WORLD OF SELF,FAMILY & FRIENDS

CkUnit 16I Spy

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Focus: Listening and Speaking

Learning Standard(s): 1.1.1 (c), 1.1.4, 1.2.2 (a) {SK & SJK}

Objective(s): By the end of the lesson, pupils will be able to:i. say the phoneme /k/ correctly; andii. identify pictures with the phoneme /k/.

Time: 30/60 minutes

Teaching Aid(s): picture cards, composite picture, phoneme card /k/

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: • Youcanfeelthesoundinthebackofyourmouth. • 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 friend’s

back etc.

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Step 2:

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

Step 3:

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.

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.

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6

APPEN

DIX

1

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APPENDIX 2

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Colour the pictures with the letter ‘c’, ‘k’ and ‘ck’.APPENDIX 3

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Focus: Reading

Learning Standard(s): 2.1.2 (d) /k/ (ck), 2.2.2, 2.2.3 {SK & SJK}

Objective(s): By the end of the lesson, pupils will be able to:i. read a rhyme;ii. recite a rhyme with actions; andiii. match sentence strips to pictures.

Time: 30/60 minutes

Teaching Aid(s): rhyme chart, sentence strips

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, duckb. 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.

Step d:This step is only for pupils who are beginning

to read or are already reading.

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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,

I spy a kid,

I spy three black cats

I spy four socks,

They quack and quack,

It kicks the stick,

One is in the sack,

Two red and two black.

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Focus: Writing

Learning Standard(s): 3.1.2 (d) {SK & SJK}

Objective(s): By the end of the lesson, pupils will be able to:i. blend phonemes to form words;ii. match pictures to words; andiii. complete exercises in their module.

Time: 30/60 minutes

Teaching Aid(s): worksheets, sentence strips, paper, crayon

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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Match correctly.APPENDIX 8

ckck

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APPENDIX 9Fill in the missing letters.

Colour black Picture of a key

d u

s a o w a r

a t e yb l

i d s o

a

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Focus: Language Arts

Learning Standard(s): 4.1.2, 4.3.1 (b) {SK&SJK}

Objective(s): By the end of the lesson, pupils will be able to:i. match pictures to words said aloud; andii. sing an action song with the correct pronunciation.

Time: 30/60 minutes

Teaching Aid(s): Rhyme chart

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 /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, duckb. 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.

Black: show your hairDuck: flap your arms

Sack/sock: clap your hands

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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.