Listen for L Sounds

Overview

Children practise hearing and orally separating the sounds in simple words beginning with /l/. The lesson reinforces recognition of uppercase L and lowercase l through movement, pictures, and speech, without expecting independent reading or writing.

Learning intentions

• WALT segment words starting with the /l/ sound.
• We are learning to hear the separate sounds in a word.
• We are learning to recognise uppercase L and lowercase l.
• We are learning to listen and respond to sounds in spoken words.

Success criteria

• I can say the first sound in a word: /l/.
• I can stretch and say the sounds in a simple word, such as /l/ /e/ /g/.
• I can show or name uppercase L and lowercase l.
• I can listen carefully and have a go, even when a word feels tricky.

Curriculum links

• Transcription Skills / Spelling: orally segmenting phonemes in single-syllable CVC words.
• Transcription Skills / Spelling: orally segmenting phonemes in single-syllable CCVC or CVCC words.
• Word Recognition / Phonemic awareness and phonics knowledge: naming lowercase and uppercase letters of the alphabet.
• English learning supports communication, participation, and managing self through careful listening and turn-taking.

Lesson structure (30 minutes)

1. 0–4 min · Sound warm-up. Teacher opens the picture-and-sound introduction and shows a striking collection of objects or pictures beginning with L, asking, “What sound do these words begin with?” Children listen, repeat the quiet stretchy sound /l/, and touch their tongue gently behind their top teeth while making it.

2. 4–8 min · Letter recognition. Teacher displays uppercase L and lowercase l on the next slide, compares their shapes, and models saying “capital L” and “little l”. Children make an L shape with two fingers, then identify L and l when the teacher shows them in mixed order. Avoid asking children to copy or write the letters.

3. 8–13 min · Explicit modelling. Teacher explains, “Segmenting means breaking a word into its sounds,” then models with a slow voice and three counters: lip → /l/ /i/ /p/, log → /l/ /o/ /g/, and leg → /l/ /e/ /g/. The teacher pushes one counter for each sound, blends the word, and repeats the process with lid. Children watch, listen, and echo the sounds together.

4. 13–20 min · Guided oral practice. Teacher uses the oral segmentation practice slides to show one picture at a time: lamp, leaf, lion, lemon. For each picture, children say the word, identify /l/ at the beginning, push three or four counters, and say the sounds together. Invite individual children to lead one word while the group supports them. Use only oral responses; accept approximate pronunciation and model the word naturally.

5. 20–26 min · Hands-on listening activity. Teacher distributes the L-picture listening sheet and provides counters or small buttons. Children choose a picture, say its name, and place one counter for each sound they hear. The teacher moves between children, asking, “What sound did you hear first?” and “How many sounds?” Children may point, move counters, or tell the teacher their answer; adults can scribe any response if needed.

6. 26–30 min · Closure and check-out. Teacher returns to the review and goodbye slide and invites children to show an uppercase or lowercase L, then segment one final word such as lip or log. Each child privately tells the teacher one L word or segments one spoken word before joining a brief “/l/ goodbye” chant.

Resources

• the L sound and segmentation slide deck
• the L-picture listening sheet
• Uppercase L and lowercase l cards
• Small counters, buttons, or linking cubes
• Picture cards or real objects for lip, log, leg, lid, lamp, leaf, lion, and lemon
• Floor space for sitting in a semicircle
• Whiteboard and marker for teacher modelling

Assessment

• During the warm-up, note which children can identify /l/ as the initial sound and which need the sound repeated or contrasted with another sound.
• During guided practice, listen for accurate oral segmentation and observe whether children use one counter for each phoneme rather than each syllable.
• For the final check-out, record whether each child can recognise L/l, identify /l/ initially, and segment at least one CVC word. Use this to plan the next small-group session.

Differentiation

• Support children by using real objects, clear photographs, exaggerated mouth movements, and repeated modelling. Begin with CVC words such as lip, log, leg, and lid before introducing longer words.
• Offer a quiet space or smaller group for children who find whole-group listening overwhelming. Allow children to point, gesture, move counters, or whisper rather than speak in front of the group.
• For dyslexia-friendly access, keep slides uncluttered, use a large clear sans-serif font, high contrast, minimal text, and one picture at a time. Do not require children to read, copy, or write; pair spoken words with meaningful images and repeated actions.
• Support multilingual learners by showing the object or picture, saying the word naturally, checking understanding, and accepting home-language discussion before inviting the English word. Do not correct accent differences harshly; focus on hearing the first phoneme.
• Extend confident learners by asking them to segment lamp, leaf, lion, and lemon, count the phonemes, blend the word again, or think of another word beginning with /l/. They may sort picture cards by three or four sounds, with the teacher confirming the spoken answer.

Extension

• During free play, invite children to become “L sound detectives” and find or name classroom objects beginning with /l/.
• Offer a short one-to-one challenge: the teacher says a new word beginning with /l/, and the child segments it using counters before blending it back together.
• Invite advanced learners to compare words such as lip and lid, identifying the sound that changes at the end.