Note for teachers using this lesson plan
Before the lesson, ensure you have prepared clear flashcards for the letters S, A, T, P, I, N, M, D (both uppercase and lowercase) and corresponding picture cards or real objects for words starting with these sounds (e.g., snake, apple, tiger, pen, ink, net, mat, drum). The central idea is for pupils to confidently recognise and say the sounds of these letters. Observe pupils actively participating in oral repetition and correctly identifying the sounds when prompted.
Class: Pre-School Level 3
Term: Second Term
Week: 6
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Introduction to individual phonics sounds
Topic: Review of Phonics Sounds from Weeks 1-5
Subject Matter: Review of Sounds S, A, T, P, I, N, M, D
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify the letters S, A, T, P, I, N, M, D.
- Recognise the sounds /s/, /a/, /t/, /p/, /i/, /n/, /m/, /d/.
- Say words that begin with these sounds.
Affective Domain
- Participate actively in sound repetition and games.
- Show enthusiasm for learning new sounds.
Psychomotor Domain
- Point to the correct letter flashcard when its sound is called.
- Trace the letters in the air.
- Clap along to the phonics song.
Social Domain
- Take turns when identifying sounds and words.
- Listen attentively to the teacher and peers.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3.
- Early Childhood Care and Education (ECCE) resources.
- Suitable early-years phonics workbook.
Instructional Materials
- Flashcards for uppercase and lowercase letters: S, A, T, P, I, N, M, D.
- Picture cards for words starting with the target sounds (e.g., snake, apple, tiger, pen, ink, net, mat, drum).
- Real objects (e.g., a toy snake, an apple, a pen, a drum).
- Whiteboard or chalkboard and markers/chalk.
- Chart showing the letters and their associated pictures.
Rationale for the Lesson
This review lesson is essential for reinforcing foundational phonics skills in young children. By revisiting sounds learned in previous weeks, pupils strengthen their letter-sound recognition, which is a crucial step towards developing early reading and writing abilities. This practice helps to build confidence and ensures a solid base for future literacy learning.
Prerequisite/Previous Knowledge
Pupils have previously been introduced to individual letter sounds and can recognise some common letters of the alphabet.
Lesson Content/Board Summary
Review of Phonics Sounds from Weeks 1-5
Today, we will review some important sounds we have learned! Knowing our letter sounds helps us to read and write.
Let’s Review Our Sounds!
- Sound /s/
- Letter: S s
- Sound: /s/ as in “snake” (hissing sound)
- Example: Snake, Sun, Socks
- Sound /a/
- Letter: A a
- Sound: /a/ as in “apple” (open mouth sound)
- Example: Apple, Ant, Ax
- Sound /t/
- Letter: T t
- Sound: /t/ as in “tiger” (tapping tongue sound)
- Example: Tiger, Table, Top
- Sound /p/
- Letter: P p
- Sound: /p/ as in “pen” (puff of air sound)
- Example: Pen, Pig, Pot
- Sound /i/
- Letter: I i
- Sound: /i/ as in “ink” (short ‘ih’ sound)
- Example: Ink, Igloo, Insect
- Sound /n/
- Letter: N n
- Sound: /n/ as in “net” (humming sound)
- Example: Net, Nose, Nest
- Sound /m/
- Letter: M m
- Sound: /m/ as in “mat” (mmm sound like tasting something good)
- Example: Mat, Milk, Moon
- Sound /d/
- Letter: D d
- Sound: /d/ as in “drum” (drumming sound)
- Example: Drum, Dog, Duck
Phonics Review Rhyme
Tune: “Are You Sleeping?”
Lyrics:
Sounds, sounds, sounds, sounds,
Let’s make sounds today!
/s/ /s/ snake, /a/ /a/ apple,
/t/ /t/ tiger, /p/ /p/ pen.
/i/ /i/ ink, /n/ /n/ net,
/m/ /m/ mat, /d/ /d/ drum!
We know our sounds, yes we do!
Actions: For each sound, make the action (e.g., hissing for /s/, pretending to bite an apple for /a/, tapping finger for /t/, puffing cheeks for /p/, pretending to write for /i/, humming for /n/, rubbing tummy for /m/, drumming hands for /d/).
Watch and Practise
Key Words
- Phonics – Learning sounds that letters make.
- Sound – The noise a letter makes.
- Letter – A symbol we write to represent a sound.
- Review – To look at something again.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce each sound one by one. Show the letter flashcard (both uppercase and lowercase), say the sound clearly, and then show the corresponding picture card or real object. Emphasise the correct mouth shape and tongue position for each sound. Encourage pupils to repeat the sound several times.
What to show or demonstrate: Display the letter flashcards prominently. Hold up real objects or clear picture cards for each target sound (e.g., a toy snake for /s/, an actual apple for /a/, a pen for /p/). Demonstrate the action for each sound as listed in the rhyme.
How to use the rhyme/song: Sing the “Phonics Review Rhyme” multiple times with pupils, encouraging them to join in with the sounds and actions. Use it as a fun way to reinforce the sounds after introducing a few of them.
How to use the video: Introduce the video as a fun way to hear and see the sounds again. Play the video and encourage pupils to sing along and make the sounds they recognise. After watching, ask pupils to recall some of the sounds they heard in the video and practise saying them again.
What to watch for: Observe if pupils are correctly pronouncing the sounds and associating them with the correct letters and pictures. Look out for any confusion between similar-sounding letters (e.g., /p/ and /b/ if they were both taught, though only /p/ is in this review). Provide individual support and extra repetition as needed.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Repetition
- Manipulation of Objects
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Motivation
Teacher’s Activity: Greet pupils warmly. Sing a familiar welcome song. Announce that today will be a fun day of reviewing sounds we have learned. “Good morning, wonderful learners! Today, we are going to be sound detectives and remember all the amazing sounds we’ve learned!”
Pupils’ Activity: Pupils respond to greetings, sing along, and show excitement for the lesson.
Learning Point: Pupils are settled and motivated for the lesson.
Step 2: Presentation of Sound /s/
Time: 4 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: Hold up the ‘S s’ flashcard. Say the sound /s/ clearly, demonstrating the hissing action. Show a picture of a snake or a toy snake. “This is letter S, and it says /s/ like a snake! Can you hiss like a snake?”
Pupils’ Activity: Pupils observe the letter and picture, listen to the sound, and repeat /s/ with the teacher, making the hissing sound.
Learning Point: Pupils recognise letter S and its /s/ sound.
Step 3: Presentation of Sounds /a/, /t/, /p/
Time: 6 minutes
Teaching Skill: Guided Practice/Repetition
Teacher’s Activity: Repeat the process from Step 2 for sounds /a/, /t/, and /p/. For /a/, use “apple” and an open-mouth action. For /t/, use “tiger” and a tapping tongue action. For /p/, use “pen” and a puff of air action. “Now let’s do /a/ for apple! /t/ for tiger! /p/ for pen!”
Pupils’ Activity: Pupils observe, listen, and repeat each sound with its action and example word. They point to the correct flashcard when the sound is called.
Learning Point: Pupils recognise letters A, T, P and their corresponding sounds.
Step 4: Guided Practice for Sounds /i/, /n/
Time: 4 minutes
Teaching Skill: Reinforcement/Interactive Learning
Teacher’s Activity: Introduce sounds /i/ (ink) and /n/ (net). Show flashcards and pictures. Ask pupils to make the sound first, then say the word. “What sound does this letter make? /i/ for ink! And this one? /n/ for net!”
Pupils’ Activity: Pupils actively make the sounds /i/ and /n/, identify the associated pictures, and repeat example words.
Learning Point: Pupils confidently produce sounds /i/ and /n/ and link them to examples.
Step 5: Rhyme and Game for Sounds /m/, /d/
Time: 4 minutes
Teaching Skill: Game-based Learning/Application
Teacher’s Activity: Introduce sounds /m/ (mat) and /d/ (drum). Lead the class in singing the “Phonics Review Rhyme” from the Board Summary, ensuring pupils perform the actions for each sound. Play a quick “Sound Detective” game: “I’m thinking of a word that starts with /m/… what could it be?”
Pupils’ Activity: Pupils sing the rhyme with actions, make sounds /m/ and /d/, and guess words starting with the target sounds.
Learning Point: Pupils reinforce all reviewed sounds through song and a fun game.
Step 6: Application and Video Practice
Time: 5 minutes
Teaching Skill: Visual Learning/Consolidation
Teacher’s Activity: Guide pupils to watch the phonics video. Encourage them to sing along and make the sounds they see. After the video, ask pupils to air-trace some of the letters while saying their sounds. “Let’s watch this video and sing along! Now, let’s trace ‘S’ in the air while saying /s/!”
Pupils’ Activity: Pupils watch the video, sing along, and practise air-tracing letters while vocalising their sounds.
Learning Point: Pupils consolidate sound recognition through visual and kinesthetic activities.
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.
- “Point to the letter that makes the /s/ sound.”
- “What sound does this letter (show ‘A a’) make?”
- “Can you say a word that starts with the /p/ sound?”
- “Show me the letter for /d/.”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate by pointing to flashcards or saying words.
Learning Point: Pupils demonstrate understanding of the lesson by identifying letters and their sounds.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summary/Closure
Teacher’s Activity: Summarise the lesson by praising pupils for their hard work in reviewing the sounds. Encourage them to keep practising their sounds at home. “You all did a wonderful job reviewing our sounds today! Keep practising them at home!”
Pupils’ Activity: Pupils listen to the summary and respond with enthusiasm.
Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue learning.
Lesson Keywords
- Phonics – Learning the sounds that letters make.
- Sound – The noise a letter makes.
- Letter – A symbol we write to represent a sound.
- Review – To look at something again.
- Identify – To know and point out something.
Differentiation
Support: For pupils who struggle, provide larger flashcards, more one-on-one repetition, or hand-over-hand guidance for air tracing. Pair them with a peer who has a stronger grasp of the sounds. Focus on just 2-3 sounds at a time for these learners.
Extension: For pupils who quickly master the review, challenge them to identify more words starting with the target sounds, or to try blending two sounds together (e.g., /s/ /a/ → “sa”, /a/ /t/ → “at”) using simple letter cards.
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