Class: Pre-School Level 4
Term: Third Term
Week: 9
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Identifying action words (verbs) and naming words (nouns).
Topic: BUILDING MEANINGFUL SENTENCES FROM PICTURES
Subject Matter: SENTENCE CONSTRUCTION WITH NOUNS AND VERBS SIGHT WORDS Because Them Put. Weekly focus: Building Meaningful Sentences from Pictures.

Specific Objectives

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

Cognitive Domain

Identify nouns (naming words) and verbs (action words) in pictures.
Combine picture cards of nouns and verbs to form simple, meaningful sentences orally.
Recognise and say the sight words: “because,” “them,” “put.”
Use the sight words in simple oral sentences.

Affective Domain

Participate actively in sentence-building activities.
Show interest in learning new words and forming sentences.
Cooperate with peers during group activities.

Psychomotor Domain

Point to specific pictures representing nouns and verbs.
Arrange word cards to form simple sentences.
Trace the sight words in the air or on paper.

Take turns when sharing ideas or constructing sentences.
Listen attentively to the teacher and classmates.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 4
Early Childhood Care and Education resources
Relevant early-years literacy workbooks

Instructional Materials

Flash cards with pictures of nouns (e.g., boy, girl, dog, ball)
Flash cards with pictures of verbs (e.g., runs, eats, plays, jumps)
Word cards for simple nouns and verbs
Word cards for sight words: “because,” “them,” “put”
Charts displaying simple sentences
Reading book with simple sentences
Whiteboard and markers
Paper and crayons for tracing (optional)

Rationale for the Lesson

This lesson is crucial for 5-year-olds as it lays the foundation for understanding how words combine to express complete thoughts. By building meaningful sentences from pictures and learning sight words, pupils develop early literacy skills, improve their vocabulary, and gain confidence in expressing themselves, which are essential for future reading and writing success.

Prerequisite/Previous Knowledge

Pupils can recognise some letters of the alphabet, identify familiar objects in pictures, and say simple words. They may also have some understanding of naming words (nouns) and action words (verbs).

Lesson Content/Board Summary

BUILDING MEANINGFUL SENTENCES FROM PICTURES

A sentence is a group of words that tells a complete thought. It usually has a naming word (noun) and an action word (verb).

What is a Noun?

A noun is a naming word. It names a person, animal, place, or thing.

Examples: boy, girl, dog, cat, school, house, ball, book.

What is a Verb?

A verb is an action word. It tells what someone or something is doing.

Examples: runs, eats, plays, jumps, sleeps, sings.

Building Simple Sentences

We can put a noun and a verb together to make a simple sentence.

Example 1:
Picture of a boy + Picture of running = The boy runs.

Example 2:
Picture of a girl + Picture of eating = A girl eats.

Example 3:
Picture of a dog + Picture of playing = The dog plays.

Sight Words: Because, Them, Put

Sight words are words we learn to recognise quickly without sounding them out. They help us read and write faster.

Because: Tells us the reason for something.
- Sentence: I am happy because I have a new toy.
Them: Refers to a group of people or things.
- Sentence: Give the books to them.
Put: To place something somewhere.
- Sentence: Please put the ball in the basket.

Sentence Building Rhyme

Tune: “Twinkle, Twinkle Little Star”

Words make sentences, clear and bright,
Nouns and verbs, what a sight!
Naming words and action words,
Flying high like little birds.
Words make sentences, clear and bright,
Telling stories, day and night!

Actions:
Line 1: Clap hands, then spread arms wide.
Line 2: Point to self, then make a “seeing” gesture.
Line 3: Point to mouth, then make an action (e.g., running in place).
Line 4: Flutter hands like birds.
Line 5: Repeat actions from Line 1.
Line 6: Pretend to read a book.

How to use the rhyme: Sing the rhyme with actions to reinforce the idea of combining different types of words to form sentences. Repeat several times.

Watch and Learn: Building Simple Sentences

Let’s watch a short video to see more examples of how to build simple sentences using nouns and verbs.

https://www.youtube.com/watch?v=0k57_jL53xY

Key Words

Sentence – a group of words that tells a complete thought.
Noun – a naming word (person, animal, place, thing).
Verb – an action word.
Because – tells the reason why.
Them – refers to a group of people or things.
Put – to place something.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Review

Teacher’s Activity: The teacher greets the pupils and reviews the previous lesson on naming words (nouns) and action words (verbs) by showing a few picture cards and asking pupils to identify them. The teacher then introduces the topic: Building Meaningful Sentences from Pictures.

Pupils’ Activity: Pupils respond to greetings, identify pictures as nouns or verbs, and listen attentively to the new topic.

Learning Point: Pupils recall previous knowledge and are introduced to the new lesson.

Step 2: Introducing Nouns and Verbs with Pictures

Time: 5 minutes

Teaching Skill: Explanation/Visual Aid

Teacher’s Activity: The teacher displays various picture flashcards (e.g., “boy,” “girl,” “dog,” “runs,” “eats,” “plays”). The teacher asks pupils to identify what each picture shows and categorise them as naming words (nouns) or action words (verbs). The teacher explains that a sentence tells a complete thought using these words.

Pupils’ Activity: Pupils identify the pictures and say whether they are naming words or action words. They listen to the explanation of a sentence.

Learning Point: Pupils reinforce their understanding of nouns and verbs and begin to grasp the concept of a sentence.

Step 3: Building Simple Sentences from Pictures

Time: 6 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher demonstrates how to combine a noun picture card with a verb picture card to form a simple sentence (e.g., “The boy runs.”). The teacher says the sentence clearly and asks pupils to repeat. The teacher then guides pupils to choose different noun and verb picture cards to create their own simple sentences orally.

Pupils’ Activity: Pupils watch the demonstration, repeat sentences, and then, with guidance, combine picture cards to form and say simple sentences.

Learning Point: Pupils learn to construct basic sentences by combining nouns and verbs.

Step 4: Introducing Sight Words: Because, Them, Put

Time: 5 minutes

Teaching Skill: Word Recognition/Repetition

Teacher’s Activity: The teacher introduces the sight words “because,” “them,” and “put” using large word cards. For each word, the teacher shows the card, says the word clearly, spells it, and asks pupils to repeat. The teacher uses each word in a very simple sentence to show its meaning.

Pupils’ Activity: Pupils look at the word cards, repeat the words, spell them with the teacher, and listen to the example sentences.

Learning Point: Pupils begin to recognise and say the new sight words.

Step 5: Practising Sight Words in Sentences

Time: 4 minutes

Teaching Skill: Application/Oral Practice

Teacher’s Activity: The teacher provides simple sentence starters or questions that require the use of the sight words. For example, “I like to play ____ my friends.” (them) or “I am happy ____ it is sunny.” (because). The teacher guides pupils to complete the sentences orally using the correct sight word.

Pupils’ Activity: Pupils listen to the sentence starters and orally complete them using the sight words “because,” “them,” or “put.”

Learning Point: Pupils practise using the sight words correctly in context.

Step 6: Activity: Sentence Construction from Pictures

Time: 4 minutes

Teaching Skill: Practical Application

Teacher’s Activity: The teacher provides small groups or individual pupils with sets of noun and verb picture cards. Pupils are asked to select one noun and one verb card, arrange them, and say the sentence they have formed. The teacher circulates, offering support and encouragement.

Pupils’ Activity: Pupils work individually or in small groups to select, arrange, and say simple sentences using the provided picture cards.

Learning Point: Pupils demonstrate their ability to build sentences independently through practical activity.

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.

Show me a picture of a naming word (noun).
Show me a picture of an action word (verb).
Combine these two pictures (e.g., “girl” and “sings”) to make a sentence. What is the sentence?
Point to the word “because” on the flashcard.
Say a simple sentence using the word “put.”

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: Summary/Reinforcement

Teacher’s Activity: The teacher summarises the lesson by reminding pupils that sentences help us to tell complete thoughts, and we can build them using naming words and action words, along with other important words like “because,” “them,” and “put.” The teacher praises pupils for their participation and encourages them to look for sentences in their books or around them.

Pupils’ Activity: Pupils listen to the summary and acknowledge the importance of building sentences.

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

Lesson Keywords

Sentence – a group of words that tells a complete thought.
Noun – a naming word for a person, animal, place, or thing.
Verb – an action word that tells what someone or something is doing.
Sight words – words we learn to recognise quickly by looking at them.
Because – a word used to give a reason.
Them – a word used to refer to a group of people or things.
Put – to place something in a particular position.

Differentiation

Support: For pupils who are struggling, provide fewer picture cards to choose from, offer more direct modelling and repetition, or use hand-over-hand guidance to arrange cards. Pair them with a stronger peer.
Extension: Encourage advanced pupils to create slightly longer sentences (e.g., adding a colour or size adjective). Ask them to create two different sentences using one of the sight words, or to identify other action words.

Note for teachers using this lesson plan

Before the lesson, ensure you have a good variety of clear, age-appropriate picture cards for nouns and verbs, and clearly written word cards for the sight words. The main idea children must understand is that words combine to form complete thoughts. Start with very simple noun+verb combinations and build up. Repeat the sight words frequently and use them in simple, familiar contexts. Observe pupils’ ability to orally construct sentences and correctly use sight words in practice activities. This is more important than written work at this stage. Encourage all pupils to participate, especially the shy ones, by asking them to point or repeat after you. Praise effort and correct gently.