Building Words and Using Sight Words with Consonant Blends for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 10
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Identifying and sounding out individual letters.
Topic: CONSONANT BLENDS: BUILDING WORDS AND USING SIGHT WORDS
Subject Matter: CONSONANT BLENDS SIGHT WORDS Play Fly Greet. Weekly focus: Consonant Blends: Building Words and Using Sight Words.

Specific Objectives

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

Cognitive Domain

• Identify common consonant blends like ‘pl’, ‘fl’, ‘gr’.
• Say the sounds of consonant blends.
• Recognise and read the sight words “play,” “fly,” and “greet.”
• Spell the sight words “play,” “fly,” and “greet” orally.

Affective Domain

• Show enthusiasm for learning new words.
• Participate actively in word-building activities.

Psychomotor Domain

• Point to consonant blends and sight words on flashcards.
• Form simple words using letter cards or magnetic letters with consonant blends.

Social Domain

• Take turns when participating in group activities.
• Work cooperatively during word-building exercises.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education literacy resources
• Grammar Handbook (as supplied in the seed)

Instructional Materials

• Phonics charts (as supplied in the seed)
• Flash cards with consonant blends (e.g., ‘pl’, ‘fl’, ‘gr’)
• Flash cards with sight words: “play,” “fly,” “greet”
• Individual letter cards (p, l, a, y, f, i, g, r, e, t) or magnetic letters
• Picture cards showing actions like playing, flying, greeting
• Whiteboard or chalkboard and markers/chalk

Rationale for the Lesson

This lesson is important because it introduces young learners to consonant blends and sight words, which are fundamental building blocks for early reading and writing. Understanding blends helps children decode longer words, while mastering sight words allows them to read common words quickly and fluently, boosting their confidence and comprehension.

Prerequisite/Previous Knowledge

Pupils can recognise and sound out individual letters of the alphabet. They can also identify some simple CVC (consonant-vowel-consonant) words.

Lesson Content/Board Summary

Consonant Blends: Building Words and Using Sight Words

What are Consonant Blends?

Consonant blends are two or more consonant letters that come together in a word, and each letter’s sound can still be heard. They are not like digraphs where two letters make one new sound (e.g., ‘sh’, ‘ch’).

• Examples:
  • pl as in play
  • fl as in fly
  • gr as in greet

Building Words with Consonant Blends

We can use consonant blends to build many words. Let’s see how we make our sight words:

• p + l + a + y = play
• f + l + y = fly
• g + r + e + e + t = greet

What are Sight Words?

Sight words are words that we learn to recognise quickly, “by sight,” without having to sound them out every time. Learning sight words helps us read faster and more smoothly.

• Our sight words for today are:
  • play
  • fly
  • greet

Using Sight Words in Sentences

• I like to play with my ball.
• Birds can fly high in the sky.
• We always greet our teacher in the morning.

Key Words

• Consonant Blend – Two or more consonant sounds that are heard together in a word (e.g., ‘pl’, ‘fl’, ‘gr’).
• Sight Word – A word we learn to recognise quickly with our eyes, without sounding it out.

What the Teacher Should Show or Draw

• Flashcards showing the consonant blends: ‘pl’, ‘fl’, ‘gr’.
• Flashcards showing the sight words: “play,” “fly,” “greet.”
• Pictures illustrating “play” (children playing), “fly” (a bird flying), “greet” (two people shaking hands).
• Use individual letter cards or magnetic letters to physically build the words “play,” “fly,” “greet” for the pupils to see.

Consonant Blends and Sight Words Song

Tune: “Twinkle, Twinkle Little Star”

P-L, P-L, makes the ‘pl’ sound,
F-L, F-L, flying all around.
G-R, G-R, greeting everyone,
Blends are fun for everyone!
Play, fly, greet, we know them now,
Read them fast, and show us how!

Actions:

• For ‘pl’, make a “play” action (e.g., pretend to bounce a ball).
• For ‘fl’, flap hands like a bird flying.
• For ‘gr’, wave and smile as if greeting someone.
• Point to the words “play,” “fly,” “greet” as they are sung.

How to use the rhyme: Sing the song together several times, encouraging pupils to do the actions and point to the words on flashcards. This helps reinforce the sounds and the sight words in a fun, memorable way.

Watch and Learn About Consonant Blends

Let’s watch a short video to hear more about consonant blends and see them in action!

https://www.youtube.com/watch?v=e_t6eN15d7I

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Flash Card Drills, 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 alphabet song, focusing on letter sounds. The teacher then asks pupils to recall what individual letters sound like.

Pupils’ Activity: Pupils greet the teacher, sing the alphabet song, and respond by saying individual letter sounds.

Learning Point: Pupils recall prior knowledge of letter sounds.

Step 2: Introduction to Consonant Blends

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains what consonant blends are (two sounds that stick together, both heard). The teacher shows flashcards for ‘pl’, ‘fl’, ‘gr’, saying each blend sound clearly and slowly. “Listen, /p/ /l/ makes /pl/.” The teacher asks pupils to repeat the sounds.

Pupils’ Activity: Pupils listen attentively, observe the flashcards, and repeat the consonant blend sounds after the teacher.

Learning Point: Pupils understand the concept of consonant blends and can say their sounds.

Step 3: Building Words with Blends

Time: 5 minutes

Teaching Skill: Guided Practice/Modelling

Teacher’s Activity: The teacher uses letter cards or magnetic letters to physically build the words “play,” “fly,” and “greet” on the board, demonstrating how the blend combines with other letters. The teacher sounds out each part and then the whole word. “P-L-A-Y, play!”

Pupils’ Activity: Pupils watch the teacher build the words, sound them out along with the teacher, and then try to build the words themselves using their own letter cards (if available) or by air-tracing.

Learning Point: Pupils learn how to combine blends with other letters to form words.

Step 4: Introducing Sight Words

Time: 5 minutes

Teaching Skill: Recognition/Repetition

Teacher’s Activity: The teacher introduces “play,” “fly,” and “greet” as sight words. The teacher holds up each sight word flashcard, says the word clearly, and asks pupils to repeat it several times. The teacher explains that these words should be recognised quickly.

Pupils’ Activity: Pupils look at the sight word flashcards, repeat the words “play,” “fly,” “greet” after the teacher, and try to recognise them quickly.

Learning Point: Pupils recognise and begin to memorise the sight words “play,” “fly,” and “greet.”

Step 5: Rhyme/Song Reinforcement

Time: 4 minutes

Teaching Skill: Musical Reinforcement

Teacher’s Activity: The teacher leads the pupils in singing the “Consonant Blends and Sight Words Song” from the Lesson Content/Board Summary. The teacher encourages pupils to perform the actions and point to the relevant flashcards as they sing.

Pupils’ Activity: Pupils sing the song, perform the actions, and point to the consonant blend and sight word flashcards.

Learning Point: Pupils reinforce their learning of blends and sight words through a fun, interactive song.

Step 6: Sentence Making and Practice

Time: 3 minutes

Teaching Skill: Application/Oral Practice

Teacher’s Activity: The teacher guides pupils to make simple oral sentences using the sight words. For example, “Who can use ‘play’ in a sentence?” The teacher provides examples if needed: “I like to play football.”

Pupils’ Activity: Pupils volunteer to make simple sentences using the sight words “play,” “fly,” and “greet.”

Learning Point: Pupils apply their knowledge of sight words by using them in context.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. Show me the flashcard for the ‘pl’ blend.
2. What sound does ‘fl’ make?
3. Read the word on this flashcard (show “play”).
4. Spell the word “fly” for me.
5. Make a short sentence using the word “greet.”

Pupils’ Activity: Pupils respond orally, point to flashcards, 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 the lesson by reminding pupils about consonant blends and the sight words “play,” “fly,” “greet.” The teacher praises their effort and encourages them to keep practising. “Well done, everyone! Keep looking for these words everywhere!”

Pupils’ Activity: Pupils listen to the summary and receive praise, feeling encouraged.

Learning Point: Pupils consolidate their learning and feel motivated for future lessons.

Lesson Keywords

• Consonant Blend – Two consonant sounds heard together (e.g., ‘pl’, ‘fl’, ‘gr’).
• Sight Word – A word you recognise quickly without sounding it out (e.g., “play,” “fly,” “greet”).
• Play – To engage in an activity for enjoyment.
• Fly – To move through the air with wings.
• Greet – To say hello or welcome someone.

Differentiation

• Support: For pupils who are struggling, provide larger flashcards, more one-on-one repetition of blend sounds and sight words, and hand-over-hand guidance when building words with letter cards. Pair them with a stronger peer for guided practice.
• Extension: For pupils who quickly grasp the concept, challenge them to identify other words with ‘pl’, ‘fl’, or ‘gr’ blends (e.g., “plant,” “flag,” “grape”). Encourage them to write the sight words or use them in slightly longer sentences.

Note for teachers using this lesson plan

Before the lesson, ensure you have all flashcards (blends, sight words, pictures) and individual letter cards ready. Start with a clear, engaging explanation of consonant blends, emphasising that both sounds are heard. Use the physical act of building words with letter cards to make the concept concrete. When introducing sight words, stress the importance of quick recognition. Repeat the song and the sight words frequently throughout the lesson and in subsequent days. Observe pupils closely during activities to identify those who need more support with sound blending versus those who need help with word recognition. Encourage all pupils to participate, even if it’s just by repeating sounds or pointing. Praise effort and participation to build confidence in literacy.