Review of Jolly Phonics Sounds s-b with Blending and Word Formation for Pre-School Level 3

Class: Pre-School Level 3
Term: First Term
Week: 4
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Introduction to individual Jolly Phonics sounds and their recognition.
Topic: Review of Jolly Phonics Sounds s-b with Blending and Word Formation
Subject Matter: Review sounds s-b; Blending sounds; Word formation.

Specific Objectives

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

Cognitive Domain

• Identify and recognise the reviewed Jolly Phonics sounds (s, a, t, i, p, n, g, o, u, l, f, b).
• Blend two or three sounds together to form simple words.
• Pronounce simple CVC (consonant-vowel-consonant) words correctly.

Affective Domain

• Participate actively and with enjoyment in sound and blending activities.
• Show enthusiasm for learning new words.

Psychomotor Domain

• Trace or colour letters representing the reviewed sounds.
• Point to specific sounds or words when prompted.

Social Domain

• Take turns and share materials during group activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3
• Jolly Phonics Handbook and C/D
• Early Childhood Care and Education resources

Instructional Materials

• Jolly Phonics Handbook and C/D
• Sound recorder
• Flashcards of individual sounds (s, a, t, i, p, n, g, o, u, l, f, b)
• Picture cards of simple CVC words (e.g., sun, ant, top, pig, net, bat, dog, log)
• Whiteboard or chart paper
• Markers or crayons
• Worksheets with letters to colour/trace and simple pictures for blending

Rationale for the Lesson

This lesson is crucial for 4-year-olds as it builds foundational literacy skills. By reviewing individual sounds and learning to blend them, pupils begin to understand how letters combine to form words, which is a key step towards reading. This skill empowers them to decode new words and strengthens their phonological awareness, making future reading and writing much easier.

Prerequisite/Previous Knowledge

Pupils have been introduced to individual Jolly Phonics sounds from ‘s’ to ‘b’ in previous weeks and can recognise some of them. They can also identify familiar objects and pictures.

Lesson Content/Board Summary

Review of Jolly Phonics Sounds s-b with Blending and Word Formation

1. Review of Sounds:

We have learned many sounds! Today, we will review some of them, especially from the first few Jolly Phonics groups, ranging from ‘s’ to ‘b’.

• /s/ as in sun
• /a/ as in ant
• /t/ as in top
• /i/ as in insect
• /p/ as in pig
• /n/ as in net
• /g/ as in goat
• /o/ as in orange
• /u/ as in umbrella
• /l/ as in lion
• /f/ as in fish
• /b/ as in bat

2. What is Blending?

Blending means putting sounds together to make a word. When we say sounds one after another quickly, they join up to form a word.

• Example: /s/ + /a/ + /t/ = sat
• Example: /b/ + /a/ + /t/ = bat
• Example: /p/ + /i/ + /n/ = pin

3. Word Formation through Blending:

Let’s blend sounds to make these words:

• s-a-t → sat
• p-i-n → pin
• b-a-t → bat
• f-a-n → fan
• s-u-n → sun
• d-o-g → dog
• l-o-g → log
• b-u-g → bug

Key Words

• Sound – The smallest unit of spoken language.
• Blend – To put individual sounds together to make a word.
• Word – A unit of language that has meaning.

Blending Sounds Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

Sounds we know, let’s put them near,
Blend them softly, loud and clear.
/s/ /a/ /t/, now say “sat”,
What a clever little chat!
/b/ /a/ /t/, now say “bat”,
We can blend, imagine that!

Actions: Point to individual sound cards, then sweep hands together to show blending, then clap when saying the word.

Watch and Practise Blending

https://www.youtube.com/watch?v=sK9nQvj4d94

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Manipulation of Objects, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: Greet the pupils and engage them with a short warm-up activity, such as asking them to make a sound they remember from the previous week. Briefly remind them that they have learned many letter sounds.

Pupils’ Activity: Pupils greet the teacher and make a sound they remember, e.g., /s/ for snake.

Learning Point: Pupils recall prior knowledge of individual sounds.

Step 2: Review of Individual Sounds (s-b)

Time: 5 minutes

Teaching Skill: Visual Recognition/Auditory Discrimination

Teacher’s Activity: Display flashcards for sounds s, a, t, i, p, n, g, o, u, l, f, b one by one. Ask pupils to say each sound and show the action. Use the Jolly Phonics C/D to play the sounds for reinforcement.

Pupils’ Activity: Pupils identify each sound, say it aloud, and perform the corresponding Jolly Phonics action.

Learning Point: Pupils reinforce their recognition of individual sounds.

Step 3: Introduction to Blending

Time: 4 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: Explain blending using a simple analogy (e.g., “like mixing colours”). Take two or three sound cards (e.g., /s/, /a/, /t/). Say each sound slowly, then push the cards together while saying the sounds faster and faster until it forms the word “sat”. Repeat with another example like “pin”.

Pupils’ Activity: Pupils listen attentively and observe the teacher’s demonstration of blending sounds to form words.

Learning Point: Pupils understand the concept of blending sounds.

Step 4: Guided Blending Practice

Time: 5 minutes

Teaching Skill: Guided Practice/Correction

Teacher’s Activity: Present new sound combinations using flashcards (e.g., /b/, /a/, /t/). Guide pupils to say each sound, then encourage them to blend the sounds together to pronounce the word “bat”. Use picture cards to confirm the word. Repeat with words like “fan”, “sun”, “dog”. Use the sound recorder to capture their attempts and play them back.

Pupils’ Activity: Pupils attempt to blend the sounds presented by the teacher and pronounce the words. They listen to their recorded voices.

Learning Point: Pupils practise blending sounds with teacher support.

Step 5: Rhyme and Video Reinforcement

Time: 4 minutes

Teaching Skill: Auditory Learning/Visual Reinforcement

Teacher’s Activity: Lead the pupils in singing the “Blending Sounds Rhyme” with actions. Then, play the short educational video on blending CVC words. Encourage pupils to listen and repeat the words from the video.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, repeating the blended words they hear.

Learning Point: Pupils reinforce blending skills through song and visual aids.

Step 6: Application and Word Formation

Time: 5 minutes

Teaching Skill: Application/Individual Practice

Teacher’s Activity: Distribute worksheets with simple CVC words (e.g., “sat”, “pin”, “bat”) and corresponding pictures. Ask pupils to say the sounds in each word, blend them, and then colour the picture that matches the word, or trace the letters. Provide individual support.

Pupils’ Activity: Pupils work on their worksheets, sounding out letters, blending words, and colouring or tracing as instructed.

Learning Point: Pupils apply blending skills 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.

1. “What sound is this?” (Show a flashcard like ‘s’ or ‘b’).
2. “Can you blend these sounds for me: /s/ /u/ /n/?”
3. “Point to the word ‘bat’ on your worksheet.”
4. “What word do you hear when I say /d/ /o/ /g/?”

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: Praise the pupils for their efforts in learning to blend sounds. Briefly summarise that they have reviewed sounds and learned how to put them together to make words. Encourage them to keep practising at home.

Pupils’ Activity: Pupils listen and acknowledge the summary, feeling encouraged.

Learning Point: Pupils understand the main takeaway from the lesson.

Lesson Keywords

• Sound – The noise a letter makes.
• Blend – To join sounds together to make a word.
• Word – What we say or write that has meaning.
• Jolly Phonics – A fun way to learn sounds and read.

Differentiation

• Support: For pupils struggling with blending, provide fewer sounds to blend (e.g., just two sounds first). Use larger, more distinct flashcards. Offer hand-over-hand guidance for tracing letters. Provide extra oral repetition and one-on-one support during blending practice.
• Extension: For pupils who quickly grasp blending, challenge them to identify more CVC words from picture cards without direct prompts. Ask them to think of other words that start with the reviewed sounds. Encourage them to try blending slightly more complex words if appropriate.