Lesson Notes By Weeks and Term - Primary 1

The long ‘o’ sound pattern (o_e, oa, ow)

LESSON PLAN FOR 9th WEEK

CLASS : PRIMARY 1

AGE: 5-6years

DURATION : 3 periods of 40 mins each 

DATE:

TERM: 1st Term

TOPIC : The long ‘o’ sound pattern (o_e, oa, ow)

CONTENT : The long ‘o’ sound pattern (o_e, oa, ow)

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

  1. Spell, read and sort words with a long O sound

ENENTRY BEHAVIOR : Pupils can identify that all the vowels have both short and long sounds

SET INDUCTION : The teachers uses the ‘o as in ……….’ chant to arouse the pupils

INSTRUCTIONAL TECHNIQUES : Discussion, group activities, 

INSTRUCTIONAL MATERIALS : Objects with the long o sound, chart showing objects with the long o sound, white board, dry erase marker, mirror

INSTRUCTIONAL PROCEDURES 

PERIOD 1 AND 2:  Spelling, reading and sorting words with the long o sound(o_e, oa)

S/N

STEPS

TEACHER’S ACTIVITY

PUPILS ACTIVITY

1

INTRODUCTION

- With a mirror or a partner, She pronounces the ‘o’ sound repeatedly. Emphasizing that the long ‘o’ sound takes the form of the letter name ‘o’

- Writes a list of words on the board and asks the pupils to help identify the ones with the long ‘o’ sound which she underlines

high    made  goat    tree    easy    poach  bike    bee  spoke  rice    seed   ride  bloat    eight    pride    tube    smile    whole  fan    spike    run    white   rose

- The pupils are grouped into pairs and asked to come up with a list of words with the long ‘o’ sound

-Then the teacher comes up with a T-chart of some letter combinations of the long ‘o’ sound

o_e                        oa

pose                      goat

whole                    boat

rose                      coat

spoke                    coal

prose                     toast

Pupils listen, observe and participate

2

SPELLING GENERALISATIONS

- Explains that the ‘o__e’ can be found in the middle of the word and the ‘oa’ words can be found at the middle of the word                 

o_e                          oa

elope                          groan

sole                      soap

drove                       roach

nose                       croak

                       

Pupils listen, observe and participate

3

GUIDED PRACTICE

- Asks the pupils to determine  whether each missing gaps will be the Long ‘i’ sound ‘i__e’ or ‘igh’

Ton__t

W__n__

Al__k__

R___t

Ar__s__

Pupils listen, observe and participate

4

INDEPENDENT WORKING TIME

- Gives the pupils the below exercise to work on independently

Fill in the blanks using the words in the bracket

(smoke, rope, nose, hose, home, rose)

One day, a boy tied a ______. When the boy woke up he saw a _____ that he could smell with his ______. He grabbed a ______ and ran to his friend’s _____ to make sure he was safe.

Pupils listen, observe and participate

5

EVALUATION

- Monitors the pupils as they work and corrects where necessary

 

 

PERIOD 3:  Spelling, reading and sorting words with the long o sound(ow)

S/N

STEPS

TEACHER’S ACTIVITY

PUPILS ACTIVITY

1

INTRODUCTION

- With a mirror or a partner, She pronounces the ‘o’ sound repeatedly. Emphasizing that the long ‘o’ sound takes the form of the letter name ‘o’

- Writes a list of words on the board and asks the pupils to help identify the ones with the long ‘o’ sound which she underlines

high    made  goat    tree    easy    poach  bike    bee snow  spoke  rice    seed   ride  bloat    eight    pride    tube  borrow  smile    whole  fan    spike    run    white   rose

- The pupils are grouped into pairs and asked to come up with a list of words with the long ‘o’ sound specifically with letter combinations (ow)

Snow

Elbow

Morrow

Swallow

throw

Pupils listen, observe and participate

2

SPELLING GENERALISATIONS

- Explains that the ‘ow’ represents the Long ‘o’ sound at the end of a word

Pupils listen, observe and participate

3

GUIDED PRACTICE

- Asks the pupils to fill in the missing gaps

borr__

bell__

wind__

Pupils listen, observe and participate

4

INDEPENDENT WORKING TIME

- Gives the pupils the below exercise to work on independently

The words in the bracket below all contain the Long ‘o’ sound. Choose from them to fill in the gaps

(mow, grow, row, show, )

1. Jake was excited to ______ the class his new model

2. A plant needs water, sunlight and soil to ______

3. I planted a _____ of carrots in the garden

4. The grass was long so my mom asked me to _____

Pupils listen, observe and participate

5

EVALUATION

- Monitors the pupils as they work and corrects where necessary

 

 

 

 

PHONICS SCHEME OF WORK FOR PRIMARY 1 FIRST TERM

WEEK

TOPICS

1

Consonant blends 1(L-blends)

2

Consonant blends 2 (R-blends)

3

Double consonants

4

Hard and soft g and c sound

5

Homophones

6

Long a sound patterns

7

Long e sound patterns

8

Long i sound patterns

9

Long o sound patterns

 



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