WORLD OF SELF, FAMILY & FRIENDS

Ck
Unit 16

I Spy

Focus: Learning Standard(s): Objective(s):

Listening and Speaking 1.1.1 (c), 1.1.4, 1.2.2 (a) {SK & SJK} By the end of the lesson, pupils will be able to: i. say the phoneme /k/ correctly; and ii. identify pictures with the phoneme /k/. 30/60 minutes picture cards, composite picture, phoneme card /k/

Time: Teaching Aid(s):

Cross Curricular Element(s): Multiple Intelligence, Creativity and Innovation Introduction: a. Greet pupils. b. Pupils reply. Set Induction: a. Get pupils to sit around you. b. Show a composite picture. (Appendix 1) c. Play the game I Spy and point to an object/ animal. d. Get pupils to point to other objects/animals. Step 1: a. Revise the phoneme /k/. b. Get pupils to recall the action for /k/. c. Demonstrate how to sound it out: You can feel the sound in the back of your mouth. It sounds a bit like /g/ but when you say /k/, you can feel air coming out from your mouth. d. Instruct pupils to imagine flying a kite and say /k/. Pupils trace the letter and say /k/. e. Get pupils to say /k/ is also for ck.

Step e: Pupils may trace letter in the air, on the desk, in the sandbox, on a friends back etc.

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Step 2: a. b. c. d. e. Step 3: Show pictures. (Appendix 2) Say the words and point to the correct picture. Get pupils to say the words and the sound /k/. Repeat the activity in groups. Get pupils to repeat the activity individually.

Teacher should make pupils aware that the sound /k/ is for the letter c, k and ck. Step b: Pictures of the colour black, sack, duck, socks, stick and kick.

a. Display a set of pictures of the words they have learnt. b. Get pupils to pick any picture that has the /k/ sound and say the word. c. If the word is correct, ask pupils to say /k/, /k/, /k/. Step 4: a. Talk about the picture. (Appendix 1) b. Get pupils to do the action when the /k/ sound is heard. c. Invite pupils to stick the letter k on the picture. Consolidation: a. Get pupils to complete the excercise on page 88 in the module. b. Get pupils to colour pictures with the /k/ sound. Closure: a. Leave the class by thanking the pupils. b. Pupils respond appropriately.

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APPENDIX 1

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APPENDIX 2

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APPENDIX 3

Colour the pictures with the letter c, k and ck.

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Focus: Learning Standard(s): Objective(s):

Reading 2.1.2 (d) /k/ (ck), 2.2.2, 2.2.3 {SK & SJK} By the end of the lesson, pupils will be able to: i. read a rhyme; ii. recite a rhyme with actions; and iii. match sentence strips to pictures. 30/60 minutes rhyme chart, sentence strips

Time: Teaching Aid(s):

Cross Curricular Element(s): Multiple Intelligence, Creativity and Innovation Introduction: a. Greet pupils. b. Pupils reply. Set Induction: a. Sing a song to the tune of trek tek tek (Appendix 4) /k/,/k/, /k/,/k/,/k/,/k/, /k/,/k/,/k/ Quack, quack, quack /k/,/k/, /k/,/k/,/k/,/k/, /k/,/k/,/k/ Black, black, black, sack, sack, sack, sack, Sock, sock, sock, Duck, duck, duck, duck, duck, duck, duck, duck, duck b. Pupils sing along. c. Pupils say the words with /k/ sound aloud. Step 1: a. Get pupils to sit around you. b. Talk about the picture. (Appendix 1) c. Then, recite the rhyme. (Appendix 5) d. Show the pictures while reciting. (Appendix 6) Step 2:

a. Show the rhyme chart. (Appendix 5) b. Ask pupils to read the rhyme with the teacher. c. A few pupils show picture cards while others read the rhyme. (Appendix 6) d. Encourage individuals to read the rhyme and do the action.
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Step d: This step is only for pupils who are beginning to read or are already reading.

Step 3: a. Display a set of pictures. (Appendix 6) b. Get pupils to read the sentence strips. (Appendix 7) c. Match the sentence strips to the pictures. Consolidation: a. Display the rhyme. (Appendix 5) b. Pupils read the rhyme in groups. c. Encourage pupils to read in groups/pairs or individually. Closure: a. Leave the class by thanking the pupils. b. Pupils respond appropriately.

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APPENDIX 4

Tune: Trek tek tek

/k/, /k/, /k/,/k/,/k/,/k/, /k/,/k/,/k/ Quack, quack, quack /k/, /k/, /k/,/k/,/k/,/k/, /k/,/k/,/k/ Black, black, black, sack, sack, sack, sack, Sock, sock, sock, duck, duck, duck, duck, duck, duck, duck, duck, duck

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APPENDIX 5

RHYME:

I SPY

I spy five ducks, They quack and quack, I spy three black cats, One is in the sack, I spy a kid, It kicks the stick, I spy four socks, Two red and two black

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APPENDIX 6

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APPENDIX 7

I spy five ducks, They quack and quack, I spy three black cats One is in the sack, I spy a kid, It kicks the stick, I spy four socks, Two red and two black.
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Focus: Learning Standard(s): Objective(s):

Writing 3.1.2 (d) {SK & SJK} By the end of the lesson, pupils will be able to: i. blend phonemes to form words; ii. match pictures to words; and iii. complete exercises in their module. 30/60 minutes worksheets, sentence strips, paper, crayon

Time: Teaching Aid(s):

Cross Curricular Element(s): Multiple Intelligence, Creativity and Innovation Introduction: a. Greet pupils. b. Pupils reply. Set Induction: a. Recap previous lesson through the I Spy game. b. Display picture cards on the board. (Appendix 2) c. Pupils say I spy and name the picture they recognise. d. Then, they point to the picture. Step 1: a. Distribute pieces of paper and crayon to groups. b. Show a picture. c. Pupils blend phonemes to form words. d. Pupils write the words down. Step 2: a. Distribute picture cards and word cards. b. Get pupils to find their pairs to match the right card to the word. Focus Words: socks, sack, kick, kid, sun

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Step 3: a. Guide pupils to complete exercise on page 92 in their module. (Appendix 8) Step 4: a. Write incomplete words on the board. b. Get pupils to guess the missing sound with the help of picture cards. c. Guide pupils to complete exercise on page 93 in their module. (Appendix 9) Consolidation: a. Invite pupils to say a word they know. b. Get them to write the word. Closure: a. Leave the class by thanking the pupils. b. Pupils respond appropriately. Words can be written on the board or on paper. Activity can be done in groups or individually.

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APPENDIX 8
Match correctly.

c k ck

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APPENDIX 9

Fill in the missing letters.

o
Colour black

a
Picture of a key

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Focus: Learning Standard(s): Objective(s):

Language Arts 4.1.2, 4.3.1 (b) {SK&SJK} By the end of the lesson, pupils will be able to: i. match pictures to words said aloud; and ii. sing an action song with the correct pronunciation. 30/60 minutes Rhyme chart

Time: Teaching Aid(s):

Cross Curricular Element(s): Creativity and Innovation Introduction: a. Greet pupils. b. Pupils reply. Set Induction: a. Sing a song to the tune of trek tek tek. (Appendix 5) /k/,/k/, /k/,/k/,/k/,/k/, /k/,/k/,/k/ Quack, quack, quack Black: show your hair /k/,/k/, /k/,/k/,/k/,/k/, /k/,/k/,/k/ Duck: flap your arms Sack/sock: clap your hands Black, black, black, sack, sack, sack, sack, Sock, sock, sock , duck, duck, duck, duck, duck, duck, duck, duck, duck b. Pupils sing along. c. Encourage pupils to do the action for the /k/ sound while singing. Step 1: a. Show the chart of the song. b. Pupils read the lyrics after the teacher. c. Hum the tune of the song. (Appendix 5) d. Hum the tune of the song together with the pupils.

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Step 2: a. Distribute pictures equally to five groups. b. Call out a word. c. Groups with the picture cards will show the pictures. d. The rest of the class will do the action for /k/ and say /k/. Step 3: a. Sing the song. b. Pupils sing after teacher. c. Pupils do the actions for the song. Consolidation: a. Get pupils to sing the song again with actions. Closure: a. Leave the class by thanking the pupils. b. Pupils respond appropriately.

Step a: Pictures of black, sack, quack, sock and duck.

Step b: Teacher sings line by line slowly anddoes the action for the song.

Teacher praises the group that sings well. Encourage the weaker pupils to sing along with the teacher.

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