Class: Pre-School Level 4
Term: First Term
Week: 1
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Not separately stated in the scheme.
Topic: VOWELS AND CONSONANTS: IDENTIFYING THE FIVE VOWELS AND 21 CONSONANTS
Subject Matter: VOWELS AND CONSONANTS SIGHT WORDS: You Me Her We. Weekly focus: Vowels and Consonants: Identifying the Five Vowels and 21 Consonants.

Specific Objectives

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

Cognitive Domain

Identify the five vowels (A, E, I, O, U).
Identify the 21 consonants.
Name vowel and consonant letters when shown.
Read the sight words: You, Me, Her, We.
Form simple three-letter words using vowel and consonant sounds.

Affective Domain

Listen attentively to the teacher’s instructions.
Participate actively in identifying letters and singing songs.

Psychomotor Domain

Trace and write the five vowels.
Trace and write some consonant letters.
Point to vowels and consonants on a chart or flashcards.
Build simple three-letter words using letter cards.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 4.
Early Childhood Care and Education resources.

Instructional Materials

Alphabet chart showing all letters.
Chart on vowels and consonants.
Chart on two- and three-letter words.
Flashcards for individual letters (vowels and consonants).
Flashcards for sight words: You, Me, Her, We.
Letter cards for building words (e.g., ‘c’, ‘a’, ‘t’).
Whiteboard or chalkboard, markers or chalk.
Pencils and exercise books/paper for tracing/writing.

Rationale for the Lesson

Understanding vowels and consonants is a fundamental step in literacy development for 5-year-olds. This lesson helps pupils recognise the building blocks of words, enabling them to begin reading and writing simple words, which is crucial for their future academic success.

Prerequisite/Previous Knowledge

Pupils can recognise and name some letters of the alphabet and have heard the alphabet song.

Lesson Content/Board Summary

Vowels and Consonants

Letters are divided into two groups: Vowels and Consonants.

The Five Vowels

The vowels are special letters that help us make sounds. There are 5 vowels:

A a
E e
I i
O o
U u

We can remember them by saying “A, E, I, O, U, the vowels are for you!”

The 21 Consonants

All the other letters in the alphabet are called consonants. There are 21 consonants:

B b, C c, D d, F f, G g, H h, J j, K k, L l, M m, N n, P p, Q q, R r, S s, T t, V v, W w, X x, Y y, Z z

Consonants work with vowels to make words.

Sight Words

These are words we learn to recognise quickly without sounding them out:

You
Me
Her
We

Word Building (Three-Letter Words)

We use vowels and consonants to make words. Many simple words have a consonant, then a vowel, then another consonant (C-V-C words).

C-A-T (cat)
D-O-G (dog)
S-U-N (sun)
P-E-N (pen)

What the Teacher Should Show or Draw

Display a large alphabet chart.
Point to and circle the vowels (A, E, I, O, U) on the chart.
Point to and identify the consonants on the chart.
Write the vowels clearly on the board in uppercase and lowercase.
Write a few consonant letters clearly on the board.
Show flashcards for each vowel and consonant.
Show flashcards for the sight words: You, Me, Her, We.
Demonstrate building simple CVC words with letter cards.

Vowels and Consonants Song

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

A, E, I, O, U,
These are vowels, yes it’s true!
They help our words to sound so clear,
Sing them loudly for all to hear.
A, E, I, O, U,
Vowels are important for me and you!

B, C, D, F, G,
Consonants, many we see.
With vowels, they make words so grand,
All the letters in our hand.
B, C, D, F, G,
Consonants help us read, you see!

Actions: Pupils point to their mouths when singing vowels, then clap for consonants. For “me and you,” point to self and then to a friend. For “in our hand,” pretend to hold letter cards.

How to use the rhyme: Sing the first verse when introducing vowels, and the second verse when introducing consonants. Sing both together during practice sessions.

Watch and Learn About Vowels and Consonants

Let’s watch a short video to help us remember our vowels and consonants!

https://www.youtube.com/watch?v=d_x-B992330

Key Words

Vowels – The special letters A, E, I, O, U.
Consonants – All the other letters in the alphabet.
Letters – The symbols we use for writing.
Sound – What we hear when we say a letter or word.
Word – Letters put together to make meaning.

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/Recall

Teacher’s Activity: The teacher greets the pupils and leads them in singing the alphabet song. The teacher then introduces the topic by telling pupils that today they will learn about two special groups of letters: vowels and consonants.

Pupils’ Activity: Pupils respond to greetings, sing the alphabet song, and listen attentively to the teacher.

Learning Point: Pupils recall the alphabet and are introduced to the lesson topic.

Step 2: Presentation of Vowels

Time: 5 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher displays the alphabet chart and points to the letters A, E, I, O, U. The teacher explains that these are the five special letters called vowels and says each vowel sound clearly. The teacher leads pupils in repeating the vowels and tracing them in the air.

Pupils’ Activity: Pupils observe the chart, listen to the teacher, repeat the vowels, and trace them in the air.

Learning Point: Pupils identify and name the five vowels.

Step 3: Presentation of Consonants

Time: 5 minutes

Teaching Skill: Explanation/Guided Practice

Teacher’s Activity: The teacher explains that all the other letters in the alphabet are called consonants. The teacher points to several consonant letters on the chart (e.g., B, C, D, F) and says their names and sounds. The teacher leads pupils in repeating the names of some consonants and tracing them in the air.

Pupils’ Activity: Pupils observe the chart, listen, repeat the consonant names, and trace them in the air.

Learning Point: Pupils identify and name some consonant letters.

Step 4: Vowel and Consonant Practice and Rhyme

Time: 5 minutes

Teaching Skill: Reinforcement/Activity

Teacher’s Activity: The teacher uses flashcards, showing a mix of vowels and consonants. The teacher asks pupils to identify if each letter is a vowel or a consonant. The teacher then leads the class in singing the “Vowels and Consonants Song.”

Pupils’ Activity: Pupils identify vowels and consonants from flashcards, raise their hands, and sing the song with actions.

Learning Point: Pupils reinforce their ability to distinguish between vowels and consonants through active participation.

Step 5: Sight Words and Word Building

Time: 5 minutes

Teaching Skill: Word Recognition/Application

Teacher’s Activity: The teacher introduces the sight words (You, Me, Her, We) using flashcards, saying each word clearly and asking pupils to repeat. The teacher then uses letter cards to demonstrate building simple three-letter words (e.g., C-A-T, D-O-G) and guides pupils to identify the vowel and consonants in each word. Some pupils are invited to build a word.

Pupils’ Activity: Pupils repeat the sight words, observe the word building, and some pupils come forward to build words with letter cards.

Learning Point: Pupils recognise sight words and understand how vowels and consonants combine to form words.

Step 6: Guided Writing

Time: 3 minutes

Teaching Skill: Fine Motor Skills/Writing Practice

Teacher’s Activity: The teacher guides pupils to open their exercise books. The teacher demonstrates how to trace and write the five vowels (A, E, I, O, U) and a few consonants (e.g., B, C, D) on the board, emphasizing correct formation. Pupils are guided to trace and write in their books.

Pupils’ Activity: Pupils open their books, hold their pencils correctly, and trace/write the vowels and consonants as guided by the teacher.

Learning Point: Pupils practise writing vowels and consonants, developing pre-writing skills.

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.

“Can you name one vowel?”
“Can you name one consonant?”
(Show a flashcard of ‘E’) “Is this a vowel or a consonant?”
(Show a flashcard of ‘B’) “Is this a vowel or a consonant?”
“Read this sight word for me: (show ‘You’ flashcard).”

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: Summarisation/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and summarises that they have learned about vowels and consonants and how they help us read and write words. The teacher encourages them to look for vowels and consonants everywhere.

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

Learning Point: Pupils conclude the lesson with a reinforced understanding of vowels and consonants.

Lesson Keywords

Vowels – The special letters A, E, I, O, U.
Consonants – All the other letters in the alphabet.
Letters – The symbols we use for writing.
Sound – What we hear when we say a letter or word.
Word – Letters put together to make meaning.
Sight Words – Words we learn to recognise quickly.

Differentiation

Support: For pupils who are struggling, use larger flashcards and provide more one-on-one repetition. Use hand-over-hand guidance for tracing letters. Encourage peer support where stronger pupils can help identify letters. Focus on identifying just the vowels first before introducing consonants.
Extension: For pupils who quickly grasp the concept, encourage them to identify vowels and consonants in their own names or other familiar words. Challenge them to build more three-letter words independently using letter cards or to try writing simple words like “cat” or “dog.”

Note for teachers using this lesson plan

Before the lesson, ensure all instructional materials, especially the letter flashcards and charts, are prepared and easily accessible. The main idea children must understand is that letters are grouped into vowels (A, E, I, O, U) and consonants, and these two groups work together to form words. Emphasize visual and auditory learning by clearly pronouncing letter sounds and showing the letters. Encourage active participation through asking questions, having pupils point to letters, and singing the rhyme multiple times. When guiding writing, focus on correct pencil grip and letter formation, but do not expect perfection; effort and understanding of the concept are key. Observe pupils’ ability to identify letters and read sight words as a primary indicator of understanding, rather than perfect writing. For word building, start with C-V-C words that have clear, short vowel sounds.