Teacher: School: Level:3PS

Sequence Five: Pets Section 01: Pets

Session 02: I Read and Discover Session Focus: Phonics (Sounds and Spelling).
Targeted Competency: Decode symbols, read simple Domains: Written Comprehension
messages of about 30 words and understand their meaning.
Session Objective: By the end of the lesson, the learner will be able to read and pronounce pets’ names
correctly.
Subsidiary Objective: The learner will be able to write some of the pets’ name correctly.

Anticipated Problems: The learner might suffer from pronunciation difficulties.

Solutions: Repetition with the focus on the correct pronunciation.

Materials: The White Board - Flashcards- Slates.

 Intellectual competency: The learner Demonstrates understanding of reading basics and the
decoding strategies.
Cross curricular
competences

 Methodological competency: The learner Employs reading basics and the decoding strategies to
understand messages.
 Communicative competency: The learner Communicates reading basics and the decoding strategies
to peers.
 Personal and social competency: The learner Considers reading basics and the decoding strategies
to achieve others’ understanding.

Time Stages Procedure Interaction

-The teacher greets his learners and revises the previous lesson briefly. T-L
Warme
mn
05

-The teacher sticks the “pets” flashcards on the board. T-L

-The teacher asks his learners to read them or simply identify them. T-L
-The teacher writes some of the pets’ names on the board for example: “canary” T-L
and read them slowly while he moves his finger applying segmentation,
blending and chunking all this while he instructs his learners to repeat after him.
Resources

-The teacher removes a letter each time and asks his pupils to write the missing
Install
25 mn

letter in their slates. T-L

-The teacher split the words into multiple parts (chunks) and writes them on the
board scrambled and asks his learners to reorder each word in their slates. L-L
-The teacher asks his learners: have you got a pet? What is it?
-Upon receiving responses, learners who answered with “yes” are encouraged
to provide a more comprehensive reply by stating the full sentence: “yes, I have
and it is a ….”. Then he asks them to write this pet name on the board.
-The teacher organizes a “Board Race” game by splitting the classroom into L-L
Assessment

three teams (each row is a team). In this activity, the teacher divides the board
15 mn

with 3 lines and asks each team to write or read as many relevant words as
possible on their side of the board. Each correctly spelled or read word earns the
team a point.