Class: Pre-School Level 4
Term: Third Term
Week: 10
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Reading familiar words and recognising simple blends.
Topic: Reading Simple Sentences with Familiar Sight Words
Subject Matter: Reading Sight Words: Their, Want, Once. Weekly focus: Reading Simple Sentences with Familiar Sight Words.

Specific Objectives

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

Cognitive Domain

Identify the sight words “their,” “want,” and “once.”
Read simple sentences containing the sight words “their,” “want,” and “once.”
Match simple sentences to corresponding pictures.
Construct simple sentences using word and picture cards.

Affective Domain

Show interest and enthusiasm in reading simple sentences.
Participate actively in sentence-building and reading activities.

Psychomotor Domain

Point to words in a sentence as they read.
Arrange word and picture cards to form sentences.

Take turns reading sentences with peers and the teacher.
Share reading materials respectfully with classmates.

Reference Materials

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

Instructional Materials

Reading books
Charts displaying sight words and simple sentences
Flashcards of sight words (“their,” “want,” “once”)
Picture cards corresponding to simple sentences
Word cards for sentence building
MP4 player for educational videos (optional)

Rationale for the Lesson

This lesson is crucial for Pre-School Level 4 pupils as it builds foundational reading skills by introducing familiar sight words and simple sentences. Mastering sight words helps children read fluently and understand text better, preparing them for more complex reading tasks in primary school. It also encourages early literacy engagement and comprehension.

Prerequisite/Previous Knowledge

Pupils have previously learned to recognise letters, identify letter sounds, read some simple CVC words, and understand that pictures tell stories. They are also familiar with looking at books and identifying objects in pictures.

Lesson Content/Board Summary

Reading Simple Sentences with Familiar Sight Words

Sight words are words that appear very often in reading and writing. We learn to recognise them quickly, “by sight,” without sounding them out.

Today, we will learn and read sentences with these sight words:

Their
Want
Once

Examples of Simple Sentences with Sight Words:

Their ball is red.
They want to play.
Once upon a time, there was a girl.
I want an apple.
Where is their house?
Once I saw a big dog.

Basic Rules of Reading:

We read words from left to right.
We read sentences from top to bottom.
Pictures can help us understand what the words mean.

What the Teacher Should Show or Draw

Display large flashcards for “their,” “want,” “once.”
Show charts with simple sentences written clearly, each paired with a matching picture.
Demonstrate how to arrange word and picture cards to form a sentence.

Reading Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

“Their” books are open wide,
“Want” to read inside!
“Once” upon a story grand,
Reading words across the land.
Sight words help us read with ease,
Reading stories, if you please!

Actions:

“Their” books are open wide: Open hands like a book.
“Want” to read inside!: Point to eyes, then pretend to read.
“Once” upon a story grand: Make a big circle with hands.
Reading words across the land: Sweep hands from left to right.
Sight words help us read with ease: Nod head and smile.
Reading stories, if you please!: Bow slightly.

How to use the rhyme: Sing the rhyme together, encouraging pupils to do the actions. Repeat several times to help memorise the sight words and reinforce the idea of reading.

Watch and Read Along

Let’s watch a video that shows us how to read simple sentences with pictures. Pay attention to the words and the pictures!

https://www.youtube.com/watch?v=cM3k990-W9k

Key Words

Sight words – words we recognise quickly without sounding them out.
Their – belonging to them.
Want – to wish for something.
Once – one time, or in the past.
Sentence – a group of words that tells a complete thought.
Read – to look at and understand written words.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Manipulation of Objects (word/picture cards), Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Review

Teacher’s Activity: The teacher greets the pupils, leads a short “Good morning” song, and quickly reviews recognising a few familiar letters and simple words from the previous lesson. The teacher asks, “Who likes to read stories?”

Pupils’ Activity: Pupils respond to greetings, sing along, and raise their hands to show interest in reading stories.

Learning Point: Pupils are engaged and reminded of prior knowledge related to reading.

Step 2: Introduction of Sight Words

Time: 5 minutes

Teaching Skill: Presentation/Recognition

Teacher’s Activity: The teacher introduces the sight words “their,” “want,” and “once” using large flashcards. The teacher says each word clearly and asks pupils to repeat it. The teacher explains that these words are special because we learn to recognise them quickly.

Pupils’ Activity: Pupils listen, repeat each sight word after the teacher, and try to recognise them on the flashcards.

Learning Point: Pupils recognise and pronounce the new sight words.

Step 3: Sentence Building with Sight Words

Time: 6 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher demonstrates how to make simple sentences using the sight words. For example, “Their ball is red.” The teacher uses word cards and a picture of a red ball. The teacher then guides pupils to arrange word cards and picture cards to form other simple sentences like “I want an apple” or “Once I saw a cat.”

Pupils’ Activity: Pupils observe the teacher’s demonstration, then work in small groups or individually to arrange word and picture cards to form simple sentences with the teacher’s help.

Learning Point: Pupils understand how sight words fit into sentences and begin to construct sentences.

Step 4: Guided Reading of Sentences

Time: 5 minutes

Teaching Skill: Guided Reading/Matching

Teacher’s Activity: The teacher displays charts with simple sentences containing the target sight words, each with a matching picture. The teacher reads each sentence first, pointing to each word, then asks pupils to read along, matching the words to the picture cues. For example, “Their house is big.” (with a picture of a big house).

Pupils’ Activity: Pupils read the sentences aloud with the teacher, pointing to the words and matching them to the pictures.

Learning Point: Pupils practise reading simple sentences and using picture cues for comprehension.

Step 5: Reinforcement Activity (Rhyme and Game)

Time: 4 minutes

Teaching Skill: Reinforcement/Activity

Teacher’s Activity: The teacher leads the class in singing the “Reading Rhyme” again with actions. The teacher then plays a quick game: “Find the Word.” The teacher calls out a sight word, and pupils quickly point to it on a chart or flashcard.

Pupils’ Activity: Pupils sing the rhyme with actions and actively participate in the “Find the Word” game, pointing to the correct sight words.

Learning Point: Pupils reinforce recognition of the sight words through a fun, active game.

Step 6: Independent Practice / Reading Passages

Time: 3 minutes

Teaching Skill: Application/Observation

Teacher’s Activity: The teacher distributes simple reading books or decodable passages to pupils. The teacher encourages pupils to find and read sentences containing the target sight words, offering individual support as needed.

Pupils’ Activity: Pupils attempt to read simple sentences and passages from their reading books, looking for the sight words and trying to read independently or with peer support.

Learning Point: Pupils apply their knowledge of sight words to read in a more independent setting.

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.

Show me the word “want” on the chart.
Read this sentence: “Once I saw a bird.”
Match this sentence card (“Their car is blue”) to the correct picture.
Tell me one thing you want to read about.

Pupils’ Activity: Pupils respond orally, point to words, read sentences, and match cards as requested by the teacher.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Closure

Teacher’s Activity: The teacher praises the pupils for their effort and good reading. The teacher reminds them to keep practising reading their sight words and simple sentences at home. The teacher leads a closing song.

Pupils’ Activity: Pupils respond to praise, listen to instructions, and sing the closing song.

Learning Point: Pupils feel encouraged and motivated to continue reading.

Lesson Keywords

Sight words – Words we learn to recognise quickly.
Their – Belongs to them.
Want – To desire something.
Once – One time.
Sentence – A complete thought with words.
Read – To understand written words.

Differentiation

Support: For pupils who struggle, provide larger flashcards, more one-on-one guidance, hand-over-hand pointing to words, and use only two sight words initially. Focus on matching sentences to pictures before asking them to read independently.
Extension: For quicker learners, encourage them to create their own simple sentences using the sight words with other familiar words. Ask them to identify the sight words in different reading materials or to read slightly longer sentences.

Note for teachers using this lesson plan

Prepare all instructional materials (flashcards, charts, word cards, picture cards, reading books) before the lesson. Ensure the pictures clearly match the sentences to aid comprehension. Emphasise that sight words are learned by remembering their shape and look, rather than sounding them out. Encourage repetition and make the activities fun and interactive. Observe pupils closely during sentence building and reading to identify those needing extra support or those ready for more challenge. Praise effort and participation to build confidence. The key observable action for understanding is the pupil’s ability to correctly identify the sight words and read simple sentences containing them, either by pointing or orally.