Literacy Lesson Plan Kindergarten Second Term
Second Term Literacy Lesson plan Kindergarten for five years pupils. Two letter words, Pronunciation and spelling, Three letter words.
LITERACY SCHEME OF WORK KINDERGARTEN SECOND TERM
WEEKS TOPICS
- TWO LETTER WORDS – PRONOUNCE AND SPELL
- TWO LETTER WORDS – PRONOUNCE AND SPELL
- TWO LETTER WORDS – PRONOUNCE AND SPELL
- TRICKY TWO LETTER WORDS
- TWO LETTER WORDS – PRONOUNCE AND SPELL
- TWO LETTER WORDS- PRONOUNCE AND SPELL
- THREE LETTER WORDS – PRONOUNCE AND SPELL / OPEN DAY / MID TERM TEST
- THREE LETTER WORDS – PRONOUNCE AND SPELL
- THREE LETTER WORDS – PRONOUNCE AND SPELL
- REVISION
- REVISION
- EXAMINATION
Subject: Literacy
Term: 2nd Term
Week: 1
Age: 5 years
Class: Kindergarten
Duration: 5 periods of 35 minutes each
Date:
Topic: Two letter words
Content:
Pronunciation and spelling: an, am, at, as, it, in
Specific Objectives: At the end of the lesson, the pupils should be able to
- Pronounce an, am, at, as, it, is
- Spell and write an, am, at, as, it, is
Instructional Material: Letter charts, two letter-word flash cards
Instructional Techniques: Repetition, explanation, demonstration, question and answers
Entry Behaviour: The pupils can recite alphabet rhyme
Set Induction: The teacher uses alphabet rhyme to arouse them
Instructional procedures
Periods I-III: Pronunciation and spelling of an, am, at, as, it, is
| Steps | Teacher’s Activities | Pupils Activities |
| 1 | The teacher reviews the alphabet letters Aa-Zz and then introduces the new topic which is pronouncing and spelling two letter words | The pupils repeat after her |
| 2 | She writes out the two-letter word on the board and reads it repeatedly using the sound of each letter a-n = an a-m= am a-s= as a-t= at I-t = if i-s = is | The pupils repeat after her |
Evaluation: The teacher asks the following question
- Pronounce and spell these words
a-n
a-m
a-s
a-t
i-t
i-s
Conclusion: She commends them positively
Periods IV AND V: Writing the two letter words an, am. As, at, it, is
| Steps | Teacher’s Activities | Pupils Activities |
| 1 | The teacher revises spelling and pronouncing the two letter words an, am, as, at, it, is | The pupils read |
| 2 | The teacher teaches the steps in writing the two letter words both in capital and small letters and provides space for the pupils to copy them. AN AM AS _________ ____________ ____________ AT IT IS _________ ____________ ____________ an am as _________ ____________ ____________ at it is _________ ____________ ____________ |
Evaluation: The teacher asks the following questions
- Spell three two letter-words that you know
- Copy these words:
AN AM AS
_________ ____________ ____________
AT IT IS
_________ ____________ ____________
Conclusion: The teacher marks their books and commends the pupils positively
Subject: Literacy
Term: 2nd Term
Week: 2
Age: 5 years
Class: Kindergarten
Duration: 5 periods of 35 minutes each
Date:
Topic: Two letter words
Content:
Pronunciation and spelling: in, if, on, of, ox, us, up
Specific Objectives: At the end of the lesson, the pupils should be able to
- Pronounce in, if, on, of, ox, us, up
- Spell and write in, if, on, of, ox, us, up
Instructional Material: Letter charts, two letter-word flash cards
Instructional Techniques: Repetition, explanation, demonstration, question and answers
Entry Behaviour: The pupils can spell and pronounce an, am, as, at, it, is
Set Induction: The teacher uses alphabet rhyme to arouse them
Instructional procedures
Periods I-III: Pronunciation and spelling of in, if, on, of, ox, us, up
| Steps | Teacher’s Activities | Pupils Activities |
| 1 | The teacher reviews the two letter words: an, as, at, am, it, is and then introduces the topic which is pronouncing and spelling two letter words | The pupils repeat after her |
| 2 | She writes out the two-letter word on the board and reads it repeatedly using the sound of each letter in i-n = in i-f= if o-n= on o-f= of o-x = ox u-s = us u-p=up | The pupils repeat after her |
Evaluation: The teacher asks the following question
- Pronounce and spell these words
i-n = in
i-f= if
o-n= on
o-f= of
o-x = ox
u-s = us
u-p=up
Conclusion: She commends them positively
Periods IV AND V: Writing the two letter words in, if, on, of, ox, us, up
| Steps | Teacher’s Activities | Pupils Activities |
| 1 | The teacher revises spelling and pronouncing the two letter words in, if, on, of, ox, us, up | The pupils read |
| 2 | The teacher teaches the steps in writing the two letter words both in capital and small letters and provides space for the pupils to copy them. IN IF ON _________ ____________ ____________ OF OX US _________ ____________ ____________ UP _________ in if on _________ ____________ ____________ of ox us _________ ____________ ____________ up _________ |
Evaluation: The teacher asks the following questions
Spell three two letter-words that you know
Copy these words:
IN IF ON
_________ ____________ ____________
OX OF US
_________ ____________ ____________
UP
_________
Conclusion: The teacher commends them positively
Subject: Literacy
Term: 2nd Term
Week: 3
Age: 5 years
Class: Kindergarten
Duration: 5 periods of 35 minutes each
Date:
Topic: Two letter words
Content:
Simple sentences using two-letter words
Specific Objectives: At the end of the lesson, the pupils should be able to
- Read simple sentences using two-letter words
- Write simple sentences using two-letter words
Instructional Material: Letter charts, two letter-word flash cards, two letter-words sentence strips
Instructional Techniques: Repetition, explanation, demonstration, question and answers
Entry Behaviour: The pupils can spell, pronounce and write two-letter words
Set Induction: The teacher uses alphabet rhyme to arouse them
Instructional procedures
Periods I-III: Reading simple sentences using two-letter words
| Steps | Teacher’s Activities | Pupils Activities |
| 1 | The teacher reviews the two letter words: an, as, at, am, it, is, in, if, on, of, ox, us, up and then introduces the topic which is simple sentences using two letter words | The pupils repeat after her |
| 2 | She writes out the simple sentences on the board and reads it repeatedly using the sound of each letter I-t i-s a-n o-x = it is an ox i-t i-s u-p = it is up I a-m u-p= I am up | The pupils repeat after her |
Evaluation: The teacher asks the following question
- Read these simple sentences
It is an ox
It is up
I am up
Conclusion: She commends them positively
Periods IV AND V: Writing the simple sentences
| Steps | Teacher’s Activities | Pupils Activities |
| 1 | The teacher revises the previous lesson on simple sentences | The pupils read |
| 2 | The teacher teaches the steps to write the simple sentences and provides space for the pupils to copy them. It is an ox __________________________ It is up __________________________ I am up __________________________ |
Evaluation: The teacher asks the following questions
Read and copy these sentences
It is an ox
__________________________
It is up
__________________________
I am up
__________________________
Conclusion: The teacher commends them positively
Subject: Literacy
Term: 2nd Term
Week: 4
Age: 5 years
Class: Kindergarten
Duration: 5 periods of 35 minutes each
Date:
Topic:
Tricky Two letter words
Content: Pronunciation and spelling: he, we, be, me, by, my
Specific Objectives: At the end of the lesson, the pupils should be able to
- Pronounce he, we, be, me, by, my
- Spell and write he, we, be, me, by, my
Instructional Material: Letter charts, two letter-word flash cards
Instructional Techniques: Repetition, explanation, demonstration, question and answers
Entry Behaviour: The pupils can recite alphabet rhyme
Set Induction: The teacher uses alphabet rhyme to arouse them
Instructional procedures
Periods I-III: Pronunciation and spelling of he, we, be, me, by, my
| Steps | Teacher’s Activities | Pupils Activities |
| 1 | The teacher reviews the two-letter words then introduces the new topic which is pronouncing and spelling of tricky two letter words | The pupils repeat after her |
| 2 | She writes out the two-letter word on the board and reads it repeatedly using the letters; He We Be Me By My | The pupils repeat after her |
Evaluation: The teacher asks the following question
- Pronounce and spell these words
He
We
Be
Me
By
My
Conclusion: She commends them positively
Periods IV AND V: Writing the two letter words he, we, be, me, by, my
| Steps | Teacher’s Activities | Pupils Activities |
| 1 | The teacher revises spelling and pronouncing the two letter words be, me, we, he, my, by | The pupils read |
| 2 | The teacher teaches the steps in writing the two letter words both in capital and small letters and provides space for the pupils to copy them. HE WE ME _________ ____________ ____________ BE MY BY _________ ____________ ____________ he we me _________ ____________ ____________ be my by _________ ____________ ____________ |
Evaluation: The teacher asks the following questions
- Spell three tricky two letter-words that you know
- Copy these words:
HE WE ME
_________ ____________ ____________
BE MY BY
_________ ____________ ____________
Conclusion: The teacher marks their books and commends the pupils positively
Subject: Literacy
Term: 2nd Term
Week: 5
Age: 5 years
Class: Kindergarten
Duration: 5 periods of 35 minutes each
Date:
Topic: Two letter words
Content:
Pronunciation and spelling of tricky words: so, do, go, to, no
Specific Objectives: At the end of the lesson, the pupils should be able to
- Pronounce so, do, go, to, no
- Spell and write so, do, go, to, no
Instructional Material: Letter charts, two letter-word flash cards
Instructional Techniques: Repetition, explanation, demonstration, question and answers
Entry Behaviour: The pupils can spell and pronounce he, we, me, be, up, us
Set Induction: The teacher uses alphabet rhyme to arouse them
Instructional procedures
Periods I-III: Pronunciation and spelling of so, do, go, to, no
| Steps | Teacher’s Activities | Pupils Activities |
| 1 | The teacher reviews the tricky two letter words: he, we, me, be, up, us and then introduces the topic which is pronouncing and spelling tricky two letter words | The pupils repeat after her |
| 2 | She writes out the two-letter word on the board and reads it repeatedly using the letters; So Go Do No To | The pupils repeat after her |
Evaluation: The teacher asks the following question
- Pronounce and spell these words
So
Go
Do
No
To
Conclusion: She commends them positively
Periods IV AND V: Writing the two letter words so, do, go, to, no
| Steps | Teacher’s Activities | Pupils Activities |
| 1 | The teacher revises spelling and pronouncing the two letter words so, do, go, to, no | The pupils read |
| 2 | The teacher teaches the steps in writing the tricky two letter words both in capital and small letters and provides space for the pupils to copy them. SO DO GO _________ ____________ ____________ TO NO _________ ____________ so do go _________ ____________ ___________ to no _________ ____________ |
Evaluation: The teacher asks the following questions
Spell three two letter-words that you know
Copy these words:
SO DO GO
_________ ____________ ____________
TO NO
_________ ____________
Conclusion: The teacher commends them positively
Subject: Literacy
Term: 2nd Term
Week: 6
Age: 5 years
Class: Kindergarten
Duration: 5 periods of 35 minutes each
Date:
Topic: Two letter words
Content:
Simple sentences using tricky two letter words
Specific Objectives: At the end of the lesson, the pupils should be able to
- Read simple sentences using tricky two-letter words
- Write simple sentences using tricky two-letter words
Instructional Material: Letter charts, two letter-word flash cards, two letter-words sentence strips
Instructional Techniques: Repetition, explanation, demonstration, question and answers
Entry Behaviour: The pupils can spell, pronounce and write two-letter words
Set Induction: The teacher uses alphabet rhyme to arouse them
Instructional procedures
Periods I-III: Reading simple sentences using two-letter words
| Steps | Teacher’s Activities | Pupils Activities |
| 1 | The teacher reviews the tricky two letter words: he, we, be, me, my, by, so, no, go, do, to and then introduces the topic which is simple sentences using tricky two letter words | The pupils repeat after her |
| 2 | She writes out the simple sentences on the board and reads it repeatedly using the sound of each letter We go up It is my ox It is so | The pupils repeat after her |
Evaluation: The teacher asks the following question
- Read these simple sentences
We go up
It is my ox
It is so
Conclusion: She commends them positively
Periods IV AND V: Writing the simple sentences
| Steps | Teacher’s Activities | Pupils Activities |
| 1 | The teacher revises the previous lesson on simple sentences | The pupils read |
| 2 | The teacher teaches the steps to write the simple sentences and provides space for the pupils to copy them. We go up __________________________ It is my ox __________________________ It is so __________________________ |
Evaluation: The teacher asks the following questions
Read and copy these sentences
We go up
__________________________
It is my ox
__________________________
It is so
__________________________
Conclusion: The teacher commends them positively
Subject: Literacy
Term: 2nd Term
Week: 7
Age: 5 years
Class: Kindergarten
Duration: 5 periods of 35 minutes each
Date:
Topic: Three letter words
Content:
Pronunciation and spelling: can, ban, tan, man, pan, ran
Specific Objectives: At the end of the lesson, the pupils should be able to
- Pronounce can, ban, tan, man, pan, ran
- Spell and write can, ban, tan, man, pan, ran
Instructional Material: Letter charts, three letter-word flash cards
Instructional Techniques: Repetition, explanation, demonstration, question and answers
Entry Behaviour: The pupils can recite alphabet rhyme
Set Induction: The teacher uses alphabet rhyme to arouse them
Instructional procedures
Periods I-III: Pronunciation and spelling of can, ban, tan, man, pan, ran
| Steps | Teacher’s Activities | Pupils Activities |
| 1 | The teacher reviews all the two letter words and then introduces the new topic which is pronouncing and spelling of three letter words | The pupils repeat after her |
| 2 | She writes out the three-letter word on the board and reads it repeatedly using the sound of each letter c-a-n = can b-a-n = ban t-a-n = tan m-a-n = man p-a-n = pan r-a-n = ran | The pupils repeat after her |
Evaluation: The teacher asks the following question
- Pronounce and spell these words
c-a-n = can
b-a-n = ban
t-a-n = tan
m-a-n = man
p-a-n = pan
r-a-n = ran
Conclusion: She commends them positively
Periods IV AND V: Writing the two letter words can, ban, tan, man, pan, ran
| Steps | Teacher’s Activities | Pupils Activities |
| 1 | The teacher revises spelling and pronouncing the three letter words can, ban, tan, man, pan, ran | The pupils read |
| 2 | The teacher teaches the steps in writing the three letter words both in capital and small letters and provides space for the pupils to copy them CAN BAN TAN _________ ____________ ____________ MAN PAN RAN _________ ____________ ____________ can ban tan _________ ____________ ____________ man pan ran _________ ____________ ____________ |
Evaluation: The teacher asks the following questions
- Spell four three letter-words that you know
- Copy these words:
CAN BAN TAN
_________ ____________ ____________
MAN PAN RAN
_________ ____________ ____________
Conclusion: The teacher marks their books and commends the pupils positively
Subject: Literacy
Term: 2nd Term
Week: 8
Age: 5 years
Class: Kindergarten
Duration: 5 periods of 35 minutes each
Date:
Topic:
Three letter words
Content: Pronunciation and spelling: cat, bat, fat, mat, pat, sat, rat, hat
Specific Objectives: At the end of the lesson, the pupils should be able to
- Pronounce cat, bat, fat, mat, pat, sat, rat, hat
- Spell and write cat, bat, fat, mat, pat, sat, rat, hat
Instructional Material: Letter charts, three letter-word flash cards
Instructional Techniques: Repetition, explanation, demonstration, question and answers
Entry Behaviour: The pupils can recite alphabet rhyme
Set Induction: The teacher uses alphabet rhyme to arouse them
Instructional procedures
Periods I-III: Pronunciation and spelling of cat, bat, fat, mat, pat, sat, rat, hat
| Steps | Teacher’s Activities | Pupils Activities |
| 1 | The teacher reviews the previously taught three letter words and then introduces the new topic which is pronouncing and spelling of three letter words | The pupils repeat after her |
| 2 | She writes out the three-letter word on the board and reads it repeatedly using the sound of each letter c-a-t = cat b-a-t = bat f-a-t = fat m-a-t = mat p-a-t = pat s-a-t= sat r-a-t= rat h-a-t= hat | The pupils repeat after her |
Evaluation: The teacher asks the following question
- Pronounce and spell these words
c-a-t = cat
b-a-t = bat
f-a-t = fat
m-a-t = mat
p-a-t = pat
s-a-t= sat
r-a-t= rat
h-a-t= hat
Conclusion: She commends them positively
Periods IV AND V: Writing the two letter words cat, bat, fat, mat, pat, sat, rat, hat
| Steps | Teacher’s Activities | Pupils Activities |
| 1 | The teacher revises spelling and pronouncing the three letter words cat, bat, fat, mat, pat, sat, rat, hat | The pupils read |
| 2 | The teacher teaches the steps in writing the three letter words both in capital and small letters and provides space for the pupils to copy them CAT BAT FAT _________ ____________ ____________ MAT PAT SAT _________ ____________ ____________ RAT HAT _________ ____________ cat bat fat _________ ____________ ____________ mat pat sat _________ ____________ ____________ rat hat _________ ____________ |
Evaluation: The teacher asks the following questions
Spell four three letter-words that you know
Copy these words:
CAT BAT FAT
_________ ____________ ____________
MAT PAT SAT
_________ ____________ ____________
RAT HAT
_________ ____________
Conclusion: The teacher marks their books and commends the pupils positively
Subject: Literacy
Term: 2nd Term
Week: 9
Age: 5 years
Class: Kindergarten
Duration: 5 periods of 35 minutes each
Date:
Topic:
Three letter words
Content: Simple sentences using two and three letter words and the introduction of ‘The’ as a high utility word
Specific Objectives: At the end of the lesson, the pupils should be able to
- Read simple sentences using three-letter words
- Write simple sentences using three-letter words
Instructional Material: Letter charts, three letter-word flash cards, three letter-words sentence strips
Instructional Techniques: Repetition, explanation, demonstration, question and answers
Entry Behaviour: The pupils can spell, pronounce and write three-letter words
Set Induction: The teacher uses alphabet rhyme to arouse them
Instructional procedures
Periods I-III: Reading simple sentences using three-letter words and the introduction of ‘the’ as a high utility word
| Steps | Teacher’s Activities | Pupils Activities |
| 1 | The teacher reviews the three letter words: can, ban, man, pan, tan, ran, cat, bat, sat, mat, hat, rat, fat and then introduces the topic which is simple sentences using three letter words and ‘the’ | The pupils repeat after her |
| 2 | She writes out the simple sentences on the board and reads it repeatedly using the sound of each letter The m-a-n is f-a-t = The man is fat He s-a-t o-n a m-a-t = He sat on a mat The h-a-t i-s P-a-t’s = The hat is Pat’s | The pupils repeat after her |
Evaluation: The teacher asks the following question
- Read these simple sentences
The m-a-n is f-a-t = The man is fat
He s-a-t o-n a m-a-t = He sat on a mat
The h-a-t i-s P-a-t’s = The hat is Pat’s
Conclusion: She commends them positively
Periods IV AND V: Writing the simple sentences
| Steps | Teacher’s Activities | Pupils Activities |
| 1 | The teacher revises the previous lesson on simple sentences | The pupils read |
| 2 | The teacher teaches the steps to write the simple sentences and provides space for the pupils to copy them The man is fat _____________________________ He sat on a mat _____________________________ The hat is Pat’s _____________________________ |
Evaluation: The teacher asks the following questions
Read and copy these sentences
The man is fat
_____________________________
He sat on a mat
_____________________________
The hat is Pat’s
_____________________________
Conclusion: The teacher commends them positively
