Lesson Planning of Words: (Reading, Writing, Spelling)
Students` Learning Outcomes
- Articulate, identify and differentiate between the sounds of individual letters in a word.
- Copy and write simple one syllable words with correct spellings.
- Leave regular spaces between words.
- Match spoken words with the written words. Beginner
- Identify one syllable words that rhyme. (Bat, cat)
- Pronounce familiar one syllable words.
- Articulate simple rhyming words.
- Spell simple one / two syllable words.
- Trace and copy familiar words learnt in class.
- Provide the missing letter in simple one / two syllable words.
- Identify words that begin with the same sound.
- Identify words that end with the same sound.
- Recognize that as letters of words change, so do the sounds.
Information for Teachers
- Syllable means a word or a part of a word that can be pronounced with one impulse from the voice e.g. ba-na-na (three syllables), pen-cil (two syllable), pen (one syllable), etc.
- Alter your pace and spend more time on a skill if you feel that the students are struggling with it. Don`t be in a hurry to rush on to the next step until you are sure that the students are ready for it. The number of periods given here is a suggestion; you may increase or decrease it according to the needs of your students.
- Inform students of the meaning of the words in each activity. This is the only way you can keep them interested. Wherever possible, bring the objects to school, or at least pictures of the things mentioned, so that students learn the language not just disconnected words.
- Use at least some of the words in sentence: when you do the word ‘run’, ask them, ‘Do you like to run in the ground? Or, ‘Do you run fast?’ etc.
- While teaching the lesson, the teacher should also consult textbook at all steps where and when applicable.
Material / Resources
Writing board, chalk/marker, duster, charts with different activities, flash cards
- Choose 4 easy and short names from the students in your class. Choose names like, Ali, Sadie etc. and avoid phonically complex names like Zaigghum.
- Put one on the board and ask students to go over the sound of each letter and read it.
- Ask students to help their friends to read their names from the covers of their books and copies.
- Practice reading name and sound of letters of the English alphabet given on a chart with the students to revise their previous learning.
- Write the letters ‘at’ on the board. Ask students to elicit sound of ‘a’ and,‘t’.
Repeat the sounds after the students, and then say the word at. Ask students to repeat after you a couple of times.
- Now show flashcards with word at; ask them to sound out the letters (make the sound of each letter and then join the sounds to make the word) and say the word individually till each student is able to do so.
- Now write letter ‘b’ before at; ask students t tell sound of ‘b’. Encourage them to blend it with sound of at. Tell them ‘b’ and ‘at’ make bat.
- Show / draw picture of bat.
- Practice with the students collectively and individually till they are comfortable with sounding out the word. Ask some children to read the whole word and some to produce the sound of individual letters.
- Now show flashcards of word at. Ask them what the word is?
- Put flashcard of letter ‘b’ before it and ask students to spell the word. Practice with them till they are able to independently say b, at; bat.
- Write ‘at’ in copies and ask students to trace a page of the given word. Write bat in copies and draw a big picture of a bat. Ask students to trace a page of the given word and draw and colour a bat.
- Write the word ‘at’ on the board again. Ask students to elicit sound of ‘a’ and, ‘t’ and say the word ‘at’. Now show flashcard of word at; ask them to spell and say the word again.
Now write letter ‘c’ before at; ask students to tell sound of ‘c’. Encourage them to blend it with sound of at. Tell them ‘c’ and ‘at’ make cat. Show / draw picture of cat.
- Practice with students collectively and individually till they are comfortable with the spell out of spelling the word.
- Now again show flashcard of word at. Ask them what the word is? Put flashcard of letter ‘c’ before it and ask students to spell the word. Practice with them till they are able to independently say ‘c’ at cat.
- Write at, bat, cat in copies. Ask students t trace a page of the given words, and colour pictures.
- Write –at, -at, a couple of times in copies and make pictures of a bat and cat in front of them. Ask students to write the correct letter in the blank and draw a picture of the word they have written.
- Repeat above activity with letters ‘f’, ‘h’, ‘m’, ‘p’, ‘r’, ‘s’, to make new words fat, hat, ma, pat, rat, sat.
- You may decide if you want to do two words at a time instead of one only.
- Read the words to show that they rhyme.
- Tell them that as we change the first letter, the sound changes but as the letters at are the same so their sound doesn`t change and they rhyme. This will make them recognize that as letters of words change, so do the sounds.
- Now show them a picture each of the above words, as;
- Say a bat, a cat, a hat, a mat, a rat. Tell them we use ‘a’ for one thing. Ask them to repeat after you and then in pairs / groups.
- Write a bat, a cat, a hat, a mat, a rat in notebooks and ask them to copy /trace and draw and colour them.
- Repeat entire activity with word ending ‘et’, to make words bet, get, jet, let, met, net, pet, set, wet, yet.
- Repeat entire activity with word ending ‘ut’, to make words but, cut, gut, hut, nut, put, (show difference in pronunciation)
- Repeat entire activity with the word ending ‘it’ to make words like bit, fit, hit, kit, pit, sit, wit.
- Repeat entire activity with different word endings like in, ig, an, OT, UN, etc. to make one syllable words (graded vocabulary) for grade 1 level)
Activity 3 d
- Repeat entire activity with different but rhyming words with same word endings of more than three letters e.g. boat, coat, goat, boot, soot, hoot, foot, (show difference in pronunciation) pail, jail, mail, nail, pail, rail, sail, and tail.
- Give a list of mixed one syllable words. Ask the students to say aloud the words. Ask them to copy the words and learn their spelling. Then ask the students to write the words with correct spellings.
- Write –at, -et, -in, -ail, -ot, etc. and draw pictures (as; the picture of a bat next to –at, picture of a net next to –et, picture of a bin next to –in etc.) ask students to take cues from pictures and write the correct letter to make a word.
- Give list of three letter words from the previous activities to the students. There should be at least two words starting with the same sound. If you have to provide list of words starting with ‘a, b, c, d, and e’, there should be at least two words starting with ‘a’, two words with ‘b’, e.g. bat, bun, two words with ‘c’ and so on.
- Ask students to say aloud the words and identify words starting with the same sound.
- Write the words beginning with same sound on the board.
- Give list of three letters already learnt words to the students. There should be at least two words ending with the same sound. If you have to provide list of words ending with ‘b, d, g, k, l, and m’, there should be at least two words ending with ‘b’, two words ‘d’, two words with ‘g’ and so on.
- Ask students to say aloud the words and identify words ending with the same sound.
- Ask students to say the words and tell the words ending with the same sound. write the words ending with the same sound on the board.
Match spoken words with the written words:
- Write already learnt words on different corners of the board, so that it is easy for you to understand which one student are pointing at. Say a word aloud. The students will listen to the words and tell which word you have said aloud.
- This activity can also be done in pairs. One student will say the word aloud and the other student will recognize the word on the flashcard and show to the other student. If you don`t have that many sets of flash cards, you can ask students to point to the words from their notebooks where they have copied them.
- Ask students to remove the first letter from the words.
- Ask students to read the remaining sounds.
- Ask students to add more letters in the beginning of remaining sounds. In this way they will make new words.
- Help the students write words leaving regular spaces between letters of words. Teach them to place the first finger of their left hand (if they are right-handed) after each word and write the next word on the other side of their finger.
Conclusion / Sum up
- Quiz the students after each activity, mixing the skills of that and the previous activity, as; after activity 2, quiz them on what they learnt in activities 1 and 2. After activity 4, quiz them on what they learnt in activity 3 and 4.
- Use the conclusion activity as formative assessment to assess the students` performance after each activity. This will guide you in pacing your activities, spending more or less time on one level.
- Teacher is also required to involve the students in solving the problems given in the exercise at end of unit / chapter.
- Start the day or the English class by putting on the board a word that will be of interest to the students.
- Ask the students to try to read it by going over the sounds.
- These could be words like: Coca Cola, Cricket, Fun-Land, Toffee etc.
- Encourage students to bring a word to class to ask their class-fellows to read it.
- Keeping adding these words on chits of 6 by 3 inches on the class notice board. if a child brought a word to class, put his/her name under it on the notice board.
- Give a purpose to the reading of the words by writing a command that the students have to follow. The first one to follow the command gets to wear the Winner`s Crown for that period (it can be a simple crown made out of bright coloured chart paper) the commands may be |:
- Stand up,
- Smile now,
- Clap your hands,
- Open the door etc.