Reading Simple Sentences and Identifying Individual Words for Pre-School Level 4

Class: Pre-School Level 4
Term: Third Term
Week: 9
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Letter Work
Previous Lesson: Reading Simple Words (e.g., CVC words)
Topic: Reading Simple Sentences and Identifying Individual Words
Subject Matter: Reading Simple Sentences and Identifying Individual Words

Specific Objectives

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

Cognitive Domain

• Identify individual words within simple sentences.
• Read simple two-letter, three-letter, and four-letter words.
• Read short, simple sentences correctly.

Affective Domain

• Show interest in reading simple sentences.
• Ask the teacher for guidance when they encounter unfamiliar words.

Psychomotor Domain

• Copy simple sentences into their notebooks.
• Point to individual words as they are read.

Social Domain

• Participate actively in guided reading activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Relevant Early Childhood Care and Education resources
• Apt early-years reading textbooks/workbooks

Instructional Materials

• Flash cards with simple words and sentences
• Charts displaying simple sentences
• Writing books and pencils
• Reading books with simple sentences
• MP3 player (for audio rhymes/songs)
• MP4 player (for educational videos)

Rationale for the Lesson

This lesson is crucial for developing foundational reading skills in young children. By learning to read simple sentences and identify individual words, pupils begin to understand how words combine to form meaning, which is a key step towards independent reading and comprehension. It also helps them recognise familiar words in different contexts.

Prerequisite/Previous Knowledge

Pupils can recognise most letters of the alphabet, know some letter sounds, and can read simple two-letter and three-letter words (e.g., ‘at’, ‘cat’, ‘dog’).

Lesson Content/Board Summary

Reading Simple Sentences and Identifying Individual Words

A sentence is a group of words that makes complete sense. When we read a sentence, we read each word one by one.

What is a Sentence?

• A sentence tells us something.
• It starts with a capital letter and usually ends with a full stop (.).
• It is made up of individual words.

Identifying Individual Words

We will read some simple sentences and point to each word as we read it. This helps us see that sentences are built from separate words.

Example Sentences:

1. My dad has come. 2. He is good to me. 3. I can sing. 4. This is my book. 5. They are boys. 6. I want to eat rice.

What the Teacher Should Show or Draw

• Write the example sentences clearly on a chart or the whiteboard.
• Use flashcards for individual words from the sentences (e.g., ‘My’, ‘dad’, ‘is’, ‘book’, ‘eat’).
• Demonstrate pointing to each word as it is read aloud.

Reading Words and Sentences Rhyme

Tune: “Twinkle, Twinkle Little Star”

Words, words, one by one,
Reading them is so much fun.
Put them together, what do we see?
A sentence for you and me!
Read it slowly, read it clear,
Every single word we hear!

Actions:

• “Words, words, one by one”: Hold up one finger, then another.
• “Reading them is so much fun”: Smile and clap hands.
• “Put them together, what do we see?”: Bring hands together.
• “A sentence for you and me!”: Point to self and then to a friend.
• “Read it slowly, read it clear”: Pretend to read from a book, enunciating.
• “Every single word we hear!”: Cup hand to ear.

How to use the rhyme: Sing the rhyme together, encouraging pupils to perform the actions. Use it to introduce or reinforce the idea of words forming sentences.

Watch and Practise

Let’s watch a short video that shows us how to read simple sentences and identify words, then we can practise together!

https://www.youtube.com/watch?v=0k010xWqGgw

Key Words

• Sentence – a group of words that tells us something.
• Word – a single unit of meaning, like ‘my’ or ‘dad’.
• Read – to look at words and say them aloud.
• Identify – to point out or recognise something.

Teaching Methods/Instructional Techniques

• Demonstration
• Guided Practice
• Repetition
• Songs and Rhymes
• Picture Talk (using flashcards)
• Question and Answer
• Practical Activity (copying)

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and reviews the previous lesson by asking pupils to read a few simple words (e.g., ‘cat’, ‘run’, ‘is’). The teacher then introduces the new topic: reading simple sentences.

Pupils’ Activity: Pupils respond to greetings, read the simple words, and listen attentively to the introduction.

Learning Point: Pupils recall previous knowledge of reading words and are prepared for the new lesson.

Step 2: Presentation of Simple Sentences

Time: 5 minutes

Teaching Skill: Explanation/Visual Aid

Teacher’s Activity: The teacher explains what a sentence is using simple language. The teacher then displays a chart or writes the first few example sentences on the board (e.g., “My dad has come.”, “He is good to me.”). The teacher points out that each sentence is made of separate words.

Pupils’ Activity: Pupils listen to the explanation and observe the sentences on the chart/board.

Learning Point: Pupils understand the basic concept of a sentence and that it is composed of individual words.

Step 3: Teacher Models Reading and Identifying Words

Time: 6 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher reads each sentence slowly and clearly, pointing to each word as it is read. For example, “My (point to ‘My’) dad (point to ‘dad’) has (point to ‘has’) come (point to ‘come’).” The teacher repeats this for a few sentences.

Pupils’ Activity: Pupils watch and listen carefully as the teacher demonstrates reading and pointing to each word.

Learning Point: Pupils observe the correct way to read a sentence and identify its individual words.

Step 4: Guided Practice – Pupils Read and Identify

Time: 6 minutes

Teaching Skill: Guided Practice/Repetition

Teacher’s Activity: The teacher leads the pupils to read the sentences together, encouraging them to point to each word as they say it. The teacher provides support and corrects pronunciation where necessary. The teacher uses flashcards for individual words and asks pupils to identify them within the sentences.

Pupils’ Activity: Pupils read the sentences aloud as a class and individually, pointing to each word. They identify words on flashcards.

Learning Point: Pupils practise reading simple sentences and identifying words with teacher guidance.

Step 5: Reinforcement with Rhyme and Video

Time: 4 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads the pupils in singing the “Reading Words and Sentences Rhyme” with actions. The teacher then plays the short educational video on reading simple sentences for further reinforcement.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, repeating words or phrases as prompted by the video or teacher.

Learning Point: Pupils reinforce their understanding of sentences and words through an engaging rhyme and visual aid.

Step 6: Copying Simple Sentences

Time: 3 minutes

Teaching Skill: Practical Application/Fine Motor

Teacher’s Activity: The teacher guides pupils to copy one or two of the simple sentences from the board into their writing notebooks. The teacher reminds them about starting with a capital letter and using a full stop.

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

Learning Point: Pupils develop fine motor skills and practise writing simple sentences.

Step 7: Evaluation/Review

Time: 3 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. Read the sentence: “I can sing.”
2. Point to the word ‘can’ in the sentence.
3. Read the sentence: “This is my book.”
4. Identify how many words are in the sentence “My dad has come.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (reading, pointing, counting words).

Learning Point: Pupils demonstrate understanding of the lesson by reading sentences and identifying words.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summary/Encouragement

Teacher’s Activity: The teacher praises the pupils for their participation and encourages them to continue practising reading simple sentences at home. The teacher reminds them that reading is fun and important.

Pupils’ Activity: Pupils listen to the teacher’s concluding remarks and pack up their materials.

Learning Point: Pupils are motivated to continue practising reading.

Lesson Keywords

• Sentence – a group of words that makes complete sense.
• Word – a single unit of meaning, like ‘my’ or ‘dad’.
• Read – to look at words and say them aloud.
• Identify – to point out or recognise something.

Differentiation

• Support: For pupils who are struggling, provide larger print sentences, focus on only one or two sentences, use hand-over-hand guidance for pointing, and offer more one-on-one repetition. Use flashcards for individual words more frequently.
• Extension: For pupils who grasp the concept quickly, encourage them to read additional simple sentences from a reading book, or ask them to orally create a very simple two- or three-word sentence about a picture.

Note for teachers using this lesson plan

Before the lesson, ensure you have clear charts or a well-prepared whiteboard with the example sentences written legibly. Prepare flashcards for individual words from the sentences to aid in word identification. Emphasize patience and repetition, as some children may take longer to grasp the concept of words within a sentence. Encourage pupils to track words with their fingers as they read. When pupils are copying, supervise their pencil grip and letter formation. The main idea children must understand is that a sentence is made of separate words, and we read them in order. Observable actions showing understanding include correctly pointing to words as they are read and accurately answering questions about the number of words in a sentence.