Lesson Notes By Weeks and Term - Primary 1
The long âiâ sound pattern (i_e, igh, y)
The long âiâ sound pattern (i_e, igh, y)
SUBJECT: Phonics
TERM: 1st Term
WEEK: 8
CLASS: PRIMARY 1
AGE: 6 years
DURATION: 3 periods of 40 mins each
DATE:
TOPIC: The long ‘i’ sound pattern (i_e, igh, y)
CONTENT: The long ‘i’ sound pattern (i_e, igh, y)
SPECIFIC OBJECTIVES: By the end of the lesson, pupils should be able to;
ENTRY BEHAVIOR: Pupils can identify that all the vowels have both short and long sounds
SET INDUCTION: The teachers uses the ‘i as in ……….’ chant to arouse the pupils
INSTRUCTIONAL TECHNIQUES: Discussion, group activities,
INSTRUCTIONAL MATERIALS: Objects with the long i sound, chart showing objects with the long i sound, white board, dry erase marker, mirror
INSTRUCTIONAL PROCEDURES
PERIOD 1 AND 2: Spelling, reading and sorting words with the long I sound (i_e, igh)
S/N | STEPS | TEACHER’S ACTIVITY | PUPILS ACTIVITY |
1 | INTRODUCTION | - With a mirror or a partner, She pronounces the ‘i’ sound repeatedly. Emphasizing that the long ‘i’ sound takes the form of the letter name ‘i’ - Writes a list of words on the board and asks the pupils to help identify the ones with the long ‘i’ sound which she underlines
high made tree easy bike bee rice seed ride eight pride tube smile fan spike run white
- The pupils are grouped into pairs and asked to come up with a list of words with the long ‘i’ sound -Then the teacher comes up with a T-chart of some letter combinations of the long ‘e’ sound i_eigh bike high white nigh pride night ride knight prize bright | Pupils listen, observe and participate |
2 | SPELLING GENERALISATIONS | - Explains that the ‘igh’ can be found in the middle of the word and occassionally at the end of the word While the ‘i_e’ words can be found at the middle of the word i_eigh file light wife sigh drive flight knife fight slide sight | 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 Write each of these long ‘I’ words in the box beside its opposite (like, alive, smile, bright, wise, tighten, higher) 1. Frown ________ 2. dull ________ 3. Dead ________ 4. Lower _________ 5. Hate _________ 6. loosen _________ | 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 i sound(y)
S/N | STEPS | TEACHER’S ACTIVITY | PUPILS ACTIVITY |
1 | INTRODUCTION | - With a mirror or a partner, She pronounces the ‘i’ sound repeatedly. Emphasizing that the long ‘i’ sound takes the form of the letter name ‘i’ - Writes a list of words on the board and asks the pupils to help identify the ones with the long ‘i’ sound which she underlines high made tree easy bike bee rice seed ride eight pride tube smile fan spike run white
- The pupils are grouped into pairs and asked to come up with a list of words with the long ‘i’ sound specifically with letter (y) By My Cry Dry Fry Fly July Shy Why | Pupils listen, observe and participate |
2 | SPELLING GENERALISATIONS | - Explains that the ‘y’ represents the Long ‘i’ sound at the end of a word
| Pupils listen, observe and participate |
3 | GUIDED PRACTICE | - Asks the pupils to fill in the missing gaps appl__ suppl__ sp__ repl__ rel__ | 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 ‘i’ sound. Choose from them to fill in the gaps (why, fly, cry ) 1. Penguins are birds that cannot ______ 2. ____ was she crying 3. Babies love to _____ | Pupils listen, observe and participate |
5 | EVALUATION | - Monitors the pupils as they work and corrects where necessary |
|
© Lesson Notes All Rights Reserved 2023