Class: Pre-School Level 4
Term: Second Term
Week: 2
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Pupils have learned to recognise single consonant sounds and blend simple CVC (consonant-vowel-consonant) words.
Topic: DOUBLE CONSONANTS: READING, BLENDING AND WRITING WORDS
Subject Matter: Double Consonants Sight Words: Egg, Add, Ink, Comb. Weekly focus: Double Consonants: Reading, Blending and Writing Words.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify words that contain double consonants.
- Read simple words with double consonants.
- Spell the sight words: Egg, Add, Ink, Comb.
Affective Domain
- Participate actively in blending and reading activities.
- Show interest in learning new words.
Psychomotor Domain
- Blend sounds to form words with double consonants.
- Trace and write simple words with double consonants.
Social Domain
- Take turns when identifying words and blending sounds.
- Work cooperatively during group activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 4
- Early Childhood Care and Education literacy resources
Instructional Materials
- Charts showing words with double consonants (e.g., ball, bell, kiss, puff, buzz)
- Flash cards with double consonant words
- Flash cards for sight words: Egg, Add, Ink, Comb
- Whiteboard or chalkboard
- Markers or chalk
- Pencils
- Writing paper or individual slates
- An mp3 or mp4 player (optional, for songs/videos)
Rationale for the Lesson
This lesson is crucial for 5-year-olds as it introduces them to common spelling patterns involving double consonants, which helps build a strong foundation for reading and writing. Understanding double consonants improves phonological awareness and enables pupils to decode and encode words more accurately, boosting their early literacy skills.Prerequisite/Previous Knowledge
Pupils can recognise individual consonant and vowel sounds, and they can blend simple three-letter words (CVC words). They are familiar with basic letter formation.Lesson Content/Board Summary
Double Consonants: Reading, Blending and Writing Words
Double consonants are two of the same consonant letters that come together in a word and usually make one sound.
Examples of double consonants:
- ll as in ball, hill, bell
- ss as in kiss, miss, dress
- ff as in puff, muffin
- zz as in buzz, fizz
Key Words
- Double Consonants – Two of the same consonant letters together in a word (e.g., ll, ss, ff, zz).
- Blend – To put sounds together to make a word.
- Sight Word – A word that pupils learn to recognise quickly without sounding it out.
What the Teacher Should Show or Draw
Display charts and flash cards clearly showing words with double consonants. Write the double consonant words on the board as you introduce them, highlighting the double letters.
- b a l l → ball
- k i s s → kiss
- p u f f → puff
- b u z z → buzz
Double Consonants Song
Tune: “Twinkle, Twinkle Little Star”
Two letters, same, together stand,
Making one sound across the land.
Like ‘ll’ in ball, ‘ss’ in kiss,
Double consonants, we won’t miss!
Two letters, same, together stand,
Helping us read, hand in hand.
Actions: Pupils hold up two fingers when they say “Two letters, same”, clap when they say “together stand”, and point to their mouth when they say “making one sound”. They can pretend to read a book for “helping us read”.
How to use the rhyme: Sing the song after introducing the concept of double consonants to reinforce the idea of two identical letters making one sound.
Watch and Learn About Double Consonants
The teacher will play a short educational video to help pupils visualise and hear double consonant sounds in words.
Sight Words for the Week
These are words we learn to recognise quickly.
- Egg (E-g-g) – This word has a double ‘g’.
- Add (A-d-d) – This word has a double ‘d’.
- Ink (I-n-k) – (Note: This word does not have double consonants but is a sight word for the week.)
- Comb (C-o-m-b) – (Note: This word does not have double consonants but is a sight word for the week.)
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, 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 familiar alphabet song. The teacher then asks pupils to recall some simple CVC words they have learned.
Pupils’ Activity: Pupils respond to greetings, sing the alphabet song, and name some CVC words (e.g., cat, dog, sun).
Learning Point: Pupils are settled and ready for the lesson, recalling previous knowledge.
Step 2: Introduction to Double Consonants
Time: 5 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher introduces the concept of double consonants using a chart. “Today we will learn about double consonants. These are two of the same letters that come together in a word, like ‘ll’ in ball, ‘ss’ in kiss, ‘ff’ in puff, ‘zz’ in buzz.” The teacher points to examples on the chart and says the words clearly.
Pupils’ Activity: Pupils look at the chart, listen attentively, and repeat the example words after the teacher.
Learning Point: Pupils are introduced to the concept and visual representation of double consonants.
Step 3: Blending and Reading Double Consonant Words
Time: 6 minutes
Teaching Skill: Guided Practice/Blending
Teacher’s Activity: The teacher uses flash cards with double consonant words (e.g., ball, bell, hill, kiss, miss, puff, buzz). The teacher first sounds out each letter, then blends the sounds to form the word, emphasising the single sound of the double consonants. “B-a-ll, ball.” The teacher leads a whole-class activity of identifying words with double consonants by showing flashcards and asking, “Does this word have double consonants?”
Pupils’ Activity: Pupils repeat the sounds and blend the words after the teacher. They identify words with double consonants by saying “yes” or “no” and pointing to the double letters.
Learning Point: Pupils practise blending and reading words containing double consonants.
Step 4: Introducing Sight Words (Double Consonants)
Time: 4 minutes
Teaching Skill: Word Recognition/Spelling
Teacher’s Activity: The teacher introduces the sight words “Egg” and “Add” using flash cards. “This word is ‘Egg’. It has a double ‘g’. E-G-G, Egg.” The teacher spells the word aloud and asks pupils to repeat. “This word is ‘Add’. It has a double ‘d’. A-D-D, Add.”
Pupils’ Activity: Pupils look at the flash cards, repeat the words, and spell them aloud after the teacher.
Learning Point: Pupils learn to recognise and spell the sight words “Egg” and “Add”.
Step 5: Introducing Sight Words (General)
Time: 3 minutes
Teaching Skill: Word Recognition/Spelling
Teacher’s Activity: The teacher introduces the remaining sight words “Ink” and “Comb” using flash cards. “This word is ‘Ink’. I-N-K, Ink.” “This word is ‘Comb’. C-O-M-B, Comb.” The teacher clarifies that these are important words for the week, even though they don’t have double consonants.
Pupils’ Activity: Pupils look at the flash cards, repeat the words, and spell them aloud after the teacher.
Learning Point: Pupils learn to recognise and spell the sight words “Ink” and “Comb”.
Step 6: Writing Practice
Time: 5 minutes
Teaching Skill: Guided Writing/Application
Teacher’s Activity: The teacher demonstrates how to write simple double consonant words (e.g., ball, kiss) and the sight words (Egg, Add, Ink, Comb) on the board. The teacher guides pupils to trace and then write these words on their paper or slates. The teacher moves around to assist individual pupils.
Pupils’ Activity: Pupils trace and write the words on their paper or slates, seeking help when needed.
Learning Point: Pupils practise writing words with double consonants and the weekly sight words.
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.
- Show me a word with double ‘ll’. (Teacher shows flashcards)
- What are the double consonants in the word ‘kiss’?
- Spell the word ‘Egg’ for me.
- Write the word ‘Add’ on your slate.
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (pointing, spelling, writing).
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Consolidation
Teacher’s Activity: The teacher praises the pupils for their participation and summarises that they learned about double consonants and some new sight words. The teacher leads a final singing of the double consonants song.
Pupils’ Activity: Pupils listen, sing along, and tidy up their materials.
Learning Point: The lesson is concluded with a positive reinforcement and a recap.
Lesson Keywords
- Double Consonants – Two of the same consonant letters that appear together in a word, making one sound.
- Blend – To combine individual sounds to say a whole word.
- Sight Word – A word that is recognised instantly without needing to be sounded out.
- Egg – A common sight word, also an example of a word with double ‘g’.
- Add – A common sight word, also an example of a word with double ‘d’.
Differentiation
- Support: For pupils who are struggling, the teacher can provide larger flash cards, use hand-over-hand guidance for writing, offer more repetition of sounds and words, and focus on only one or two double consonant patterns (e.g., ‘ll’ and ‘ss’). Peer support can also be encouraged.
- Extension: For pupils who quickly grasp the concept, the teacher can challenge them to identify other words with double consonants from storybooks, or try to form simple sentences using the sight words. They can also be asked to write more words independently.
Note for teachers using this lesson plan
Prepare your charts and flash cards in advance, ensuring the words are clear and large enough for all pupils to see. Emphasise the single sound that double consonants make, rather than two separate sounds. When teaching the sight words “Ink” and “Comb”, clarify that while they are part of the weekly focus words, they do not contain double consonants themselves, unlike “Egg” and “Add”. This maintains accuracy while adhering to the curriculum seed. Encourage active participation through repetition, songs, and games. Observe pupils during blending and writing activities to identify those needing extra support or those ready for extension. Praise effort and participation to build confidence.
Class: Pre-School Level 4
Term: Second Term
Week: 2
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Pupils have learned to recognise single consonant sounds and blend simple CVC (consonant-vowel-consonant) words.
Topic: DOUBLE CONSONANTS: READING, BLENDING AND WRITING WORDS
Subject Matter: Double Consonants Sight Words: Egg, Add, Ink, Comb. Weekly focus: Double Consonants: Reading, Blending and Writing Words.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify words that contain double consonants.
- Read simple words with double consonants.
- Spell the sight words: Egg, Add, Ink, Comb.
Affective Domain
- Participate actively in blending and reading activities.
- Show interest in learning new words.
Psychomotor Domain
- Blend sounds to form words with double consonants.
- Trace and write simple words with double consonants.
Social Domain
- Take turns when identifying words and blending sounds.
- Work cooperatively during group activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 4
- Early Childhood Care and Education literacy resources
Instructional Materials
- Charts showing words with double consonants (e.g., ball, bell, kiss, puff, buzz)
- Flash cards with double consonant words
- Flash cards for sight words: Egg, Add, Ink, Comb
- Whiteboard or chalkboard
- Markers or chalk
- Pencils
- Writing paper or individual slates
- An mp3 or mp4 player (optional, for songs/videos)
Rationale for the Lesson
This lesson is crucial for 5-year-olds as it introduces them to common spelling patterns involving double consonants, which helps build a strong foundation for reading and writing. Understanding double consonants improves phonological awareness and enables pupils to decode and encode words more accurately, boosting their early literacy skills.Prerequisite/Previous Knowledge
Pupils can recognise individual consonant and vowel sounds, and they can blend simple three-letter words (CVC words). They are familiar with basic letter formation.Lesson Content/Board Summary
Double Consonants: Reading, Blending and Writing Words
Double consonants are two of the same consonant letters that come together in a word and usually make one sound.
Examples of double consonants:
- ll as in ball, hill, bell
- ss as in kiss, miss, dress
- ff as in puff, muffin
- zz as in buzz, fizz
Key Words
- Double Consonants – Two of the same consonant letters together in a word (e.g., ll, ss, ff, zz).
- Blend – To put sounds together to make a word.
- Sight Word – A word that pupils learn to recognise quickly without sounding it out.
What the Teacher Should Show or Draw
Display charts and flash cards clearly showing words with double consonants. Write the double consonant words on the board as you introduce them, highlighting the double letters.
- b a l l → ball
- k i s s → kiss
- p u f f → puff
- b u z z → buzz
Double Consonants Song
Tune: “Twinkle, Twinkle Little Star”
Two letters, same, together stand,
Making one sound across the land.
Like ‘ll’ in ball, ‘ss’ in kiss,
Double consonants, we won’t miss!
Two letters, same, together stand,
Helping us read, hand in hand.
Actions: Pupils hold up two fingers when they say “Two letters, same”, clap when they say “together stand”, and point to their mouth when they say “making one sound”. They can pretend to read a book for “helping us read”.
How to use the rhyme: Sing the song after introducing the concept of double consonants to reinforce the idea of two identical letters making one sound.
Watch and Learn About Double Consonants
The teacher will play a short educational video to help pupils visualise and hear double consonant sounds in words.
Sight Words for the Week
These are words we learn to recognise quickly.
- Egg (E-g-g) – This word has a double ‘g’.
- Add (A-d-d) – This word has a double ‘d’.
- Ink (I-n-k) – (Note: This word does not have double consonants but is a sight word for the week.)
- Comb (C-o-m-b) – (Note: This word does not have double consonants but is a sight word for the week.)
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, 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 familiar alphabet song. The teacher then asks pupils to recall some simple CVC words they have learned.
Pupils’ Activity: Pupils respond to greetings, sing the alphabet song, and name some CVC words (e.g., cat, dog, sun).
Learning Point: Pupils are settled and ready for the lesson, recalling previous knowledge.
Step 2: Introduction to Double Consonants
Time: 5 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher introduces the concept of double consonants using a chart. “Today we will learn about double consonants. These are two of the same letters that come together in a word, like ‘ll’ in ball, ‘ss’ in kiss, ‘ff’ in puff, ‘zz’ in buzz.” The teacher points to examples on the chart and says the words clearly.
Pupils’ Activity: Pupils look at the chart, listen attentively, and repeat the example words after the teacher.
Learning Point: Pupils are introduced to the concept and visual representation of double consonants.
Step 3: Blending and Reading Double Consonant Words
Time: 6 minutes
Teaching Skill: Guided Practice/Blending
Teacher’s Activity: The teacher uses flash cards with double consonant words (e.g., ball, bell, hill, kiss, miss, puff, buzz). The teacher first sounds out each letter, then blends the sounds to form the word, emphasising the single sound of the double consonants. “B-a-ll, ball.” The teacher leads a whole-class activity of identifying words with double consonants by showing flashcards and asking, “Does this word have double consonants?”
Pupils’ Activity: Pupils repeat the sounds and blend the words after the teacher. They identify words with double consonants by saying “yes” or “no” and pointing to the double letters.
Learning Point: Pupils practise blending and reading words containing double consonants.
Step 4: Introducing Sight Words (Double Consonants)
Time: 4 minutes
Teaching Skill: Word Recognition/Spelling
Teacher’s Activity: The teacher introduces the sight words “Egg” and “Add” using flash cards. “This word is ‘Egg’. It has a double ‘g’. E-G-G, Egg.” The teacher spells the word aloud and asks pupils to repeat. “This word is ‘Add’. It has a double ‘d’. A-D-D, Add.”
Pupils’ Activity: Pupils look at the flash cards, repeat the words, and spell them aloud after the teacher.
Learning Point: Pupils learn to recognise and spell the sight words “Egg” and “Add”.
Step 5: Introducing Sight Words (General)
Time: 3 minutes
Teaching Skill: Word Recognition/Spelling
Teacher’s Activity: The teacher introduces the remaining sight words “Ink” and “Comb” using flash cards. “This word is ‘Ink’. I-N-K, Ink.” “This word is ‘Comb’. C-O-M-B, Comb.” The teacher clarifies that these are important words for the week, even though they don’t have double consonants.
Pupils’ Activity: Pupils look at the flash cards, repeat the words, and spell them aloud after the teacher.
Learning Point: Pupils learn to recognise and spell the sight words “Ink” and “Comb”.
Step 6: Writing Practice
Time: 5 minutes
Teaching Skill: Guided Writing/Application
Teacher’s Activity: The teacher demonstrates how to write simple double consonant words (e.g., ball, kiss) and the sight words (Egg, Add, Ink, Comb) on the board. The teacher guides pupils to trace and then write these words on their paper or slates. The teacher moves around to assist individual pupils.
Pupils’ Activity: Pupils trace and write the words on their paper or slates, seeking help when needed.
Learning Point: Pupils practise writing words with double consonants and the weekly sight words.
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.
- Show me a word with double ‘ll’. (Teacher shows flashcards)
- What are the double consonants in the word ‘kiss’?
- Spell the word ‘Egg’ for me.
- Write the word ‘Add’ on your slate.
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (pointing, spelling, writing).
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Consolidation
Teacher’s Activity: The teacher praises the pupils for their participation and summarises that they learned about double consonants and some new sight words. The teacher leads a final singing of the double consonants song.
Pupils’ Activity: Pupils listen, sing along, and tidy up their materials.
Learning Point: The lesson is concluded with a positive reinforcement and a recap.
Lesson Keywords
- Double Consonants – Two of the same consonant letters that appear together in a word, making one sound.
- Blend – To combine individual sounds to say a whole word.
- Sight Word – A word that is recognised instantly without needing to be sounded out.
- Egg – A common sight word, also an example of a word with double ‘g’.
- Add – A common sight word, also an example of a word with double ‘d’.
Differentiation
- Support: For pupils who are struggling, the teacher can provide larger flash cards, use hand-over-hand guidance for writing, offer more repetition of sounds and words, and focus on only one or two double consonant patterns (e.g., ‘ll’ and ‘ss’). Peer support can also be encouraged.
- Extension: For pupils who quickly grasp the concept, the teacher can challenge them to identify other words with double consonants from storybooks, or try to form simple sentences using the sight words. They can also be asked to write more words independently.
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