Lesson Notes By Weeks and Term - Primary 1
The long âoâ sound pattern (o_e, oa, ow)
The long âoâ 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;
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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