Note for teachers using this lesson plan

Before the lesson, ensure you have flash cards with simple words, chart paper with the example sentences written clearly, and writing materials ready. The central idea for pupils is to understand that words combine to form sentences that make complete sense, and they can both read and copy these simple sentences. Observe pupils as they point to words, read aloud, and attempt to copy the sentences to gauge their understanding.

Class: Pre-School Level 4
Term: Third Term
Week: 10
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Letter Work
Previous Lesson: Reading and writing simple words
Topic: Reading and Writing Simple Sentences Independently
Subject Matter: Speech Writing: Reading and Writing Simple Sentences Independently

Specific Objectives

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

Cognitive Domain

Identify simple words within a sentence.
Read simple sentences independently.
Recognise that a sentence is a group of words that makes complete sense.

Affective Domain

Show enthusiasm for reading and writing simple sentences.
Listen attentively to the teacher’s instructions and demonstrations.

Psychomotor Domain

Copy simple sentences into their notebooks.
Point to words as they read them in a sentence.

Participate actively in group reading activities.
Take turns reading sentences aloud.

Reference Materials

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

Instructional Materials

Flash cards with simple words (e.g., “I”, “am”, “go”, “boy”, “home”, “book”, “mom”, “school”)
Chart paper or whiteboard with example sentences written clearly
MP4 player (for video)
Writing books/notebooks
Pencils and crayons
Reading books with simple sentences
Chalk or marker

Rationale for the Lesson

This lesson is crucial for 5-year-olds as it builds foundational literacy skills, moving them from individual words to meaningful sentences. It helps them understand how language works, fostering early reading fluency and encouraging independent writing, which are vital for future academic success and communication.

Prerequisite/Previous Knowledge

Pupils can recognise and identify individual letters of the alphabet, sound out simple two-letter, three-letter, and four-letter words, and have basic pre-writing skills such as tracing and copying words.

Lesson Content/Board Summary

Reading and Writing Simple Sentences Independently

A sentence is a group of words that makes complete sense. When we read a sentence, we read the words one after the other to understand the meaning. When we write a sentence, we put words together to tell something.

Example Simple Sentences:

I am going.
The boy is at home.
She has a fine cloth.
This is my book.
My mom is a woman.
He is in school.

Key Words

Sentence – a group of words that makes sense.
Read – to look at words and understand their meaning.
Write – to form letters and words on paper.

Reading and Writing Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

Words together, make a line,
Make a sentence, clear and fine.
Read them slowly, one by one,
Reading sentences is fun!
Write them neatly, on the page,
Learning stories, age by age.

Actions: Point to words on a chart, then sweep hand across for a sentence. Pretend to read with finger, then pretend to write.

Watch and Practise

https://www.youtube.com/watch?v=J3-g897-J-g

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by explaining that words can join together to make a “sentence” that tells us something. Write one example sentence on the board. Point to each word, say it, then read the whole sentence. Emphasize that a sentence makes sense. Repeat this with all the example sentences, encouraging pupils to listen and repeat.

What to show or demonstrate: Use flash cards to review individual words. Then, arrange the flash cards to form a sentence, showing how words combine. Point clearly to each word on the chart or whiteboard as you read. Demonstrate proper pencil grip and how to copy a sentence neatly, starting from left to right.

How to use the rhyme/song: Introduce the “Reading and Writing Rhyme” after demonstrating reading the sentences. Sing it twice with the pupils, performing the actions. The rhyme reinforces the idea of putting words together to form sentences for reading and writing.

How to use the video: Introduce the video as a fun way to see and hear simple sentences being read. Play the video, asking pupils to pay attention to how the words are read. After watching, encourage pupils to repeat some of the simple sentences they heard in the video and point out words they recognise.

What to watch for: Observe if pupils are able to identify individual words in a sentence and blend them to read the whole sentence. Check their ability to copy sentences, ensuring they maintain spacing between words and proper letter formation. Correct any confusion between reading individual words and reading them as a complete sentence.

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: Review/Engagement

Teacher’s Activity: The teacher greets the pupils and reviews the previous lesson on reading and writing simple words by showing flash cards of familiar words (e.g., “cat”, “run”, “big”).

Pupils’ Activity: Pupils respond to greetings and identify/read the words on the flash cards.</

Learning Point: Pupils recall previous knowledge of simple words.

Step 2: Presentation – What is a Sentence?

Time: 5 minutes

Teaching Skill: Explanation/Modelling

Teacher’s Activity: The teacher introduces the concept of a sentence as a group of words that makes complete sense. The teacher writes a simple sentence like “I am happy.” on the board and explains that it tells us something.

Pupils’ Activity: Pupils listen attentively and repeat the definition of a sentence. They observe the sentence written on the board.

Learning Point: Pupils understand that a sentence is a group of words that makes sense.

Step 3: Teacher Demonstration – Reading Sentences

Time: 6 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher points to and reads each of the example sentences on the chart/whiteboard, first reading individual words slowly, then blending them to read the whole sentence clearly. “I… am… going. I am going.”

Pupils’ Activity: Pupils watch and listen carefully as the teacher demonstrates reading the sentences, following along with their eyes.

Learning Point: Pupils observe how to read words together to form a sentence.

Step 4: Guided Practice – Pupils Read Sentences

Time: 6 minutes

Teaching Skill: Guided Practice/Correction

Teacher’s Activity: The teacher leads the pupils to read the example sentences together as a class, then in smaller groups, and finally individually, providing support and correcting pronunciation where needed.

Pupils’ Activity: Pupils read the simple sentences aloud, first chorally, then in groups, and individually, following the teacher’s guidance.

Learning Point: Pupils practise reading simple sentences with guidance.

Step 5: Reinforcement – Rhyme and Video

Time: 4 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads the pupils in singing the “Reading and Writing Rhyme” with actions. Afterwards, the teacher plays the educational video on reading simple sentences for pupils to watch and listen.

Pupils’ Activity: Pupils sing the rhyme with actions and then watch the video, repeating some simple sentences they hear.

Learning Point: Pupils reinforce their understanding of reading sentences through song and visual aids.

Step 6: Application – Writing Sentences

Time: 4 minutes

Teaching Skill: Application/Supervision

Teacher’s Activity: The teacher guides pupils to open their writing books. The teacher writes one or two simple sentences (e.g., “I am going.”) on the board for pupils to copy into their notebooks, reminding them about neatness and spacing.

Pupils’ Activity: Pupils carefully copy the simple sentences from the board into their notebooks.

Learning Point: Pupils practise writing simple sentences independently.

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.

What is a sentence?
Read the sentence: “This is my book.”
Point to the word “boy” in the sentence: “The boy is at home.”
Copy the sentence: “My mom is a woman.”

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: Summarisation

Teacher’s Activity: The teacher praises the pupils for their participation and summarises that they have learned to read and write simple sentences. The teacher assigns a simple homework task, such as copying two more simple sentences.

Pupils’ Activity: Pupils listen to the summary and homework assignment.

Learning Point: Pupils consolidate their learning and receive further practice.

Lesson Keywords

Sentence – a group of words that makes complete sense.
Read – to look at words and understand their meaning.
Write – to form letters and words on paper.
Words – individual units of meaning that make up sentences.

Differentiation

Support: For pupils struggling with reading, provide flash cards for each word in a sentence and have them arrange the cards before reading. Offer hand-over-hand guidance for copying sentences and allow them to trace over pre-written sentences.
Extension: For pupils who grasp the concept quickly, encourage them to create their own very simple two-word or three-word sentences orally (e.g., “I play.”, “She runs fast.”). They can also attempt to write a simple sentence without direct copying, using words they already know.