# Session 1: Vowel
**Session Title** **Vowel Adventure**
Objective - Identify vowels and their sounds to strengthen phonemic awareness and categorization skills. - Practice self-management by independently sorting words and setting personal goals for improvement. - Self-Regulation: Encourages focus and attention during the task.
Topics Exploring Vowels: Identifying and Sorting Vowel Sounds
Material Required 1. Flashcards - For showing Picture 2. whiteboard / Board 3. chalk or Marker 4. Worksheet
Methodology Teaching Through Games and Song
Session Duration 90 minutes
### Introduction Activity (10 minutes) **Greeting** Teacher: Good morning, everyone! Before we get started, I’d love to know—how’s everyone feeling today? Can you share one word to describe your mood today? ### Main Activity (60 minutes) ##### **Vowel Songs (40 minutes)** **Introduction** - Begin by explaining to the students that vowels are special letters in the alphabet: A, E, I, O, U. These letters make unique sounds that help form words. - Tell the students they will learn the vowel sounds through a fun song . **Sing the Song** - Sing the song slowly and clearly for each verse (A, E, I, O, U). - Encourage the students to sing along. You can clap or add some simple hand motions to make it more engaging. - After singing each verse, repeat it a few times so that students can memorize the pattern. > Verse 1: > A says “ah,” “ah,” “ah,” > A says “ah,” “ah,” “ah,” > Every time you see an A, > It says “ah,” “ah,” “ah,” > A says “ah,” “ah,” “ah.” > > Repeat > > Verse 2: > E says “eh,” “eh,” “eh,” > E says “eh,” “eh,” “eh,” > Every time you see an E, > It says “eh,” “eh,” “eh,” > E says “eh,” “eh,” “eh.” > > Repeat > > Verse 3: > I says “ih,” “ih,” “ih,” > I says “ih,” “ ih,” “ih,” > Every time you see an I, > It says “ih,” “ih,” “ih,” > I says “ih,” “ih,” “ih.” > > Repeat > > Verse 4: > O says “ah,” “ah,” “ah,” > O says “ah,” “ah,” “ah,” > Every time you see an O, > It says “ah,” “ah,” “ah,” > O says “ah,” “ah,” “ah.” > > Repeat > > Verse 5: > U says “uh,” “uh,” “uh,” > U says “uh,” “uh,” “uh,” > Every time you see a U, > It says “uh,” “uh,” “uh,” > U says “uh,” “uh,” “uh.” > > **Practice and Repeat** - Have the students take turns singing the verses. - They can practice alone or in small groups to reinforce their understanding of vowel sounds. ##### **Vowel/non vowel sorting game (20 minutes)** **How to play** **1.Prepare the Flashcards (Pictures):** - Collect pictures of objects or things that have names starting with vowels (A, E, I, O, U) and others that don't. - You can take your own pictures or find images online. For example, pictures of an apple (vowel), dog (non-vowel), ice cream (vowel), book (non-vowel),elephant (vowel ) and Car ( non-vowel ). **2.Create the Sheet for Students:** - Draw a table with three columns on a sheet of paper. Label the columns: - Column 1: Name - Column 2: Vowels - Column 3: Non-vowels - Leave space under each column for students to write their answers. **3.How the Game Works (With Flashcards ):** Show a Flashcard to the students. You can either show the full image or just describe it first. - Students will say the name of the object aloud. - Then, they need to identify if the first letter in the word is a vowel (A, E, I, O, U) or not a vowel (meaning it’s a consonant). - They should write the name of the object in the appropriate column (either Vowels or Non-Vowels). **4. Example Flashcards :** Apple,Dog,Ice cream,Book,Elephant,Car
**Word Name** **Vowels Column** **Non-Vowels Column**
Apple ✅ (Vowel)
Elephant ✅ (Vowel)
Ice Cream ✅ (Vowel)
Book ✅ (Non-Vowel)
Dog ✅(Non-Vowel)
Car ✅ (Non-Vowel)
Scan the QR code to access the printable sheet to distribute to students.
[![Flash Cards.png](https://education.ilabindia.org/uploads/images/gallery/2025-05/scaled-1680-/flash-cards.png)](https://education.ilabindia.org/uploads/images/gallery/2025-05/flash-cards.png) ### Follow-Up Activity (10 minutes) ##### **Vowel Writing Practice** **Objective:** Practice writing words that begin with vowels and non-vowels. **Instructions:** - Provide each student with a worksheet that has a list of words with missing letters. - For each word, students should fill in the missing vowel to complete the word. Example: - S m \_l e → Smile - B r \_ t h \_r → Brother - b \_\_ k → Book - \_ c e c r \_a m → Ice cream - \_ m b r \_l l\_ → Umbrella - Have students focus on identifying the missing vowel and writing it in the correct spot. **Extension:** - Ask the students to create their own 2 words with missing vowels, then exchange worksheets with a classmate to solve. ### Review Questions (10 minutes) - What are the five vowel letters? → *A, E, I, O, U* - Which vowel sound do you hear at the beginning of the word “elephant”? → */e/* - Is the word “dog” a vowel word or a non-vowel word? Why? → *Non-vowel word, because it starts with D, a consonant.* - Fill in the missing vowel: \_ p p l e → *A → Apple* - Name two words that start with a vowel. → *Example: Ice cream, Umbrella* ### Expected Learning Outcome ##### Knowledge Building - Students will identify the five vowels: A, E, I, O, U. - Students will recognize the sounds each vowel makes. - Students will enhance phonemic awareness by connecting letters to their vowel sounds. - Students will understand the difference between vowel and non-vowel sounds in words. ##### Skill Building - Students will improve auditory discrimination by listening for vowel sounds at the beginning of words. - Students will practice organizing and sorting words into vowel and non-vowel categories. - Students will strengthen writing skills by completing and creating words with missing vowels. - Students will demonstrate self-management by completing tasks independently and staying focused during games and writing activities.