Session 1: Vowel

Intro

Introduction Activity (25 minutes)

Greeting

"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?"

Main topic

1 . Vowel songs

Introduction (5 minutes):

• 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 (15 minutes):

• 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.

Practice and Repeat (5 minutes):

• Have the students take turns singing the verses.

• They can practice alone or in small groups to reinforce their understanding of vowel sounds.

Vowel Song  ( 25 minutes ) 

🎶 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.” 🎶

Repeat

2 . vowel/non vowel sorting game

How to Play the Vowel/Non-Vowel Sorting Game with Sheets and Flashcards ( 30 mints )  

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 ).

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.

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 vowel 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 

Follow up Tasks  ( 10  mint ) 

 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:

• Sm_le → Smile

• Br_th_r → Brother

• b__k → Book

• _ce cr_am → Ice cream 

• _mbr_ll_  → 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.

Expected Learning Outcome

Knowledge Building
Students will identify vowels (A, E, I, O, U) and recognize their sounds through the vowel song, enhancing phonemic awareness (hearing, identifying, and manipulating sounds in words).

Skill Building
By identifying first vowel sounds, students will develop auditory discrimination skills. The sorting activity will improve their ability to organize words based on vowel vs. non-vowel criteria.