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Subject: English
Semester: 1
Period: 2
Week: 7
School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 1
Date: Week 7
Lesson Duration: 45 minutes
Week & Period: Week 7, Period 2
Topic: Letter-Sound Knowledge & Blends
Sub-topic: Review of letters e–k and introduction to consonant L-blends
Learning Objectives
By the end of the lesson, students should be able to:
Blend letter sounds to read short words
Recognize and use L-blends in reading and spelling
Correctly form and write lowercase letters e–k
Spell and use sight words “you, she” in simple sentences
Previous Knowledge
Students already know:
Letters a–d, sounds, and simple CVC words
Instructional Materials
English Language textbook for Grade 1, flashcards, charts, three-line exercise books
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher sings the alphabet song with learners and reviews sounds a–d.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Focus Areas:
- Letter-Sound Knowledge
- Consonant Blends
- High-Frequency (Sight) Words
- Handwriting
- Spelling
📘 1. Letter-Sound Knowledge
Objective:
To recognize and say the sounds for the lowercase letters e, g, h, j, k, and associate each sound with words that begin with those letters.
Definitions:
- Phoneme: The smallest unit of sound in a language.
- Letter-sound correspondence: The relationship between letters and the sounds they represent.
- Decoding: The ability to apply letter-sound knowledge to read unfamiliar words.
Letters and Sounds Introduction:
Teacher uses flashcards, gestures, and pictures to introduce each letter with sound and example:
|
Letter |
Sound |
Sample Words |
Gesture or Sound Trick |
|
e |
/e/ as in egg |
egg, elephant |
Pretend to crack an egg |
|
g |
/g/ as in goat |
goat, gum |
Pretend to chew gum |
|
h |
/h/ as in hat |
hat, hen |
Blow out as if tired: "h..." |
|
j |
/j/ as in jam |
jug, jam |
Pretend to open a jam jar |
|
k |
/k/ as in kite |
kite, key |
Pretend to fly a kite |
🗣 Teacher Tip: Emphasize the initial sound. Say the word slowly, stretching the beginning sound.
Practice:
- Learners repeat the sounds after the teacher.
- Use a chant: “/e/ /e/ egg! /g/ /g/ goat!” etc.
- Learners work in pairs to find classroom objects or images that begin with the target letters.
🔤 2. Consonant Blends (L-blends)
Objective:
To identify and blend consonant clusters that begin with "l" – specifically bl, cl, fl.
Definitions:
- Consonant Blend: A group of two or more consonants where each sound is heard (e.g., “bl” in black).
- L-blends: Blends that begin with a consonant followed by “l”.
Explanation:
Unlike digraphs (e.g., “sh” or “ch”), where two letters make one sound, blends keep the individual sounds of each letter, but they are spoken together smoothly.
Examples and Breakdown:
|
Blend |
Word |
Sound Breakdown |
|
bl |
black |
/b/ + /l/ + /a/ + /ck/ |
|
cl |
clap |
/c/ + /l/ + /a/ + /p/ |
|
fl |
flag |
/f/ + /l/ + /a/ + /g/ |
🗣 Teacher Tip: Use hand motions: one hand for first sound, other hand for second, bring them together as you blend.
Practice:
- Oral Blending: Say “b…l…bl” together. Then add ending to say "black."
- On the board: Write each blend. Ask learners to suggest more words with that blend.
- Word Sorting: Learners sort pictures or word cards into bl, cl, fl groups.
📘 3. High-Frequency (Sight) Words
Objective:
To recognize and use high-frequency words you and she in oral and written language.
Definitions:
- High-Frequency Words (HFW): Words that appear often in texts and may not follow regular phonetic rules.
- Sight Words: Words children should recognize instantly without decoding.
Target Words:
- you – second person pronoun
- she – third person pronoun (feminine)
Teaching Strategy:
- Introduce the word card: say it, spell it, say it again.
- Use in context: “You are kind.” “She is my sister.”
- Act it out: One child says a sentence to another using you. Another describes someone using she.
Practice Activities:
- Read and match: sentence strips with pictures.
- Use word in sentence orally and write in mini-book.
- Word Hunt: Find "you" and "she" in classroom posters or books.
✍️ 4. Handwriting Practice (Lowercase e–k)
Objective:
To correctly form lowercase letters e, f, g, h, i, j, k using three-line paper.
Developmental Note:
Handwriting develops fine motor skills, hand-eye coordination, and reinforces letter recognition.
Teacher Demonstration:
- Use chart or board with three lines.
- Model each letter slowly, showing starting point, direction, and spacing.
- Emphasize letter size (tall, short, or hanging letters).
Letters Practice:
|
Letter |
Type |
Tips |
|
e |
short |
Start in middle, make a loop |
|
g |
hanging |
Circle then tail below line |
|
h |
tall |
Down stroke, then up and hump |
|
j |
hanging |
Down and curve, dot on top |
|
k |
tall |
Down, then two slants |
Learner Practice:
- Air writing (large muscle memory)
- Finger-tracing in sand or on paper
- Write on three-line paper
- Circle best-formed letter in a line
✏️ 5. Spelling Practice
Objective:
To segment and spell simple VC, CVC, and L-blend words.
Words for the Day:
- VC/CVC: egg, hat, jam, key
- L-blend: black
Steps:
- Teacher says the word slowly.
- Learners say each sound: /j/ /a/ /m/
- Teacher writes on the board as they sound out.
- Learners spell aloud and then write on mini whiteboards or in notebooks.
Extension:
- Use magnetic letters or letter cards to build the words.
- Spelling Bee: Say, spell, say format.
- Partner spelling quiz: One says, one writes.
🙋♀️ Learners’ Activities (Expanded & Engaging)
|
Activity |
Description |
|
Sound Chanting in Pairs |
Partners chant sounds e–k: “e–egg, g–goat...” |
|
Blend and Say |
Group reads bl, cl, fl words aloud and match with pictures |
|
Sight Word Sentences |
Learners say or write sentences using “you” and “she” |
|
Air & Paper Tracing |
Trace e–k in the air, then write on three-line paper |
|
Spelling Relay |
Team activity to spell target words from memory |
✅ Assessment Checks (Formative)
|
Skill |
Assessment Task |
|
Letter-Sound Knowledge |
Point to a letter (e–k), ask learner to say sound and a matching word |
|
Blending |
Say “cl” and ask learner to say a word with it (e.g., clap) |
|
Sight Word Usage |
Ask student to complete sentence orally: “___ are my friend.” |
|
Handwriting |
Check letter formation of e–k on learners’ writing |
|
Spelling |
Dictate a word (e.g., hat), have learners write it independently |
📝 Expanded Notes for Teacher Use
- Letter-Sound Knowledge: Mastery of letter-sound correspondence is foundational for decoding (reading) and encoding (spelling). Ensure correct pronunciation of each phoneme (not adding “uh” to consonants).
- Consonant Blends: These are essential for advancing beyond basic CVC words. L-blends are a manageable first step in blend instruction.
- High-Frequency Words: These are often not decodable at this stage but must be recognized by sight to improve fluency.
- Handwriting: Should be integrated daily. Model consistently. Praise effort and legibility, not just accuracy.
- Spelling: Reinforces sound-letter mapping. Use multi-sensory strategies: hearing (saying), seeing (reading), and doing (writing/building).
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews sounds e–k, L-blends, sight words, and handwriting.
Evaluation Method (Expanded):
Exit slip/quiz: Learners write two blend words and one sight word. Teacher will collect slips and provide oral feedback.
Assignment (Expanded):
Write 5 words using bl, cl, fl at home.
Follow-up Activity:
Pair learners to practice reading aloud sight words you and she.
Differentiation / Inclusive Strategies
Provide letter tracing sheets for slower learners. Encourage stronger readers to form sentences using blends.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low