Word Formation with Repeated Consonant and Vowel Letters for Pre-School Level 3

Class: Pre-School Level 3
Term: Third Term
Week: 8
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Individual Letter Sounds (Jolly Phonics) and Vowel/Consonant Identification
Topic: WORD FORMATION WITH REPEATED CONSONANT AND VOWEL LETTERS
Subject Matter: Word Formation with Repeated Consonant Letters and Repeated Vowel Letters

Specific Objectives

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

Cognitive Domain

• Identify words containing repeated consonant letters.
• Identify words containing repeated vowel letters.
• Say the sounds of repeated consonant and vowel letters in simple words.
• Recognise the difference between single and double letter sounds in words.

Affective Domain

• Participate actively in sounding out words.
• Show enthusiasm for learning new words.
• Listen attentively to the teacher and peers.

Psychomotor Domain

• Trace and write simple words with repeated consonant letters (e.g., Egg, Tell).
• Trace and write simple words with repeated vowel letters (e.g., Book, Zoo).
• Match words with repeated letter sounds to corresponding pictures.

Social Domain

• Take turns when speaking or showing their work.
• Share learning materials with classmates.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3
• Relevant Early Childhood Care and Education resources

Instructional Materials

• Spelling charts with words like Egg, Tell, Hill, Book, Zoo, See
• Flashcards with words and corresponding pictures (e.g., egg, bell, hill, book, moon, tree)
• Sound recorder (optional, for playback of sounds)
• Whiteboards/slates and markers/chalk
• Crayons and paper

Rationale for the Lesson

This lesson introduces Pre-School Level 3 pupils to the concept of repeated letters, which is a fundamental step in developing phonological awareness and early reading skills. Understanding how repeated letters can form specific sounds helps children decode words and build their vocabulary, preparing them for more complex literacy tasks in the future.

Prerequisite/Previous Knowledge

Pupils can recognise most individual letter sounds (Jolly Phonics) and can identify basic vowel (a, e, i, o, u) and consonant letters.

Lesson Content/Board Summary

WORD FORMATION WITH REPEATED CONSONANT AND VOWEL LETTERS

Sometimes, two of the same letters come together in a word. When this happens, they often make a special sound together!

Repeated Consonant Letters

Consonant letters are all the letters that are not vowels (a, e, i, o, u). When two consonant letters are the same and appear together, they usually make one sound, but a little longer or stronger.

• gg in Egg
• ll in Tell
• ll in Hill
• ss in Pass
• ff in Puff

Listen carefully to the sound of ‘gg’, ‘ll’, ‘ss’, ‘ff’ in these words.

Repeated Vowel Letters

Vowel letters are a, e, i, o, u. When two vowel letters are the same and appear together, they often make a long sound.

• oo in Book
• oo in Zoo
• ee in See
• ee in Tree
• oo in Moon

Listen carefully to the sound of ‘oo’ and ‘ee’ in these words.

Key Words

• Repeated – happening more than once, or letters that appear twice.
• Consonant – a letter that is not a vowel (b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z).
• Vowel – the letters a, e, i, o, u.
• Sound – what we hear when we say a letter or word.
• Form – to make or create something.
• Write – to make letters or words on paper.

Repeated Letters Rhyme

Tune: Twinkle, Twinkle Little Star

Two letters together, side by side,
Making one sound, let’s take a ride!
‘oo’ in book, ‘ee’ in tree,
‘ll’ in ball, for you and me.
Two letters together, hear the sound,
All around, all around!

Actions: Point to two fingers, then bring them together. Mimic writing. Point to eyes for ‘see’, sway for ‘tree’. Mimic throwing a ball. Cup ear to listen.

Watch and Practise

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Picture Talk
• Question and Answer
• Repetition
• Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and leads a short warm-up song. The teacher asks pupils to name some letters they know and their sounds.

Pupils’ Activity: Pupils greet the teacher, sing along, and name letters and sounds.

Learning Point: Pupils are engaged and recall prior knowledge of letter sounds.

Step 2: Review Jolly Phonics Sounds and Identify Vowels/Consonants

Time: 5 minutes

Teaching Skill: Review/Identification

Teacher’s Activity: The teacher guides pupils to read the Jolly Phonics 42 sounds using a chart or flashcards. The teacher then asks pupils to identify vowel sounds (a, e, i, o, u) and consonant sounds from the chart.

Pupils’ Activity: Pupils read along with the teacher, point to and say vowel and consonant sounds.

Learning Point: Pupils reinforce their knowledge of individual letter sounds and differentiate between vowels and consonants.

Step 3: Introduce Words with Repeated Consonant Letters

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher introduces the concept of repeated consonant letters using spelling charts and flashcards for words like “Egg”, “Tell”, “Hill”. The teacher says each word clearly, emphasising the double consonant sound, and asks pupils to repeat.

Pupils’ Activity: Pupils listen, observe the charts, and repeat the words and the sounds of the repeated consonant letters.

Learning Point: Pupils understand that two identical consonant letters can make one sound in a word.

Step 4: Form and Write Simple Words with Repeated Consonant Letters

Time: 5 minutes

Teaching Skill: Guided Practice/Modelling

Teacher’s Activity: The teacher guides pupils to trace and write the words “Egg” and “Tell” on their slates/paper. The teacher demonstrates the correct letter formation on the board first, focusing on the repeated letters.

Pupils’ Activity: Pupils trace and attempt to write the words “Egg” and “Tell” on their slates or paper.

Learning Point: Pupils practise forming and writing words with repeated consonant letters.

Step 5: Introduce Words with Repeated Vowel Letters

Time: 4 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher introduces the concept of repeated vowel letters using spelling charts and flashcards for words like “Book”, “Zoo”, “See”. The teacher says each word clearly, emphasising the double vowel sound, and asks pupils to repeat. The teacher also leads the “Repeated Letters Rhyme”.

Pupils’ Activity: Pupils listen, observe the charts, repeat the words and sounds, and sing the rhyme with actions.

Learning Point: Pupils understand that two identical vowel letters can make a long sound in a word and reinforce the concept through a rhyme.

Step 6: Form and Write Simple Words with Repeated Vowel Letters

Time: 4 minutes

Teaching Skill: Guided Practice/Modelling

Teacher’s Activity: The teacher guides pupils to trace and write the words “Book” and “See” on their slates/paper. The teacher demonstrates the correct letter formation on the board first, focusing on the repeated letters. The teacher then plays the video “Double Letters | Phonics Song for Kids” and encourages pupils to repeat sounds.

Pupils’ Activity: Pupils trace and attempt to write the words “Book” and “See”. They watch the video and repeat the sounds and words.

Learning Point: Pupils practise forming and writing words with repeated vowel letters and reinforce learning through video.

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. Ask pupils to point to the repeated letters in words like “Egg” and “Book” on a chart.
2. Ask pupils to say a word with repeated ‘ll’ (e.g., “Tell”) and a word with repeated ‘oo’ (e.g., “Zoo”).
3. Show picture cards (e.g., a picture of an egg, a book) and ask pupils to identify the corresponding word from a choice of two, one with repeated letters and one without.
4. Ask pupils to write one word with repeated consonant letters and one word with repeated vowel letters (e.g., “Egg”, “See”) on their slates.

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/Praise

Teacher’s Activity: The teacher praises pupils for their participation and effort. The teacher briefly recaps that they learned about words with two of the same letters together.

Pupils’ Activity: Pupils listen and tidy up their materials.

Learning Point: Pupils feel encouraged and the lesson is brought to a close.

Lesson Keywords

• Repeated – when a letter appears two times in a row in a word.
• Consonant – a letter like ‘b’, ‘c’, ‘d’ that is not a vowel.
• Vowel – the letters ‘a’, ‘e’, ‘i’, ‘o’, ‘u’.
• Form – to make a word.
• Sound – what we hear when we say letters.

Differentiation

• Support: For pupils who are struggling, provide larger flashcards and more hand-over-hand guidance for tracing. Focus on one type of repeated letter (e.g., only ‘ll’ or ‘oo’) before introducing others. Use the sound recorder to play the sounds repeatedly for auditory learners.
• Extension: For pupils who grasp the concept quickly, encourage them to identify other familiar words with repeated letters (e.g., “bell”, “moon”, “grass”). Challenge them to draw a picture for one of the words they wrote.