Lesson Plan of Word Recognition

Lesson Plan of Word Recognition, Classification, Spelling and Reading

Subject English

Grade 2

Students` learning outcomes

  • Identify/classify words that begin with consonant or vowel sounds.
  • Match the initial and final sound of common words depicted in pictures with their corresponding letters.
  • Recognize that as the letters of words change, so do the sounds.
  • Identify/classify words that begin with the same sound.
  • Identify/classify words that end with the same sound.
  • Identify/classify one/two syllable words that rhyme.
  • Recognize words with one or more syllables. Pronounce simple one, two syllable words.
  • Spell simple two/three syllable words with correct spellings.

Information for Teachers

Word Recognition

  • A syllable is a basic unit of written and spoken language. It is a unit consisting of uninterrupted sound that can be used to make up words, such as; the word ‘hotel’ has two syllables: ho and tel.
  • The word ‘dog’ has one syllable.
  • The word grandmother has three syllables: grand/mo/ther.
  • Each syllable has a vowel sound in it. Syllables help in spelling and pronouncing words correctly.

Material / Resources

Writing board, chalk/marker, duster, flashcards, and word lists


  • Get the students to notice word sounds by playing a game: say to them: Bushra had some bitter butter so she bought some better butter to make her bitter butter better.
  • Ask them if they can repeat part of this, Bushra had some bitter butter.
  • Get them to repeat it faster and faster.
  • Ask them which sound is being repeated in many of the words here. (B)
  • You can do the same with this line: she sells sea shells at sea-shore.


Activity 1

  • Remind the students how the sounds (a, e, i, o, u) are produced. Tell them these are vowel sounds.
  • Demonstrate sound of other remaining letters called consonants.
  • Give this list of words to the students:

Word Recognition

  • Share the definition of syllable with the students. (See Information for Teachers)
  • Read any word from the list and ask the students to look for another words starting with the same letter, such as; you say ‘bun’, they will tell you the other words starting with ‘b’ i.e. bat, bad, bar, etc.
  • Tell them these are one syllable words.
  • Ask the students to say the words and tell whether the word starts with consonant sound or vowel sound. Write the words in two columns: ‘C’ for Consonants and ‘V’ for vowel.

Activity 2

  • Prepare flashcards of different words.

Word Recognition

  • Keep these words in the basket.
  • Now say a word aloud and ask one student to pick up the flashcard of that word and show it to the whole class. (use the same list)
  • Students will do this activity in turns.
  • After that, ask different students to pick up a flashcard and remove the first letter from the words.
  • Instruct them to add more letters in the beginning of remaining sounds. In this way they will make new words. Such as; ‘cat’, remove the letter ‘C;’ and ask the students to pronounce the remaining sound i.e. ‘at’ then ask them to replace ‘C’ with any letter examples are given below:

Cat, bat, that, rat, fat, sat, mat,, etc.

  • Continuous this activity with as many words as you can.

Activity 3

  • Prepare flashcards of one syllable two syllable and three syllable words from the given table.
  • Before you give the list of words, get students to notice the letter at the end of a word by a simple rhyme such as:

Word Recognition

  • Ask students to notice the sound at the end of each word.
  • Give list of mixed one and more than one syllable words.


  • Ensure that you introduce simple words first.
  • You may use the same list that was used for Activity 1, with some additions, if needed.
  • Help students recognize the syllables in words.
  • Ask students to say aloud the words.
  • Ask students to copy the words.
  • Ask students if they can work out the spelling of the words by following the sounds.
  • If they are unable to get to the correct spelling you guide them by getting them to focus on the sounds, and ask them to learn it.
  • Ask students to write the words with correct spellings.
  • Help students write words leaving regular spaces between letters of words by using finger-spacing. Finger spacing means to put the first finger of the hand not being used for writing next to the last written word, and then writing the next word on the other side of that finger.
  • Ask the students to write one, two or three syllable words in different columns.
  • Ask students to take dictation of the words.
Sum up / Conclusion
  • Divide the students into two teams and ask them to give words to the other team, and the other team will then spell it.
  • Take the dictation of words similar to the ones on the list to assess if students can spell words that they haven`t memorized by following the sounds.
  • Teacher is also required to involve the students in solving the problems given in the exercise at end of unit/chapter.
Follow up
  • Draw student attention to vowel and consonant sounds, and too words starting with the same alphabet during the teaching of other subjects too.
  • Create games to use the identification/classification games that they have learnt. Such as; put these words on the board: sun, cat, hat, run, fat, fun
  • Ask students to separate them into two lists of rhyming words.
  • Then, ask them to write a short poem using the words on one of the lists. This can be a group/pair activity.
  • Praise student`s work. They may come up with very simple poems, don`t tell them how to write their lines, don`t tell them how to write their lines, don`t correct them too much unless the meaning of their poem is not clear. They may write simple things like: I like to run in the sun.

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