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Subject: English
Semester: 1
Period: 1
Week: 4
School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 1
Date: Week 4
Lesson Duration: 45 minutes
Week & Period: Week 4, Period 1
Topic: Word Building and Spelling
Sub-topic: Reading Sentences, Onset Substitution, Sight Words
Learning Objectives
By the end of the lesson, students should be able to:
Read short sentences with VC and CVC words
Create new words by changing onsets
Spell VC and CVC words correctly
Read and spell high frequency words: on, yes, no
Understand word study terms: same, match, first, second, last
Write simple sentences neatly on three-line paper
Previous Knowledge
Students can spell VC/CVC words and identify pronouns and nouns.
Instructional Materials
Sentence strips
Flashcards for sight words
Word building cards
Three-line paper
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher writes: “I am a boy.” Learners read together.
Quick oral spelling of sight words from previous week: have, do, of.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
- Reading Sentences
Definition & Explanation
- Sentence reading helps learners practice fluency, phrasing, and comprehension.
- Sentences combine sight words (high frequency words) and phonics-based words (CVC, VC).
Instruction
Teacher displays short sentences:
- The cat is on the mat.
- I am a girl.
- Learners read in chorus (whole class).
- Learners read in groups.
- Learners read individually.
Extra Practice Sentences
- The dog can run.
- A man has a bag.
- It is hot.
- Onset Substitution
Definition & Explanation
- Onset = the first sound/letter of a word.
- Rhyme (or rime) = the rest of the word after the onset.
- Onset substitution is replacing the first sound to form new words.
- This skill helps learners decode and spell many words from one rhyme.
Instruction
Teacher writes _at on the board:
- Add c → cat
- Add b → bat
- Add h → hat
- Add m → mat
Learners practice with:
- _in → pin, tin, win, fin
- _op → top, hop, mop, pop
- Spelling
Definition & Explanation
- Spelling is writing words correctly by remembering their sounds and letter order.
- Spelling drills strengthen phonics knowledge, writing confidence, and memory.
Instruction
Teacher calls words: sun, dog, mat, sit.
- Learners spell aloud.
- Learners write in books.
- Peer check spelling (exchange books and mark together).
Extra Spelling Words
- cup, leg, pen, box
- High Frequency Words
Definition & Explanation
- High frequency words are sight words that appear very often in texts.
- Learners must recognize and read them quickly without sounding out.
Words Introduced
- on, yes, no
Sentences
- The book is on the table.
- Yes, I can run.
- No, this is not mine.
- Word Study
Definition & Explanation
- Same = alike in some way.
- Match = go together because they are the same or related.
- First, second, last = order or position in a sequence.
Instruction
Teacher gives examples:
- Show two red pens → “These are the same.”
- Show a shoe and a sock → “They match.”
- Line up three learners → Teacher points: first, second, last.
Extra Examples
- Shapes: Two circles are the same.
- Clothes: A shirt and trousers match.
- Numbers: 1st, 2nd, 3rd in counting.
- Handwriting
Definition & Explanation
- Handwriting means writing neatly, with correct spacing between words.
- Good spacing makes sentences easy to read.
Instruction
Teacher writes on the board:
- The sun is hot.
Learners:
- Trace in the air.
- Copy on three-line paper with proper finger spacing.
Learners’ Activities (Expanded)
- Read simple sentences aloud in pairs.
- Practice onset substitution to form new CVC words.
- Spell CVC words in a spelling drill and check in groups.
- Act out first, second, last by lining up.
- Match classroom objects that are “same” (two books) or that “go together” (pen and paper).
- Copy sentences neatly on three-line paper.
Assessment Checks (Expanded)
- Teacher points to a sentence → learner reads it aloud with fluency.
- Teacher writes _at → learner forms 3 words (cat, mat, hat).
- Teacher says dog → learner spells orally and writes.
- Learners use “yes,” “no,” and “on” in short oral sentences.
- Teacher holds up objects and asks: Are they the same? Do they match?
- Learners demonstrate first, second, last by lining up.
- Teacher checks handwriting for correct letter formation and spacing.
Notes (Expanded & Detailed)
- Reading sentences improves fluency and prepares learners for reading longer texts.
- Onset substitution shows how many words can be created from one rhyme family, strengthening phonics skills.
- Spelling drills build accuracy and confidence in word writing.
- High frequency words (on, yes, no) are sight words learners must memorize because they occur in almost every story or text.
- Same and match teach comparison and relationship.
- First, second, last teach order, sequencing, and position vocabulary.
- Handwriting practice with sentences combines phonics, word study, and sentence building into neat written communication.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews sentence reading, spelling, sight words, and word study.
Evaluation Method (Expanded):
Exit slip: Write one new word from onset substitution, spell one CVC word, and write yes or no in a sentence.
Assignment (Expanded):
Write three sentences using CVC words.
Practice the sight words on, yes, no at home.
Follow-up Activity:
Learners play a matching game with onset and rhyme cards.
Differentiation / Inclusive Strategies
Struggling learners form words orally with teacher’s help. Advanced learners read longer sentences and write them in their books.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low