1) The document outlines a lesson plan to teach preschool students the phoneme /k/ through listening, speaking, reading and writing activities. 2) Students will practice identifying and saying words containing the /k/ sound, recite a rhyme with the /k/ sound, match words to pictures, and complete exercises to write words with /k/. 3) The lesson incorporates group work, games, songs and actions to reinforce learning the /k/ sound in an engaging manner for young students.

1. WORLD OF SELF,
FAMILY & FRIENDS
Ck
Unit 16
I 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; and
ii. 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:
• 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 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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APPENDIX1

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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; and
iii. 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, 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.
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; and
iii. 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
c
k
ck

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APPENDIX 9
Fill 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; and
ii. 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, 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.
Black: show your hair
Duck: 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.