Reading and Copying Two- and Three-Letter Words in Word Formation for Pre-School Level 3

Class: Pre-School Level 3
Term: Third Term
Week: 3
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Recognition of individual letter sounds and simple letter formation.
Topic: WORD FORMATION: READING AND COPYING TWO- AND THREE-LETTER WORDS
Subject Matter: Word Formation: Reading and Copying Two- and Three-Letter Words.

Specific Objectives

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

Cognitive Domain

• Recognise and say some Jolly Phonics letter sounds.
• Blend two- and three-letter sounds to form simple words.
• Read familiar two- and three-letter words.

Affective Domain

• Show interest in blending sounds to make words.
• Participate actively in reading and copying activities.

Psychomotor Domain

• Point to specific two- and three-letter words when called.
• Trace or copy simple two- and three-letter words on paper or a whiteboard.

Social Domain

• Listen attentively when the teacher or peers are blending sounds and reading words.
• Take turns in reading or copying words.

Reference Materials

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

Instructional Materials

• Phonics charts with letter sounds.
• Flashcards with individual letters (vowels and consonants).
• Flashcards with two-letter words (e.g., at, in, on, it, up).
• Flashcards with three-letter words (e.g., cat, dog, sun, pig, run, mat).
• Whiteboard and markers.
• Pencils and paper/workbooks for copying.
• Sound recorder (optional).

Rationale for the Lesson

This lesson is crucial for 4-year-olds as it introduces them to the foundational skill of blending sounds to form words, which is the first step towards reading. By learning to combine sounds, pupils begin to understand how spoken words are represented in written form, building their confidence and curiosity in literacy.

Prerequisite/Previous Knowledge

Pupils can recognise and say the sounds of some individual letters of the alphabet. They can also make simple strokes and patterns.

Lesson Content/Board Summary

WORD FORMATION: READING AND COPYING TWO- AND THREE-LETTER WORDS

Word formation is putting letter sounds together to make words. When we know our letter sounds, we can blend them to read words.

Review of Letter Sounds

We use sounds like /c/ /a/ /t/ to make words.

• Vowel Sounds: a, e, i, o, u (short sounds)
• Consonant Sounds: c, d, g, m, n, p, r, s, t

Blending Two-Letter Words

We can put two sounds together to make a word:

• /i/ + /n/ = in
• /o/ + /n/ = on
• /a/ + /t/ = at
• /u/ + /p/ = up
• /i/ + /t/ = it

Blending Three-Letter Words (CVC Words)

We can put three sounds together to make a word:

• /c/ + /a/ + /t/ = cat
• /d/ + /o/ + /g/ = dog
• /s/ + /u/ + /n/ = sun
• /p/ + /i/ + /g/ = pig
• /r/ + /u/ + /n/ = run
• /m/ + /a/ + /t/ = mat

Reading and Copying Words

After blending, we can read the whole word. Then we can practise writing it.

• in
• at
• cat
• dog
• sun

Key Words

• Word – a group of letters that has a meaning.
• Sound – what we hear when we say a letter.
• Blend – to put sounds together to make a word.
• Read – to look at words and say them.
• Copy – to write something exactly as it is shown.

Blending Sounds Song

Tune: “Twinkle, Twinkle Little Star”

Sounds, sounds, make a word,
Listen closely, have you heard?
/c/ /a/ /t/, that’s a cat,
Say it clearly, just like that!
Sounds, sounds, make a word,
Reading is fun, have you heard?

Actions: Point to mouth for “sounds,” cup ear for “listen,” mime writing for “make a word,” point to a picture of a cat for “/c/ /a/ /t/, that’s a cat.”

Watch and Practise Blending

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Picture Talk
• Question and Answer
• Repetition
• Practical Activity (Reading and Copying)

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Warm-up

Teacher’s Activity: The teacher greets the pupils and starts with a quick “sound game” where pupils make the sound of a letter the teacher shows (e.g., /a/, /m/, /s/).

Pupils’ Activity: Pupils greet the teacher and enthusiastically make the sounds of the letters shown.

Learning Point: Pupils recall and practise individual letter sounds.

Step 2: Review of Letter Sounds

Time: 5 minutes

Teaching Skill: Recall/Visual Aid Use

Teacher’s Activity: The teacher displays a phonics chart or uses flashcards to review some common letter sounds, focusing on short vowels (a, e, i, o, u) and a few consonants (c, d, g, m, n, s, t).

Pupils’ Activity: Pupils identify and say the sounds of the letters as the teacher points to them.

Learning Point: Pupils refresh their knowledge of basic letter sounds, essential for blending.

Step 3: Demonstration of Blending Two-Letter Words

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates how to blend two sounds to form a word. For example, showing ‘i’ flashcard, saying /i/, then ‘n’ flashcard, saying /n/, then blending them slowly /i/-/n/ and then faster “in.” Writes “in” on the board.

Pupils’ Activity: Pupils watch and listen carefully as the teacher demonstrates blending sounds and forming words.

Learning Point: Pupils observe the process of blending sounds to create two-letter words.

Step 4: Guided Practice with Two- and Three-Letter Words

Time: 6 minutes

Teaching Skill: Guided Practice/Interactive Learning

Teacher’s Activity: The teacher guides pupils to blend other two-letter words (e.g., “at,” “on,” “up”) and then simple three-letter CVC words (e.g., “cat,” “dog,” “sun”) using flashcards and the board. Asks pupils to repeat the blended words.

Pupils’ Activity: Pupils actively participate by saying the individual sounds and then blending them to form words with the teacher’s guidance. They repeat the words after the teacher.

Learning Point: Pupils practise blending sounds to form and say simple words.

Step 5: Reading and Copying Words Activity

Time: 5 minutes

Teaching Skill: Practical Application/Reinforcement

Teacher’s Activity: The teacher displays flashcards with two- and three-letter words. Pupils take turns reading them. Then, the teacher writes a few words on the board and guides pupils to copy them into their workbooks or on individual whiteboards. The teacher plays the “CVC Word Song” video to reinforce blending and reading.

Pupils’ Activity: Pupils read the words on flashcards. They then practise copying the words, focusing on letter formation. They watch the video and participate by singing and blending along.

Learning Point: Pupils apply their blending skills to read and begin copying simple words.

Step 6: Blending Sounds Song and Word Game

Time: 3 minutes

Teaching Skill: Reinforcement/Fun Activity

Teacher’s Activity: The teacher leads pupils in singing the “Blending Sounds Song” again with actions. The teacher then plays a quick “match the word” game where pupils match a word flashcard to a corresponding picture.

Pupils’ Activity: Pupils sing the song with actions and participate in the word-matching game, identifying words and pictures.

Learning Point: Pupils reinforce word formation and recognition through song and a game.

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?” (shows a letter flashcard, e.g., ‘s’, ‘a’, ‘t’)
2. “Can you blend /d/ /o/ /g/ for me?”
3. “Read this word for me.” (shows “cat” or “in” flashcard)
4. “Copy the word ‘sun’ on your paper.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summary/Encouragement

Teacher’s Activity: The teacher praises the pupils for their effort in learning to blend and read words. Reminds them that practising sounds helps them read more words. Assigns a simple word tracing activity for homework.

Pupils’ Activity: Pupils listen to the teacher, say “thank you,” and pack up their materials.

Learning Point: Pupils feel encouraged and understand the importance of continued practice.

Lesson Keywords

• Word – a group of letters that has a meaning.
• Sound – what we hear when we say a letter.
• Blend – to put sounds together to make a word.
• Read – to look at words and say them.
• Copy – to write something exactly as it is shown.

Differentiation

• Support: For pupils struggling with blending, use larger letter flashcards and blend sounds very slowly, repeating multiple times. Provide hand-over-hand guidance for copying words, or let them trace words on sand or a textured surface before paper. Focus on only two-letter words initially.
• Extension: For pupils who quickly grasp blending, challenge them to identify other familiar three-letter words from pictures or to blend slightly more complex CVC words (e.g., “fox,” “box”). Encourage them to write a word independently after reading it.