Note for teachers using this lesson plan
Before the lesson, prepare clear, large letter cards for consonants and vowels, and some simple picture cards for CVC words. The central idea is for pupils to understand that individual letter sounds can be blended together to form simple words. Observe pupils actively blending sounds and attempting to read and copy the words formed.
Class: Pre-School Level 3
Term: Third Term
Week: 4
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Not separately stated in the scheme.
Topic: Word Formation with C-V, V-C, C-V-C and V-C-V Patterns
Subject Matter: Word Formation. Weekly focus: Word Formation with C-V, V-C, C-V-C and V-C-V Patterns.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify consonants and vowels.
- Blend consonant and vowel sounds to form C-V words (e.g., ma, go).
- Blend vowel and consonant sounds to form V-C words (e.g., up, in).
- Blend three sounds to form C-V-C words (e.g., cat, sun).
- Identify the V-C-V pattern in simple words (e.g., ago, emu).
- Read simple two-letter and three-letter words.
Affective Domain
- Show interest in learning new words.
- Listen attentively to the teacher’s instructions and demonstrations.
- Participate actively in blending sounds and forming words.
Psychomotor Domain
- Point to letters on flashcards.
- Trace simple words in the air or on paper.
- Copy simple two-letter and three-letter words.
Social Domain
- Take turns when forming words with letter cards.
- Work cooperatively during guided practice.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Early Childhood Care and Education resources
- Suitable early-years phonics workbook
Instructional Materials
- Phonics handbook/charts
- Letter flashcards (for consonants and vowels)
- Picture cards for CVC words (e.g., cat, sun, pig)
- Whiteboard or chalkboard
- Markers or chalk
- Pupil notebooks or worksheets
- Pencils
Rationale for the Lesson
This lesson is important for 4-year-olds as it introduces them to the foundational skill of blending sounds to form words. Understanding C-V, V-C, C-V-C, and V-C-V patterns helps pupils decode words, builds early reading confidence, and prepares them for more complex literacy tasks.Prerequisite/Previous Knowledge
Pupils can recognise some letters of the alphabet and are familiar with some of their sounds. They can also identify some common objects.Lesson Content/Board Summary
Word Formation with C-V, V-C, C-V-C and V-C-V Patterns
What are Consonants and Vowels?
- Vowels: A, E, I, O, U (These are special letters that make open sounds).
- Consonants: All other letters (B, C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, V, W, X, Y, Z).
Word Patterns: When we put consonant and vowel sounds together, we make words!
C-V (Consonant-Vowel) Words
These words start with a consonant sound and end with a vowel sound.
- M + A = Ma (as in Mama)
- G + O = Go
- B + E = Be
- T + O = To
V-C (Vowel-Consonant) Words
These words start with a vowel sound and end with a consonant sound.
- U + P = Up
- I + N = In
- O + N = On
- A + T = At
C-V-C (Consonant-Vowel-Consonant) Words
These words have a consonant sound, then a vowel sound, then another consonant sound.
- C + A + T = Cat
- S + U + N = Sun
- P + I + G = Pig
- H + E + N = Hen
V-C-V (Vowel-Consonant-Vowel) Words
These words start with a vowel sound, then a consonant sound, then another vowel sound.
- A + G + O = Ago
- E + M + U = Emu
- O + V + E = Ove (as in ‘oven’)
Blending Sounds Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Letters sing, sounds we hear,
Put them close, make words appear.
C-V, V-C, C-V-C,
Words are fun for you and me!
Blend the sounds, short and clear,
Reading words, no need to fear!
Actions: Point to letter cards, bring hands together to show blending, clap for each word formed.
Watch and Practise Blending
Key Words
- Consonant – a letter that is not a vowel (e.g., b, c, d).
- Vowel – special letters that make open sounds (a, e, i, o, u).
- Blend – to put sounds together to make a word.
- Word – a sound or group of sounds that has meaning.
- Pattern – a way letters are arranged (e.g., C-V, V-C).
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce consonants and vowels using large flashcards, asking pupils to identify them. For each word pattern (C-V, V-C, C-V-C, V-C-V), demonstrate blending sounds clearly using individual letter cards. Place two or three letter cards side-by-side, say each sound, then slide them together to blend and say the word. Repeat several times for each example. Use picture cards for CVC words to help with meaning.
What to show or demonstrate: Show letter cards for ‘m’, ‘a’, ‘g’, ‘o’, ‘u’, ‘p’, ‘c’, ‘t’, ‘s’, ‘n’, ‘p’, ‘i’, ‘h’, ‘e’, ‘a’, ‘g’, ‘e’, ‘m’. Physically blend the letter cards together to form words. For CVC words, show the corresponding picture (e.g., a picture of a cat for C-A-T).
How to use the rhyme/song: Sing the “Blending Sounds Rhyme” twice or thrice, encouraging pupils to join in with the actions. Emphasise the idea of putting sounds together to make words.
How to use the video: Introduce the video as a fun way to see and hear words being formed. Ask pupils to watch carefully and try to blend the sounds along with the video. After watching, discuss some of the words they saw and heard, and have them practise saying them.
What to watch for: Observe if pupils are able to hear the individual sounds and blend them into a word. Watch for pupils struggling to differentiate between consonant and vowel sounds, and provide extra one-on-one support if needed. Ensure they are attempting to articulate the blended sounds correctly.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Manipulation of Objects, Repetition, Question and Answer.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils, sings a short ‘Alphabet Sounds’ song to warm up, and introduces today’s topic: “Today, we will learn how to put letter sounds together to make words!”
Pupils’ Activity: Pupils greet the teacher, sing along to the song, and listen attentively.
Learning Point: Pupils are engaged and ready to learn about word formation.
Step 2: Review Consonants and Vowels
Time: 4 minutes
Teaching Skill: Recognition/Reinforcement
Teacher’s Activity: The teacher holds up letter flashcards and asks pupils to identify consonants and vowels. “Who can tell me a vowel sound? Who can tell me a consonant sound?”
Pupils’ Activity: Pupils identify and say the sounds of consonants and vowels as prompted by the teacher.
Learning Point: Pupils recall and recognise consonant and vowel sounds.
Step 3: Forming C-V and V-C Words
Time: 5 minutes
Teaching Skill: Demonstration/Guided Practice
Teacher’s Activity: The teacher demonstrates forming C-V words (e.g., M-A = Ma, G-O = Go) and V-C words (e.g., U-P = Up, I-N = In) using letter cards. The teacher guides pupils to blend the sounds together.
Pupils’ Activity: Pupils watch the teacher’s demonstration, repeat the sounds, and practise blending to form C-V and V-C words.
Learning Point: Pupils learn to blend two sounds to form simple words.
Step 4: Forming C-V-C Words
Time: 5 minutes
Teaching Skill: Demonstration/Application
Teacher’s Activity: The teacher demonstrates forming C-V-C words (e.g., C-A-T = Cat, S-U-N = Sun) using three letter cards and corresponding picture cards. The teacher guides pupils to blend the three sounds.
Pupils’ Activity: Pupils observe the blending of three sounds, say the sounds, and practise forming C-V-C words. They identify the pictures.
Learning Point: Pupils understand how to blend three sounds to form C-V-C words.
Step 5: Exploring V-C-V Words
Time: 4 minutes
Teaching Skill: Introduction/Pattern Recognition
Teacher’s Activity: The teacher introduces the V-C-V pattern with simple examples like A-G-O (ago) and E-M-U (emu) using letter cards. The teacher explains that some words start and end with a vowel sound with a consonant in the middle.
Pupils’ Activity: Pupils listen to the teacher, repeat the V-C-V words, and try to identify the vowel-consonant-vowel pattern.
Learning Point: Pupils are introduced to the V-C-V word pattern.
Step 6: Reinforcement through Rhyme and Video
Time: 4 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads pupils in singing the “Blending Sounds Rhyme” with actions. The teacher then plays the educational video on CVC words and encourages pupils to sing along and blend sounds as shown.
Pupils’ Activity: Pupils sing the rhyme, perform the actions, watch the video, and practise blending sounds as demonstrated.
Learning Point: Pupils reinforce their understanding of blending sounds and word patterns through engaging activities.
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.
- “What word do we make when we put ‘m’ and ‘a’ together?” (Show cards).
- “Can you show me the letters for ‘up’?” (Pupils pick cards).
- “What word is this?” (Show C-A-T letter cards).
- “Read these words: ‘go’, ‘in’, ‘sun’.” (Point to words written on the board).
- “Copy the words ‘ma’ and ‘cat’ in your book.”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate, including reading and copying simple words.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summarisation/Encouragement
Teacher’s Activity: The teacher praises the pupils for their effort in learning to form words. “You all did so well blending sounds today! Keep practising at home.”
Pupils’ Activity: Pupils listen to the teacher and respond with appreciation.
Learning Point: Pupils feel encouraged and motivated to continue learning word formation.
Lesson Keywords
- Consonant – a letter that is not a vowel.
- Vowel – special letters that make open sounds (a, e, i, o, u).
- Blend – to put sounds together to make a word.
- Word – a sound or group of sounds that has meaning.
- Pattern – a way letters are arranged (e.g., C-V, V-C).
Differentiation
- Support: For pupils struggling, provide larger letter cards, more one-on-one repetition, and focus primarily on C-V and V-C patterns. Use hand-over-hand guidance to help them physically blend the cards.
- Extension: For pupils who quickly grasp the concept, challenge them with additional C-V-C words, encourage them to identify words in simple storybooks, or ask them to create their own simple C-V or V-C words using letter cards.
Community Join the conversation Open discussion +