Listen to the audio 🎧 version of this class in [മലയാളം](https://podcast.folktaler.com/@iLabEducation/episodes/Vowel-adventure-malayalam) or in [हिंदी](https://podcast.folktaler.com/@iLabEducation/episodes/vowel-adventure-hindi).
**Session Title**
**Vowel Adventure**
Objective
1. Identify vowels and their sounds to strengthen phonemic awareness and categorization skills.
2. Practice self-management by independently sorting words and setting personal goals for improvement.
3. 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**
1. 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.
[](https://education.ilabindia.org//uploads/images/gallery/2025-08/SAvaeiov.jpg)
**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), elephant (vowel ), Car ( non-vowel ), book (non-vowel)[](https://education.ilabindia.org//uploads/images/gallery/2025-08/flashcards2.jpg)
**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.
[](https://education.ilabindia.org//uploads/images/gallery/2025-08/ez1dog-card-in-hand-at-0-3x.jpg)
- 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, Elephant, Ice cream, Book, Dog, Car. [](https://education.ilabindia.org//uploads/images/gallery/2025-08/vowel-boxes-final-at-0-33x.jpg)
Printable sheet to distribute to students.
**Example Flashcards:**
[](https://education.ilabindia.org//uploads/images/gallery/2025-08/untitled-1-at-0-3x.jpg)
### Follow-Up Activity (10 minutes):
##### **Vowel Writing Practice**
##### **[](https://education.ilabindia.org//uploads/images/gallery/2025-08/a4-at-0-3x.jpg)**
**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.