Vowels and Consonants, Building Three-Letter Words and Sight Words for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 2
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Recognition of alphabet letters and their sounds.
Topic: VOWELS AND CONSONANTS: BUILDING THREE-LETTER WORDS AND SIGHT WORDS
Subject Matter: VOWELS AND CONSONANTS SIGHT WORDS: You Me Her We. Weekly focus: Vowels and Consonants: Building Three-Letter Words and Sight Words.

Specific Objectives

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

Cognitive Domain

• Identify the five vowels (A, E, I, O, U).
• Identify consonants from a group of letters.
• Blend sounds to form simple three-letter (CVC) words.
• Recognise and spell the sight words: you, me, her, we.

Affective Domain

• Show interest in learning new words.
• Listen attentively to the teacher’s instructions.

Psychomotor Domain

• Point to vowels and consonants on a chart.
• Trace sight words in the air or on paper.
• Participate in word-building activities using letter cards.

Social Domain

• Take turns during class activities.
• Work cooperatively with peers during guided practice.

Reference Materials

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

Instructional Materials

• Chart showing the 26 alphabets.
• Chart on vowels (A, E, I, O, U) and consonants.
• Chart on two- and three-letter words (e.g., ‘at’, ‘in’, ‘cat’, ‘sun’).
• Flashcards for the sight words: you, me, her, we.
• Individual letter cards (vowels and consonants).
• Whiteboard and markers.
• Individual small whiteboards or sand trays for tracing.

Rationale for the Lesson

This lesson is crucial for Pre-School Level 4 pupils as it lays the foundation for reading and writing. Understanding vowels and consonants helps children decode words, while learning sight words enables them to read common words quickly, boosting their confidence and fluency in early literacy.

Prerequisite/Previous Knowledge

Pupils are expected to be familiar with the 26 letters of the alphabet and their basic sounds.

Lesson Content/Board Summary

VOWELS AND CONSONANTS: BUILDING THREE-LETTER WORDS AND SIGHT WORDS

What are Vowels?

Vowels are special letters in the alphabet. They are: A, E, I, O, U.

• There are 5 vowels.
• Vowels make open sounds.

What are Consonants?

Consonants are all the other letters in the alphabet that are not vowels.

• There are 21 consonants.
• Examples: B, C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, V, W, X, Y, Z.

Vowels and Consonants Rhyme

Tune: Twinkle, Twinkle Little Star

A, E, I, O, U,
These are vowels, yes it’s true.
They help our words to sound so clear,
Let’s say them loudly for all to hear!
B, C, D, F, G, H,
Consonants help us make a match.
With vowels and consonants, we will see,
Words are fun for you and me!

Actions: Point to vowels when sung, then point to consonants. Clap for “words are fun.”

How to use the rhyme: Sing the rhyme together, pointing to the vowel and consonant charts as appropriate. Encourage pupils to repeat the vowel sounds clearly.

https://www.youtube.com/watch?v=g_1Gj20sQ98

Watch this video to learn more about vowels and consonants and sing along!

Building Three-Letter Words (CVC Words)

We can put letters together to make words. Three-letter words often have a Consonant-Vowel-Consonant (CVC) pattern.

• C – A – T = CAT
• S – U – N = SUN
• B – A – G = BAG
• P – E – N = PEN

We blend the sounds of the letters together to read the word.

Sight Words

Sight words are words we learn to recognise quickly without sounding them out. They help us read faster.

• YOU: Y-O-U. (Example: “You are my friend.”)
• ME: M-E. (Example: “Give it to me.”)
• HER: H-E-R. (Example: “That is her book.”)
• WE: W-E. (Example: “We can play together.”)

Key Words

• Vowels – The letters A, E, I, O, U.
• Consonants – All other letters of the alphabet apart from the vowels.
• Sight words – Words we learn to recognise quickly by looking at them.

What the Teacher Should Show or Draw

• Display the alphabet chart.
• Display the Vowels and Consonants chart, clearly highlighting A, E, I, O, U.
• Show flashcards for “you, me, her, we”.
• Use individual letter cards to demonstrate building CVC words (e.g., C-A-T).

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Review

Teacher’s Activity: The teacher greets the pupils and leads them in reciting the alphabet song. The teacher then asks pupils to identify some familiar letters from the alphabet chart.

Pupils’ Activity: Pupils sing the alphabet song and identify letters when called upon. They participate in a whole-class activity of naming letters.

Learning Point: Pupils recall the alphabet and demonstrate their knowledge of letter recognition.

Step 2: Introduction to Vowels

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher introduces the concept of vowels, pointing to the vowel chart (A, E, I, O, U). The teacher says each vowel sound clearly and leads pupils in repeating them. The teacher explains that vowels are special letters.

Pupils’ Activity: Pupils listen, observe the chart, and repeat the vowel sounds after the teacher. They sing the “Vowels and Consonants Rhyme” focusing on the vowel part.

Learning Point: Pupils identify and orally practise the five vowels.

Step 3: Introduction to Consonants

Time: 4 minutes

Teaching Skill: Explanation/Differentiation

Teacher’s Activity: The teacher explains that all other letters in the alphabet are called consonants. The teacher points to a few consonant letters on the chart and says their sounds. The teacher differentiates between vowels and consonants.

Pupils’ Activity: Pupils listen and identify consonants on the chart. They understand that consonants are different from vowels. They sing the “Vowels and Consonants Rhyme” focusing on the consonant part.

Learning Point: Pupils recognise consonants and begin to differentiate them from vowels.

Step 4: Vowel and Consonant Sorting Activity

Time: 5 minutes

Teaching Skill: Guided Practice/Application

Teacher’s Activity: The teacher holds up individual letter cards (both vowels and consonants) and asks pupils to say if it’s a vowel or a consonant. The teacher guides pupils to sort letter cards into two groups: ‘Vowels’ and ‘Consonants’.

Pupils’ Activity: Pupils orally identify letters as vowels or consonants. They participate in sorting letter cards, providing evidence of their assimilation of the topic.

Learning Point: Pupils apply their knowledge to differentiate between vowels and consonants.

Step 5: Building Three-Letter Words

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher demonstrates how to use letter cards to build simple three-letter (CVC) words like C-A-T, S-U-N, B-A-G, by blending their sounds. The teacher guides pupils to make their own CVC words using letter cards.

Pupils’ Activity: Pupils observe the teacher’s demonstration and then use their individual letter cards or a shared set to build simple CVC words.

Learning Point: Pupils learn to blend sounds and form basic three-letter words.

Step 6: Learning Sight Words

Time: 4 minutes

Teaching Skill: Repetition/Memorisation

Teacher’s Activity: The teacher introduces the sight words: “you, me, her, we” using flashcards. For each word, the teacher spells it, says it, and uses it in a simple sentence. The teacher encourages pupils to repeat and trace the words in the air.

Pupils’ Activity: Pupils look at the flashcards, repeat the sight words, spell them, and trace them in the air or on individual whiteboards.

Learning Point: Pupils begin to recognise and spell common sight words.

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. “Name one vowel.”
2. “Point to a consonant on the chart.”
3. “What word can we make with C-A-P?”
4. “Show me the flashcard for ‘me’.”
5. “Say a sentence using ‘we’.”

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/Reinforcement

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher briefly recaps the importance of vowels, consonants, and sight words for reading. The teacher encourages pupils to practice at home.

Pupils’ Activity: Pupils listen and acknowledge the teacher’s summary and encouragement.

Learning Point: Pupils feel encouraged and understand the importance of the lesson.

Lesson Keywords

• Vowels – The letters A, E, I, O, U that make open sounds.
• Consonants – All other letters of the alphabet apart from the vowels.
• Sight words – Words we learn to recognise quickly without sounding them out.

Differentiation

• Support: For pupils struggling to identify vowels and consonants, provide larger letter cards, use hand-over-hand guidance for tracing, and offer more one-on-one repetition. Focus on just two sight words initially.
• Extension: For pupils who quickly grasp the concepts, challenge them to build more CVC words, identify vowels and consonants in other simple words, or use the sight words in slightly longer sentences.

Note for teachers using this lesson plan

Prepare all charts, flashcards, and individual letter cards before the lesson. Ensure the vowel and consonant charts are clear and easily visible. When introducing vowels and consonants, use clear, distinct pronunciation. Emphasise the ‘open’ sound of vowels. For building three-letter words, start with very familiar CVC words. Encourage pupils to blend sounds orally before attempting to write. For sight words, frequent repetition and visual exposure are key. Observe pupils during the sorting activity to gauge individual understanding. Praise effort and participation to build confidence. Understanding should be judged by a child’s ability to point, say, or demonstrate, rather than extensive writing.