Review of sound-symbol relationships in Phonemic Awareness for Primary 1

Class: Primary 1
Term: Second Term
Week: 1
Age: 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Pre-Reading Skills
Focal competence: Pronouncing letter sounds appropriately while reading and speaking
Key competencies/values: Communication; ICT and Digital Competencies; Collaboration
Skills:

• Identifying sounds
• Blending sounds
• Segmenting sounds in words

Previous Lesson:
Topic: Phonemic Awareness (Identifying Sounds): Application
Subject Matter: Review of sound-symbol relationships needed for the term, Previously taught sound-symbol relationships needed for the term

Specific Objectives

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

Cognitive Domain

• Identify previously taught target letters and their corresponding sounds.
• Recall familiar words that contain specific target sounds.

Affective Domain

• Participate actively in sound identification games.
• Show enthusiasm for learning and practicing letter sounds.

Psychomotor Domain

• Pronounce previously taught target sounds correctly in familiar words.
• Match given sounds to their correct letter symbols.

Social Domain

• Collaborate with peers during sound-matching activities.
• Communicate their understanding of sounds to others.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Primary English for Nigerian Schools 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Word building materials (e.g., magnetic letters, letter tiles)
• Approved publisher-neutral text
• Letter, word, and picture cards
• Exercise books and pencils
• Whiteboard or chalkboard
• Markers or chalk

Rationale for the Lesson

This lesson is important because it reinforces foundational phonemic awareness skills, which are crucial for early reading development. By reviewing sound-symbol relationships, pupils build confidence in decoding words and improve their pronunciation. This application of sounds helps them become more fluent and independent readers.

Prerequisite/Previous Knowledge

Pupils should have been introduced to basic letter sounds and their corresponding symbols in the previous term or lessons.

Lesson Content/Board Summary

Phonemic Awareness (Identifying Sounds): Application

Review of Target Letters and Their Sounds

We will review some letters and the sounds they make. Knowing these sounds helps us read words.

1. Letter: Aa, Sound: /a/ (as in ant)
2. Letter: Ss, Sound: /s/ (as in sun)
3. Letter: Tt, Sound: /t/ (as in top)
4. Letter: Ii, Sound: /i/ (as in ink)
5. Letter: Pp, Sound: /p/ (as in pen)
6. Letter: Nn, Sound: /n/ (as in net)

Sound Examples in Familiar Words

We can hear these sounds in many words:

1. /a/ sound: ant, apple, cat
2. /s/ sound: sun, sit, bus
3. /t/ sound: top, ten, mat
4. /i/ sound: ink, pin, sit
5. /p/ sound: pen, pig, cap
6. /n/ sound: net, nap, fan

Matching Sounds to Letters

Matching sounds to letters means finding the letter that makes a particular sound. For example, if you hear the /s/ sound, you match it to the letter ‘S’.

Identifying Beginning Sounds

The beginning sound is the first sound you hear when you say a word. It helps us to know which letter the word starts with.

1. Word: “cat” – The beginning sound is /k/.
2. Word: “dog” – The beginning sound is /d/.
3. Word: “fan” – The beginning sound is /f/.
4. Word: “mat” – The beginning sound is /m/.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Individual Practice, Pair Work

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Recalling/Engaging

Teacher’s Activity: The teacher greets the pupils and reminds them of the importance of sounds in reading. The teacher asks pupils to recall some letter sounds they learned previously.

Pupils’ Activity: Pupils respond to greetings and try to recall some letter sounds.

Learning Point: Importance of letter sounds

Step 2: Review of Target Letters and Their Sounds

Time: 8 minutes

Teaching Skill: Demonstration/Repetition

Teacher’s Activity: The teacher displays letter cards (e.g., A, S, T, I, P, N) one by one, pronounces each sound clearly, and encourages pupils to repeat after them. The teacher writes the letters and sounds on the board.

Pupils’ Activity: Pupils observe the letter cards, listen to the sounds, and repeat them after the teacher.

Learning Point: Pronouncing target sounds

Step 3: Sound Examples in Familiar Words

Time: 7 minutes

Teaching Skill: Association/Modeling

Teacher’s Activity: The teacher shows picture cards or writes familiar words (e.g., ant, sun, top, ink, pen, net) and helps pupils identify the target sound within each word. The teacher pronounces the words clearly, emphasizing the target sound.

Pupils’ Activity: Pupils look at the pictures/words and listen for the target sounds, repeating the words after the teacher.

Learning Point: Sounds in familiar words

Step 4: Sound-to-Letter Matching

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher says a sound (e.g., /a/) and asks pupils to pick up the corresponding letter card or point to it on the board. The teacher guides them to match sounds to letters.

Pupils’ Activity: Pupils match the sounds called out by the teacher to the correct letter cards or letters on the board.

Learning Point: Matching sounds to letters

Step 5: Beginning-Sound Identification

Time: 6 minutes

Teaching Skill: Questioning/Identification

Teacher’s Activity: The teacher says a familiar word (e.g., “cat,” “dog,” “fan”) and asks pupils to identify the beginning sound. The teacher provides clues if needed.

Pupils’ Activity: Pupils listen to the words and state the beginning sound they hear.

Learning Point: Identifying beginning sounds

Step 6: Application and Reinforcement

Time: 3 minutes

Teaching Skill: Reinforcement/Practice

Teacher’s Activity: The teacher leads a quick game where pupils take turns saying a word and a partner identifies its beginning sound, or vice-versa. The teacher uses magnetic letters or letter tiles for hands-on practice.

Pupils’ Activity: Pupils participate in the game, practicing sound identification and pronunciation.

Learning Point: Reinforcing sound application

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What sound does the letter ‘S’ make?
2. Say a word that starts with the /p/ sound.
3. If I say “mat,” what is the beginning sound?
4. Match the sound /i/ to its letter.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding sound-symbol relationships

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes, including the reviewed letters, sounds, and example words, into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Recording lesson content

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Summarizing

Teacher’s Activity: The teacher briefly reminds pupils that knowing letter sounds helps them read and encourages them to practice at home. The teacher praises their participation.

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

Learning Point: Consolidating sound knowledge

Continuous Assessment/Further Study

Type: Homework

Instruction: Complete the following tasks in your exercise book:

1. Write the letter that makes the following sounds: /t/, /n/, /a/.
2. Draw three pictures of things whose names start with the /s/ sound.
3. Ask an adult to say three words, and you tell them the beginning sound of each word.

Lesson Keywords

• Sounds – The noises letters make.
• Symbols – The written shapes of letters.
• Letters – The alphabet characters we use for writing.
• Words – Groups of letters that have meaning.
• Beginning sounds – The first sound in a word.

Differentiation

For weaker learners, provide extra one-on-one practice with letter and picture cards, focusing on a smaller set of sounds. For faster learners, challenge them to blend two or three sounds to form simple CVC words or identify middle and ending sounds in familiar words.

Suggested Lesson Videos

For further understanding, search on YouTube for: Primary 1 phonemic awareness sound symbol relationships

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure all instructional materials, especially letter, word, and picture cards, are prepared and easily accessible. Begin by engaging pupils with a quick recap of previously learned sounds to activate their prior knowledge. Follow the teaching sequence by demonstrating each sound clearly and providing ample opportunities for pupils to repeat and practice. Pay close attention to individual pronunciation and offer immediate, gentle corrections. Encourage pair work during sound-matching activities to foster collaboration. Pupils should copy the Board Summary notes during Step 8, ensuring they have accurate records for revision. Check for understanding throughout the lesson by asking questions and observing their participation. Provide additional support for pupils struggling with specific sounds and extend activities for those who grasp concepts quickly.