Lesson Notes By Weeks and Term - Primary 6
Sound patterns long and short âooâ sound, and âoaâ
Sound patterns long and short âooâ sound, and âoaâ
SUBJECT: PHONICS
TERM: 3RD TERM
LESSON PLAN FOR 2nd WEEK
CLASS : PRIMARY 6
AGE: 11 years
DURATION : 3 periods of 40 mins each
DATE:
TOPIC : Sound patterns long and short ‘oo’ sound, and ‘oa’
CONTENT : Sound patterns long and short ‘oo’ sound, and ‘oa’
SPECIFIC OBJECTIVES: By the end of the lesson, pupils should be able to;
ENTRY BEHAVIOR : Pupils can identify and recite all the letters of the alphabets and the vowels
SET INDUCTION : The teachers uses the short and long ‘oo’ song to arouse the pupils
INSTRUCTIONAL TECHNIQUES : Discussion, group activities,
INSTRUCTIONAL MATERIALS : Objects with the short and long ‘oo’ and ‘oa’ sounds, chart showing objects with the short and long ‘oo’ and ‘oa’ sound, white board, dry erase marker, clue cards
INSTRUCTIONAL PROCEDURES
PERIOD 1 AND 2: Sounding, identification and writing words with the long and short ‘oo’ sound
S/N | STEPS | TEACHER’S ACTIVITY | PUPILS ACTIVITY |
1 | REVISITING THE PREVIOUS LESSON/INTRODUCTION | - Revises the previous lesson on the Long and short ‘ea’ sound
- Introduces the topic on the board as Sounding, identifying and writing the short and long ‘oo’ sound | The pupils listen, observe and participate |
2 | EXPLICIT INSTRUCTION/TEACHER MODELLING | - Explains that the letters ‘oo’ together are sometimes pronounced as a long ‘oo’ sound as in room Sometimes ‘oo’ is pronounced as a short ‘oo’ sound as in look oo(Long) food soon hoot scoop moor
oo(short) wool wood nook rookie cook | The pupils listen, observe and participate |
3 | GUIDED PRACTICE | - Shows the pupils clue cards with the short and long ‘oo’ sound in front and a clue word at the back. Have them say the clue word then sound long ‘oo’ or short ‘oo’ as the case may e.g short ‘oo’ sound book wool
Long ‘oo’ sound Hoot broom -Shows the children several images of words containing the short and long ‘oo’ sound and asks them to pronounce it aloud Cocoon Bamboo Rooster Lagoon Schooner | The pupils listen, observe and participate |
4 | INDEPENDENT WORKING TIME | - Gives the pupils the exercise below Use the words in the bracket below to complete the sentences (cockatoo, lagoon, schooner, bamboo, cartoon, cool, hooded, wooden, cocoon, rooster, cooking, nook) 1. We have a ______ weather today 2. The tall ______ was eaten by the pandas 3. We watched the _______ on television 4. This is a _______ table but that one is made of steel 5. We slept in a shady _______ of the forest 6. Sam is _______ bacon and eggs for breakfast 7. The crew of the large _______ embarked at the jetty 8. The Aborigines hunted for mussels in the ________ 9. The white ______ could say many words 10. The bandit was ________ when he entered the bank 11. The _______ stayed beside the hens 12. A green caterpillar hatched from the ________ | The pupils listen, observe and participate |
5 | EVALUATION | - Monitors the pupils as they work and corrects where necessary |
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PERIOD 3: Recognition, spelling and reading the ‘oa’ graphemes
S/N | STEPS | TEACHER’S ACTIVITY | PUPILS ACTIVITY |
1 | INTRODUCTION | -Revises the Long and short vowel sounds we’ve treated before
- Introduces the grapheme ‘oa’ as one of the variations of the Long ‘o’ sound | Pupils listen, observe and participate |
2 | TEACHER MODELLING/EXPLICIT INSTRUCTION | - Explains that the sound ‘oa’ takes the sound of the ‘o’ letter name - Gives a list of word with the ‘oa’ sound oa approach toadstool loaves coast cocoa loan toast roast cloak throat | Pupils listen, observe and participate |
3 | GUIDED PRACTICE | - Shows the pupils clue cards with the grapheme in front and a clue word at the back. Have them say the clue word then sound the grapheme it represents e.g goat(oa)
- Shows the children several images of words containing the grapheme ‘oa’ and asks them to pronounce it aloud | Pupils listen, observe and participate |
4 | INDEPENDENT WORKING TIME | - Gives the pupils exercises on the ‘oa’ sound Match the ‘oa’ words in the bracket below to words they can be linked to (toadstool, approach, loaves, coast, cocoa, loan, toast, roast, cloak, throat) 1. meat __________ 2. bank ___________ 3. ocean __________ 4. tongue _________ 5. near ___________ 6. mushroom ________ 7. bread __________ 8. hot chocolate ________ 9. clothing ________ 10. breakfast _______ | Pupils listen, observe and participate |
5 | EVALUATION | - Monitors the pupils as they work and corrects where necessary |
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