2: Introduction of New Sounds (c, k, e, h, r, m, d)
Time: 7 minutes
Teaching Skill: Demonstration/Sound Recognition
Teacher’s Activity: The teacher introduces each new sound (c, k, e, h, r, m, d) one by one using the Jolly Phonics flashcards. For each sound, the teacher says the sound clearly, shows the letter, demonstrates the action, and gives a simple example word. Pupils are encouraged to repeat the sound and action.
Pupils’ Activity: Pupils listen, observe the flashcards and actions, repeat each sound and action after the teacher.
Learning Point: Pupils identify and say the new sounds and perform their associated actions.
Step 3: Sound Practice and Recognition
Time: 5 minutes
Teaching Skill: Repetition/Identification
Teacher’s Activity: The teacher shuffles the flashcards for the new sounds and holds them up randomly, asking pupils to say the sound and perform the action. The teacher also calls out a sound and asks pupils to point to the correct flashcard or letter on the board.
Pupils’ Activity: Pupils say the sounds, perform the actions, and point to the correct flashcard or letter when prompted.
Learning Point: Pupils reinforce recognition of the new sounds and their corresponding letters.
Step 4: Blending Sounds (C-V, V-C)
Time: 5 minutes
Teaching Skill: Guided Practice/Blending
Teacher’s Activity: The teacher demonstrates blending two sounds to form C-V words (e.g., /m/ + /a/ = ma, /h/ + /e/ = he) and V-C words (e.g., /e/ + /m/ = em). The teacher writes the letters on the board, points to each sound, then sweeps a hand under the letters to say the blended word. Pupils are guided to blend along.
Pupils’ Activity: Pupils watch the teacher’s demonstration, repeat the sounds, and attempt to blend them orally with guidance.
Learning Point: Pupils understand the concept of blending and practice forming simple two-sound words.
Step 5: Word Formation (C-V-C Words)
Time: 5 minutes
Teaching Skill: Application/Word Building
Teacher’s Activity: The teacher introduces C-V-C words using the new sounds and previously learned sounds. The teacher writes words like ‘man’, ‘hen’, ‘rat’, ‘cat’, ‘kid’, ‘mat’ on the board. For each word, the teacher guides pupils to sound out each letter and then blend them quickly to say the whole word. Picture cards are used to confirm the word.
Pupils’ Activity: Pupils sound out the letters and blend them to form the C-V-C words orally. They identify the corresponding picture for each word.
Learning Point: Pupils apply blending skills to form and pronounce simple three-sound words.
Step 6: Blending Game/Rhyme
Time: 5 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads pupils in singing the “Our Blending Song” from the Board Summary, changing the CVC word each time to practice new blends. The teacher also plays a “Sound Detective” game, saying three sounds (e.g., /r/ /a/ /t/) and asking pupils to blend them and say the word.
Pupils’ Activity: Pupils sing the blending song with actions and participate in the “Sound Detective” game by blending sounds to say the words.
Learning Point: Pupils enjoy a fun activity that reinforces sound recognition and blending 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.
- “What sound does this letter ‘c’ make?” (Teacher points to ‘c’ flashcard).
- “Show me the action for the /h/ sound.”
- “Blend these sounds for me: /m/ /a/ /n/.”
- “Which picture shows ‘rat’?” (Teacher shows picture cards for ‘rat’ and ‘cat’).
- Provide worksheets for pupils to colour the right picture for each sound or match sounds to pictures.
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: Summarization
Teacher’s Activity: The teacher praises the pupils for their participation and effort in learning new sounds and blending. The teacher reminds them to keep practicing their sounds and blending at home.
Pupils’ Activity: Pupils listen to the teacher and tidy up their learning materials.
Learning Point: Pupils consolidate learning and are encouraged for continued practice.
Lesson Keywords
- c – The sound /c/ as in ‘cat’.
- k – The sound /k/ as in ‘kite’.
- e – The sound /e/ as in ‘egg’.
- h – The sound /h/ as in ‘hen’.
- r – The sound /r/ as in ‘rat’.
- m – The sound /m/ as in ‘man’.
- d – The sound /d/ as in ‘dog’.
- Blend – To put sounds together to make a word.
- Word – A group of sounds that has a meaning.
Differentiation
- Support: For pupils struggling with sound recognition, use larger flashcards and provide more one-on-one repetition. For blending, start with only two sounds (C-V) and use hand-over-hand guidance to help them sweep their hand under the letters. Pair them with a stronger peer during games.
- Extension: For pupils who quickly grasp the sounds and blending, challenge them to identify more CVC words from picture cards or to form new CVC words using the learned sounds. Ask them to identify the initial sound of other familiar objects in the classroom.
Community Join the conversation Open discussion +