Matching Sounds with Pictures and Forming Words with Sounds s-oo for Pre-School Level 3

Class: Pre-School Level 3
Term: First Term
Week: 10
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Recognising letters A-R and their sounds.
Topic: SOUNDS S-OO: MATCHING SOUNDS WITH PICTURES AND FORMING WORDS
Subject Matter: S – OO. Associate sound with picture – Blending sounds – Word formation.

Specific Objectives

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

Cognitive Domain

• Identify the letter ‘S’ and the ‘oo’ letter combination.
• Pronounce the /s/ sound and the /oo/ sound correctly.
• Match the /s/ sound and /oo/ sound to appropriate pictures.
• Blend simple sounds to form words that include the /s/ sound.

Affective Domain

• Listen attentively to the teacher’s pronunciation.
• Participate enthusiastically in sound and word formation activities.
• Show interest in learning new sounds and words.

Psychomotor Domain

• Trace the letter ‘S’ accurately.
• Point to pictures that represent the /s/ and /oo/ sounds.
• Perform actions associated with the /s/ and /oo/ sounds.

Social Domain

• Take turns when speaking or demonstrating sounds.
• Share instructional materials like picture cards.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3.
• Relevant Early Childhood Care and Education resources.

Instructional Materials

• Picture cards for words starting with /s/ (e.g., sun, snake, sock, star).
• Picture cards for words containing /oo/ (e.g., zoo, moon, book, spoon).
• Flashcards with letter ‘S’ (uppercase and lowercase) and ‘oo’.
• Whiteboard and markers or chart paper.
• Tracing sheets for letter ‘S’ and ‘oo’.
• Sand trays or chalkboards for tracing practice.

Rationale for the Lesson

This lesson is crucial for 4-year-olds as it builds foundational phonics skills, enabling them to recognise and pronounce basic letter sounds. Mastering the /s/ and /oo/ sounds helps pupils decode words and begin forming simple words, which is a vital step towards early reading and writing development. These skills enhance their ability to communicate and understand language in their daily lives.

Prerequisite/Previous Knowledge

Pupils can recognise some letters of the alphabet and their corresponding sounds. They can also identify common objects and pictures.

Lesson Content/Board Summary

SOUNDS S-OO: MATCHING SOUNDS WITH PICTURES AND FORMING WORDS

Today, we are learning about two special sounds: the /s/ sound and the /oo/ sound!

The /s/ Sound

The letter ‘S’ makes the /s/ sound. It sounds like a snake hissing: /ssssssss/. Words with /s/ sound:

• Sun
• Snake
• Sock
• Star

The /oo/ Sound

The letters ‘oo’ together make the /oo/ sound. It sounds like a monkey saying “ooooh!” or the sound in “moon”. Words with /oo/ sound:

• Zoo
• Moon
• Book
• Spoon

Blending Sounds to Form Words

We can put sounds together to make words! Let’s try with the /s/ sound:

• /s/ + /u/ + /n/ = Sun
• /s/ + /i/ + /t/ = Sit
• /s/ + /a/ + /d/ = Sad

Other simple words we can blend:

• B-oy = Boy
• N-et = Net
• F-ang = Fang
• B-ed = Bed
• F-at = Fat

Sound Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

“S” says /s/, /s/, /s/, like a snake in the grass,
“S” says /s/, /s/, /s/, let the sound quickly pass.
“OO” says /oo/, /oo/, /oo/, like a big brown zoo,
“OO” says /oo/, /oo/, /oo/, what a sound for me and you!

Actions: For /s/, make a snake hissing motion with hand. For /oo/, make a circle with hands like binoculars for ‘zoo’ or point to mouth.

Watch and Practise the /s/ Sound

https://www.youtube.com/watch?v=kY6f0hG18yE

Watch and Practise the /oo/ Sound

https://www.youtube.com/watch?v=Q-1d_P3A1-Y

Key Words

• S – The letter that makes the /s/ sound.
• OO – The letters that make the /oo/ sound.
• Sound – What we hear when we say letters or words.
• Blend – To put sounds together to make a word.
• Word – A group of sounds that has a 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: Engaging/Motivation

Teacher’s Activity: The teacher greets the pupils and starts with a warm-up song or a simple sound game. The teacher asks pupils if they remember any sounds they learned last time. The teacher then tells them they will learn two new fun sounds today.

Pupils’ Activity: Pupils respond to greetings, participate in the warm-up, and recall previous sounds. They listen attentively to the introduction of the new sounds.

Learning Point: Pupils are engaged and prepared for the lesson.

Step 2: Introducing the /s/ Sound

Time: 5 minutes

Teaching Skill: Demonstration/Pronunciation

Teacher’s Activity: The teacher shows the letter ‘S’ flashcard (uppercase and lowercase). The teacher makes the /s/ sound, like a snake hissing, and asks pupils to imitate. The teacher shows picture cards of words starting with /s/ (e.g., sun, snake, sock) and says the words, emphasizing the /s/ sound.

Pupils’ Activity: Pupils observe the letter ‘S’, listen to the sound, imitate the /s/ sound, and repeat the words after the teacher, pointing to the pictures.

Learning Point: Pupils recognise the letter ‘S’ and can pronounce the /s/ sound.

Step 3: Introducing the /oo/ Sound

Time: 5 minutes

Teaching Skill: Demonstration/Pronunciation

Teacher’s Activity: The teacher shows the ‘oo’ flashcard. The teacher makes the /oo/ sound (as in moon or zoo) and asks pupils to imitate. The teacher shows picture cards of words containing ‘oo’ (e.g., zoo, moon, book) and says the words, emphasizing the /oo/ sound.

Pupils’ Activity: Pupils observe the ‘oo’ combination, listen to the sound, imitate the /oo/ sound, and repeat the words after the teacher, pointing to the pictures.

Learning Point: Pupils recognise the ‘oo’ combination and can pronounce the /oo/ sound.

Step 4: Sound and Picture Matching

Time: 4 minutes

Teaching Skill: Association/Matching

Teacher’s Activity: The teacher mixes the picture cards for /s/ and /oo/ sounds. The teacher calls out a sound (/s/ or /oo/) and asks pupils to pick a picture that matches the sound. The teacher also asks pupils to say the sound when a picture is shown.

Pupils’ Activity: Pupils listen to the sound and pick the corresponding picture, or say the sound when a picture is shown.

Learning Point: Pupils can associate the /s/ and /oo/ sounds with relevant pictures.

Step 5: Blending Sounds to Form Words

Time: 5 minutes

Teaching Skill: Guided Practice/Word Formation

Teacher’s Activity: The teacher guides pupils to blend sounds to form simple words. The teacher starts with words featuring the /s/ sound (e.g., s-u-n, s-i-t). Then, the teacher uses the seed’s examples (e.g., B-oy, N-et, F-at), breaking them into individual sounds and blending them slowly, then faster.

Pupils’ Activity: Pupils repeat individual sounds and practise blending them together to form words, guided by the teacher.

Learning Point: Pupils begin to understand how to blend sounds to form simple words.

Step 6: Rhyme and Tracing Activity

Time: 4 minutes

Teaching Skill: Reinforcement/Motor Skills

Teacher’s Activity: The teacher leads pupils in singing the “Sound Rhyme” with actions. Afterwards, the teacher distributes tracing sheets or uses sand trays/chalkboards for pupils to trace the letter ‘S’ and the ‘oo’ combination.

Pupils’ Activity: Pupils sing the rhyme with actions. They then trace the letter ‘S’ and the ‘oo’ combination on their sheets or in sand/chalkboard.

Learning Point: Pupils reinforce sound recognition through song and develop fine motor skills through tracing.

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.

1. “What sound does this letter make?” (Showing ‘S’ flashcard).
2. “What sound do these two letters make together?” (Showing ‘oo’ flashcard).
3. “Point to a picture that has the /s/ sound.” (Teacher shows mixed picture cards).
4. “Point to a picture that has the /oo/ sound.” (Teacher shows mixed picture cards).
5. “Can you blend these sounds: /s/ – /u/ – /n/?”

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: Summarising

Teacher’s Activity: The teacher praises the pupils for their participation and summarises the sounds and words learned. The teacher encourages them to listen for /s/ and /oo/ sounds in words they hear every day.

Pupils’ Activity: Pupils listen to the summary and say goodbye to the teacher.

Learning Point: Pupils consolidate their learning and are encouraged to apply it outside the classroom.

Lesson Keywords

• S – The letter that makes a snake-like sound.
• OO – Two letters together that make a sound like in ‘moon’ or ‘zoo’.
• Sound – What we hear.
• Blend – To join sounds to say a word.
• Word – Something we say or write that has meaning.

Differentiation

• Support: For pupils struggling with sound pronunciation, the teacher will provide more one-on-one repetition and hand-over-hand guidance for tracing. Use larger picture cards and fewer choices during matching activities. Focus primarily on sound recognition and matching before moving to blending.
• Extension: For pupils who quickly grasp the concepts, encourage them to identify other words in the classroom or at home that contain the /s/ or /oo/ sounds. Challenge them to blend more complex CVC words or identify the initial sound in new words.