Reading and Writing Simple Words with Beginning Sound c for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 3
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Letter Work
Previous Lesson: Words with Letter B, Writing, Rhymes and Picture Colouring
Topic: Beginning Sound c: Reading and Writing Simple Words
Subject Matter: Speech Writing: Beginning Sound c: Reading and Writing Simple Words

Specific Objectives

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

Cognitive Domain

• Identify the letter ‘c’ (uppercase and lowercase).
• Produce the /c/ sound correctly.
• Name simple words that begin with the /c/ sound.
• Read simple CVC (consonant-vowel-consonant) words beginning with ‘c’.

Affective Domain

• Listen attentively to the teacher and the audio/video resources.
• Show enthusiasm for learning new words.
• Participate actively in oral drills and group activities.

Psychomotor Domain

• Trace the letter ‘c’ (uppercase and lowercase) in the air and on paper.
• Write the letter ‘c’ (uppercase and lowercase) with guidance.
• Copy simple words beginning with ‘c’ accurately.

Social Domain

• Take turns when speaking or sharing answers.
• Work cooperatively during guided writing activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education Literacy resources
• Relevant early-years phonics workbook

Instructional Materials

• Charts displaying uppercase and lowercase ‘c’
• Picture cards of words beginning with ‘c’ (e.g., cat, cup, car, cake, cow)
• MP3 or MP4 player with audio/video of the /c/ sound and ‘c’ words
• Whiteboard and markers
• Pencils, crayons, and exercise books/paper
• Flashcards with simple ‘c’ words (e.g., cat, cup, can, cap)

Rationale for the Lesson

This lesson is crucial for 5-year-olds as it introduces them to the beginning sound of ‘c’ and helps them connect sounds to letters and words. Mastering this foundational skill enables pupils to decode and encode simple words, building confidence in early reading and writing and preparing them for more complex literacy tasks.

Prerequisite/Previous Knowledge

Pupils can already identify some letters of the alphabet, produce a few letter sounds, and have basic pre-writing skills such as tracing lines and curves. They may also be familiar with some common objects whose names begin with the /c/ sound.

Lesson Content/Board Summary

Beginning Sound c: Reading and Writing Simple Words

The letter ‘c’ makes the /c/ sound, like in ‘cat’.

The Letter ‘c’

• Uppercase: C
• Lowercase: c

The /c/ Sound

The sound /c/ is a soft, short sound made at the back of the throat. Practice saying /c/, /c/, /c/.

Words Beginning with ‘c’

We can find the /c/ sound at the beginning of many words:

• Cat
• Cup
• Car
• Cake
• Cow
• Can
• Cap

How to Write the Letter ‘c’

Start at the top, curve around to the left, and stop.

• C: Start at the top, make a big curve to the left.
• c: Start in the middle, make a small curve to the left.

Reading Simple ‘c’ Words

We can blend the /c/ sound with other sounds to read words:

• /c/ + /a/ + /t/ = cat
• /c/ + /u/ + /p/ = cup
• /c/ + /a/ + /n/ = can
• /c/ + /a/ + /p/ = cap

Writing Simple ‘c’ Words

We write the letters together to form words:

• cat
• cup
• can
• cap

Key Words

• Sound – What we hear when we say a letter.
• Beginning – The first part of something, like the first sound in a word.
• Word – Letters put together to make meaning.

What the Teacher Should Show or Draw

• Display large charts of uppercase ‘C’ and lowercase ‘c’.
• Show picture cards of ‘cat’, ‘cup’, ‘car’, ‘cake’, ‘cow’.
• Write ‘C’ and ‘c’ clearly on the board, demonstrating correct formation.
• Write simple words like ‘cat’, ‘cup’, ‘can’, ‘cap’ on the board.

Sound and Word Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

C says /c/, C says /c/
Like a cat, like a cat
C says /c/, C says /c/
For a cup, for a cup
C says /c/, C says /c/
Can you hear the /c/ sound?
C says /c/, C says /c/
All around!

Actions: Point to the letter ‘C’ on a chart, pretend to stroke a cat, pretend to drink from a cup, cup hand to ear as if listening.

How to use the rhyme: Sing the rhyme together, emphasizing the /c/ sound and pointing to the letter and pictures of ‘c’ words as they are mentioned. Repeat several times to reinforce the sound and words.

Watch and Listen to the /c/ Sound

The teacher will play a short educational video to reinforce the /c/ sound and words.

https://www.youtube.com/watch?v=0kF60Fm_L6c

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Practical Activity, Audio-Visual Aids.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and reviews a few familiar letter sounds or words from the previous lesson (e.g., ‘a’ or ‘b’ words). The teacher then introduces today’s focus by saying, “Today, we are going to learn about a new sound and letter, the /c/ sound!”

Pupils’ Activity: Pupils respond to greetings, recall previous sounds/words, and show readiness for the new lesson.

Learning Point: Pupils are engaged and prepared for the new topic.

Step 2: Presentation of Letter ‘c’ and its Sound

Time: 5 minutes

Teaching Skill: Demonstration/Oral Practice

Teacher’s Activity: The teacher displays charts of uppercase ‘C’ and lowercase ‘c’. The teacher clearly pronounces the /c/ sound, demonstrating how to make it (a short, sharp sound from the back of the throat). The teacher uses the MP3/MP4 player to play audio/video clips of the /c/ sound, encouraging pupils to listen and repeat.

Pupils’ Activity: Pupils observe the charts, listen to the /c/ sound, and repeat it several times after the teacher and the audio/video.

Learning Point: Pupils recognise the letter ‘c’ and can produce its sound.

Step 3: Introduction of Words Beginning with ‘c’

Time: 5 minutes

Teaching Skill: Picture Talk/Association

Teacher’s Activity: The teacher shows picture cards of objects whose names begin with ‘c’ (e.g., cat, cup, car, cake, cow). For each picture, the teacher clearly says the word, emphasizing the initial /c/ sound, and asks pupils to repeat. The teacher can also play relevant parts of the MP3/MP4 player showing these words.

Pupils’ Activity: Pupils observe the pictures, listen to the words, and repeat them after the teacher, focusing on the beginning /c/ sound.

Learning Point: Pupils associate the /c/ sound with familiar words and objects.

Step 4: Guided Oral Reading and Sound Blending

Time: 4 minutes

Teaching Skill: Guided Practice/Phonics

Teacher’s Activity: The teacher writes simple CVC words like ‘cat’, ‘cup’, ‘can’, ‘cap’ on the board. The teacher models blending the sounds for each word (/c/ + /a/ + /t/ = cat) and then guides pupils to blend the sounds and read the words aloud together. The teacher uses flashcards for reinforcement.

Pupils’ Activity: Pupils follow along as the teacher blends sounds, then participate in guided oral reading of the simple ‘c’ words.

Learning Point: Pupils practise blending sounds to read simple words beginning with ‘c’.

Step 5: Guided Writing of Letter ‘c’

Time: 4 minutes

Teaching Skill: Demonstration/Tracing

Teacher’s Activity: The teacher demonstrates how to write uppercase ‘C’ and lowercase ‘c’ on the whiteboard, explaining the stroke order (start at the top, curve around). The teacher then guides pupils to trace the letter ‘c’ in the air, on their palms, and then on their exercise books/paper using large movements. The teacher provides individual support.

Pupils’ Activity: Pupils imitate the teacher’s movements to trace ‘C’ and ‘c’ in the air, on their palms, and then carefully trace the letters on their paper.

Learning Point: Pupils learn the correct formation of the letter ‘c’.

Step 6: Guided Writing of Simple ‘c’ Words

Time: 5 minutes

Teaching Skill: Application/Writing Practice

Teacher’s Activity: The teacher writes simple ‘c’ words (e.g., ‘cat’, ‘cup’, ‘can’) on the board. The teacher guides pupils to copy these words into their exercise books, ensuring they form the letters correctly and space them appropriately. The teacher circulates to provide assistance and encouragement.

Pupils’ Activity: Pupils carefully copy the simple ‘c’ words from the board into their books with the teacher’s guidance.

Learning Point: Pupils practise writing simple words beginning with ‘c’.

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.

1. “What sound does this letter make?” (Teacher points to ‘c’ on a chart).
2. “Can you name one word that starts with the /c/ sound?”
3. “Show me the letter ‘C’ (uppercase) and ‘c’ (lowercase) on the chart.”
4. “Read this word for me.” (Teacher points to ‘cat’ or ‘cup’ on a 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

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher briefly recaps the /c/ sound and a few ‘c’ words. The teacher encourages them to look for objects starting with ‘c’ at home. The teacher can lead the class in singing the ‘C’ sound rhyme one more time.

Pupils’ Activity: Pupils listen, respond to praise, and participate in the final rhyme.

Learning Point: The lesson is reinforced and concluded positively.

Lesson Keywords

• C – The third letter of the alphabet.
• Sound – The noise a letter makes, like /c/.
• Cat – A common pet animal that starts with ‘c’.
• Cup – An object used for drinking that starts with ‘c’.
• Write – To form letters and words on paper.

Differentiation

• Support: For pupils who are struggling, the teacher can provide larger tracing templates for ‘c’, offer hand-over-hand guidance during writing, use more repetitive oral drills, and focus on only one or two ‘c’ words for recognition and writing. They can also be paired with a stronger peer.
• Extension: For pupils who quickly grasp the concept, the teacher can challenge them to identify more words beginning with ‘c’ (e.g., cow, cake), attempt to write other simple CVC words with ‘c’ (e.g., cot, cub), or draw pictures of ‘c’ words and label them.

Note for teachers using this lesson plan

Before the lesson, ensure all instructional materials, especially the charts, picture cards, and the MP3/MP4 player with relevant audio/video clips, are ready. The main idea children must understand is the connection between the letter ‘c’, its /c/ sound, and simple words starting with that sound. When demonstrating writing, pay close attention to correct pencil grip and sitting posture. Repeat the /c/ sound and the ‘c’ words frequently throughout the lesson, using different tones and actions to keep pupils engaged. For slower pupils, focus on oral recognition and tracing before moving to independent writing. For quicker pupils, encourage them to think of other ‘c’ words. Observe pupils’ ability to produce the sound, identify the letter, and attempt to write as key indicators of understanding. Ensure sufficient paper and pencils are available for all pupils.