Level Grade 3 and 4

Aim Students will be able to sound out the blending words: fl- (flag, flame,
flipbook, floor, flute) and comprehend the story.
Language <fl> flag, flame, flipbook, floor, flute.
Time 20 minutes
Technique Phonics and Reading Comprehension
WEEK 1-2

Preparation
Media
PICTURE
(Card)
Word
Card
fl-

Classroom Arrangement

IN THE CLASSROOM
1. Introducing the topic

The teacher introduces the vocabularies by doing the following activities:

 Show the word blend fr- one at a time and say the sound the letter makes. Use the picture
cards.
 Let the children hear the sound and encourage them to repeat it.
2. Learning Activity
The teacher does the following activities:
 Hold up a word blend and ask, ‘Is this a /fl/?’ or ‘What is this?’
 Pin the letters on the board and ask children to run up one at a time and ‘slap’ the letter
you call out (phonically)
 Ask the children if they know any words that begin with this sound.
 Spell the word blend fl- in the words and ask the student to repeat it.
 Blend the words by using blending line and ask the students to follow you.
 The teacher does:
 The shared-reading (teacher reads loudly followed by student, usually use the big book)
 Ask the students to do the exercise.
The Story: The exercise:
It was a hot day. A tool seller was going to a fair
to sell his tools. He sold a lot of things. He sold
flags, matches to make flame, flipbooks, floors,
and flutes. However, nobody bought his tools
and he was so tired, so he decided to take some
rest under a big shady tree. Soon he was fast
asleep.

There lived many monkeys on the tree. They

saw him and all his tools. They came down and
took the flag and put it on the tree. They took
the matches and created flames that almost
burnt them. They opened the flipbook and
suddenly throw it away because they did not
know how to use it. They broke the floor and
the flute. Afterwards, the tools seller woke up.
He found everything was messy.

Level Grade 3 and 4

Aim Students will be able to sound out the blending words: fr-(frame, freezer,
friend, frog, frost, fruit) and comprehend the story.
Language Blending words fr- : frame, freezer, friend, frog, frost, fruit
Time 20 minutes
Technique Phonics and Reading Comprehension
WEEK 3-4

Preparation
Media
PICTURE
(Card)

WORD
CARD
fr-
Classroom Arrangement
IN THE CLASSROOM
1. Introducing the topic

The teacher introduces the vocabularies by doing the following activities:

 Show the word blend fr- one at a time and say the sound the letter makes. Use the picture
cards.
 Let the children hear the sound and encourage them to repeat it.
2. Learning Activity
The teacher does the following activities:
 Hold up a word blend and ask ‘Is this a /fr/?’ or ‘What is this?’
 Pin the letters on the board and ask children to run up one at a time and ‘slap’ the letter
you call out (phonically)
 Ask the children if they know any words that begin with this sound.
 Spell the word blend fr- in the words and ask the student to repeat it.
 Blend the words by using blending line and ask the students to follow you.
The teacher does:
 The shared-reading (teacher reads loudly followed by student, usually use the big book)
 Ask the students to do the exercise.
The story: The exercise:
Rani’s House
I have a friend her name is Rani. In Rani’s house
has a picture of a frog. The picture is given a
unique frame. The picture is located above of
 the freezer. In the freezer, there are various
kinds of fruit. In the upper room of the freezer
there is a lot of frost.

Level Grade 3 and 4

Aim Students will be able to sound out the blending words: gl- (gladiator, glass,
glue, globe, glove) and comprehend the story.
Language <gl> gladiator, glass, glue, globe, glove.
Time 20 minutes
Technique Phonics and Reading Comprehension
WEEK 5-6

Preparation
Media
PICTURE
(Card)

WORD
CARD

gl-
Classroom Arrangement
IN THE CLASSROOM
1. Introducing the topic

The teacher introduces the vocabularies by doing the following activities:

 Show the word blend fr- one at a time and say the sound the letter makes. Use the picture
cards.
 Let the children hear the sound and encourage them to repeat it.
2. Learning Activity
The teacher does the following activities:
 Hold up a word blend and ask ‘Is this a /gl/?’ or ‘What is this?’
 Pin the letters on the board and ask children to run up one at a time and ‘slap’ the letter
you call out (phonically)
 Ask the children if they know any words that begin with this sound.
 Spell the word blend gl- in the words and ask the student to repeat it.
 Blend the words by using blending line and ask the students to follow you.
The teacher does:
 The shared-reading (teacher reads loudly followed by student, usually use the big book )
 Ask the students to do the exercise.
The Story : The exercise:
The Maria’s Interesting Room
In a small village, lived a girl name Maria. Maria
lived with her family in the black house. Maria
have an interest bedroom. In every morning,
she always cleans the globe in the table. Then,
she always takes the glass into her bedroom
before she is sleep. Before sleeping, she is
looking at to the Gladiator’s poster on the wall.
The Gladiator’s poster was loosed. Then, she
takes the glue and the glove on the table. And
She put the glue to the Gladiator’s poster in
order to make the poster strongly. After re
patch the gladiator’s poster, she put the glue
and the glove in to the table again.
 Level Grade 3 and 4
Aim Students will be able to sound out the blending words: fr-( grain,
grandfather, grandmother, grapes, grass, grasshopper) and comprehend
the story
Language <gr> grain, grandfather, grandmother, grapes, grass, grasshopper.
Time 20 minutes
Technique Phonics and Reading Comprehension
WEEK 7-8

Preparation
Media
PICTURE
(Card)
WORD
CARD
gr-
Classroom Arrangement

IN THE CLASSROOM
1. Introducing the topic

The teacher introduces the vocabularies by doing the following activities:

 Show the word blend fr- one at a time and say the sound the letter makes. Use the picture
cards.
 Let the children hear the sound and encourage them to repeat it.
2. Learning Activity
The teacher does the following activities:
 Hold up a word blend and ask, ‘Is this a /gl/?’ or ‘What is this?’
 Pin the letters on the board and ask children to run up one at a time and ‘slap’ the letter
you call out (phonically)
 Ask the children if they know any words that begin with this sound.
 Spell the word blend gl- in the words and ask the student to repeat it.
 Blend the words by using blending line and ask the students to follow you.
The teacher does:
 The shared-reading (teacher reads loudly followed by student, usually use the big book )
 Ask the students to do the exercise.

The Story: The exercise:

Beatiful Life
My name is Pete . I live with my
grandfather and my grandmother. My
grandpa and grandma love me so much.
Every morning i always be served a cup
of grain and some grapes . In the
afternoon we are relaxed in the grass and
playing with grasshopper . its really a
beautiful life and we love each other.
 Level Grade 3 and 4
Aim Students will be able to sound out the blending words: pl-( plant, plastic,
plateau, pledge, pliers) and comprehend the story
Language <pl> plant, plastic, plateau, pledge, pliers.
Time 20 minutes
Technique Phonics and Reading Comprehension
WEEK 9-10

Preparation
Media
PICTURE
(Card)

pl-
Classroom Arrangement
IN THE CLASSROOM
1. Introducing the topic

The teacher introduces the vocabularies by doing the following activities:

 Show the word blend fr- one at a time and say the sound the letter makes. Use the picture
cards.
 Let the children hear the sound and encourage them to repeat it.
2. Learning Activity
The teacher does the following activities:
 Hold up a word blend and ask, ‘Is this a /pl/?’ or ‘What is this?’
 Pin the letters on the board and ask children to run up one at a time and ‘slap’ the letter
you call out (phonically)
 Ask the children if they know any words that begin with this sound.
 Spell the word blend pl- in the words and ask the student to repeat it.
 Blend the words by using blending line and ask the students to follow you.
The teacher does:
 The shared-reading (teacher reads loudly followed by student, usually use the big book )
 Ask the students to do the exercise.
The story: The exercise:
Vacation to my friend's hometown

I have a friend her name is Vivit . She invited me

to visit her hometown. on the way, I saw a
plateau because her house was near to the
mountains. When I got there, I also saw so
many plants in front of her house. In the road, I
saw the plastic and the pliers in a store, because
I remember that I have a pledge with Vivit to
bring her something useful for her.
 Level Grade 3 and 4
Aim Students will be able to sound out the blending words: pl-( pray,pretzel,
prince, princess, prison, prune) and comprehend the story
Language <pr> pray,pretzel, prince, princess, prison, prune.
Time 20 minutes
Technique Phonics and Reading Comprehension
WEEK 11-12

Preparation
Media
PICTUR
E
(Card)
 pr-
Classroom Arrangement

IN THE CLASSROOM
1. Introducing the topic
 The teacher introduces the vocabularies by doing the following activities:
 Show the word blend pr- one at a time and say the sound the letter makes. Use the picture
cards.
 Let the children hear the sound and encourage them to repeat it.
2. Learning Activity
The teacher does the following activities:
 Hold up a word blend and ask, ‘Is this a /pr/?’ or ‘What is this?’
 Pin the letters on the board and ask children to run up one at a time and ‘slap’ the letter
you call out (phonically)
 Ask the children if they know any words that begin with this sound.
 Spell the word blend pl- in the words and ask the student to repeat it.
Blend the words by using blending line and ask the students to follow you.
The teacher does:
 The shared-reading (teacher reads loudly followed by student, usually use the big book )
 Ask the students to do the exercise.
The story: The exercise:
Once upon a time, there was a king who lived
with his beautiful daughter, the princess.
One day, the princess went to the forest to
play with a golden ball. She was playing
when her ball fell into a well. The princess
looked into the well, but it was very deep, so
she couldn’t see the bottom of it. She started
to cry.
A frog heard her crying, and asked, “What’s
wrong, princess? Maybe I can help.”
The princess turned around and saw an ugly
frog. The princess said, “My golden ball fell
into the well. Please can you help me to get
it?”
The frog said, “Will you be my friend if I help
you to get the ball?”
The Princess said, “Yes, I’ll be your friend.”
But she thought, “This ugly frog is silly. We’ll
never be friends!”
The frog jumped into the well and got the ball.
The princess was so happy! She picked up
her ball and ran away.
The next day, the princess heard a noise at
the door. She opened the door and saw the
frog.
The king asked, “Why is there a frog here?”
The princess told her father about what
happened yesterday. The king said, “This frog
helped you. You must be kind and keep your
promise. Let him in to have dinner with us.”
After dinner, the frog said, “I am tired. I want
to sleep on your pillow. Please lift me up.”
The princess didn’t want to, but she carried
the frog to her room and put him on her pillow.
In the morning, the princess woke up. The
frog was gone, but there was a handsome
prince sitting on her chair. The prince told the
princess:” A witch turned me into a frog, but
your kindness turned me back into a prince!
Thank you!”