Letter P Words, Picture Reading and Writing for Pre-School Level 2

Class: Pre-School Level 2
Term: Second Term
Week: 7
Age: 3 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Literacy
Previous Lesson: Introduction to letter sounds and simple picture recognition.
Topic: LETTER P: SOUND RECOGNITION, PICTURE READING AND WRITING
Subject Matter: Listening and Speaking: Talking about news and happenings at home and in the community. Reading: Picture reading, recognising familiar objects and relating the sound of Pp to Pot, Pig, Pineapple. Writing: Tracing, colouring and writing Pp. Songs, Rhymes and Poems: Singing traditional rhymes, songs and poems and acting out characters.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Recognise the uppercase letter ‘P’ and lowercase letter ‘p’.
• Say the /p/ sound accurately.
• Identify familiar objects like a pot, pig, and pineapple, and relate them to the /p/ sound.

Affective Domain

• Listen attentively when others are speaking about their news.
• Participate with enthusiasm in singing and acting out characters in a rhyme.
• Show interest in learning new letters and sounds.

Psychomotor Domain

• Trace and colour the letters ‘P’ and ‘p’ with guidance.
• Perform simple actions related to the letter ‘P’ rhyme.

Social Domain

• Share simple news or happenings from home and the community.
• Take turns speaking during discussion time.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 2
• Early Childhood Care and Education resources
• Suitable early-years literacy workbook

Instructional Materials

• Large flashcards of uppercase ‘P’ and lowercase ‘p’
• Picture cards of a pot, pig, pineapple
• Chart posters showing various ‘P’ words
• Story books with ‘P’ words
• Crayons, pencils, paper (exercise books or plain sheets)
• Chalk and chalkboard/whiteboard
• Learning stamps (letter P)
• Jigsaw puzzles featuring ‘P’ words

Rationale for the Lesson

This lesson is important for 3-year-olds as it introduces them to the letter ‘P’ and its sound, which is a fundamental step in early literacy development. By connecting the sound to familiar objects and engaging in speaking, reading, and writing activities, pupils build their vocabulary, phonological awareness, and pre-writing skills, preparing them for more complex reading and writing tasks in the future.

Prerequisite/Previous Knowledge

Pupils can recognise some letters of the alphabet, say simple sounds, identify familiar objects, and communicate in short sentences.

Lesson Content/Board Summary

LETTER P: SOUND RECOGNITION, PICTURE READING AND WRITING

Listening and Speaking

We talk about what happened at home or in our community. We listen to our friends when they share their news.

Letter P (Pp)

The letter ‘P’ makes the /p/ sound.
Uppercase P: P
Lowercase p: p

Words that start with /p/ sound:

• Pot
• Pig
• Pineapple

Sound Rhyme: The /p/ Sound

Tune: Twinkle, Twinkle Little Star

P, P, P, says the pig,
/p/, /p/, /p/, so big!
P, P, P, for a pot,
/p/, /p/, /p/, it’s hot!
P, P, P, pineapple sweet,
/p/, /p/, /p/, what a treat!

Actions:

• Point to mouth for /p/ sound.
• Make pig snout with fingers for “pig”.
• Make a big circle with arms for “so big”.
• Pretend to hold a pot for “pot”.
• Wipe forehead for “it’s hot”.
• Pretend to eat for “pineapple sweet” and “what a treat”.

Watch and Practise

https://www.youtube.com/watch?v=0hY461R2n7c

Tracing and Writing Pp

We trace the letter ‘P’ (big P) and ‘p’ (small p) with our fingers in the air, then on paper. We colour the letters ‘P’ and ‘p’.

Key Words

• P – The letter we are learning.
• Pot – A round container for cooking.
• Pig – An animal that says “oink”.
• Pineapple – A sweet, yellow fruit.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Listening

Teacher’s Activity: The teacher greets the pupils warmly and asks them to share one piece of news or something interesting that happened at home or on their way to school.

Pupils’ Activity: Pupils respond by sharing simple news or happenings from their home or community.

Learning Point: Pupils practise listening and speaking skills, and feel comfortable sharing in class.

Step 2: Introduction of Letter P

Time: 4 minutes

Teaching Skill: Recognition/Pronunciation

Teacher’s Activity: The teacher displays large flashcards of uppercase ‘P’ and lowercase ‘p’. The teacher says the letter name and its sound /p/ clearly, and asks pupils to repeat.

Pupils’ Activity: Pupils look at the letter ‘P’ and ‘p’, repeat the letter name, and practise making the /p/ sound.

Learning Point: Pupils recognise the visual form of ‘P’ and ‘p’ and associate it with the /p/ sound.

Step 3: Picture Reading and Sound Association

Time: 5 minutes

Teaching Skill: Association/Identification

Teacher’s Activity: The teacher shows picture cards of a pot, pig, and pineapple. For each picture, the teacher says the word, emphasizing the initial /p/ sound, and asks pupils to repeat the word and its sound.

Pupils’ Activity: Pupils identify the pictures, repeat the words (pot, pig, pineapple), and practise saying the /p/ sound at the beginning of each word.

Learning Point: Pupils relate the /p/ sound to familiar objects and expand their vocabulary.

Step 4: Rhyme/Song Reinforcement

Time: 4 minutes

Teaching Skill: Singing/Movement

Teacher’s Activity: The teacher leads the pupils in singing the “The /p/ Sound” rhyme from the Board Summary, demonstrating the actions. The teacher encourages pupils to join in with the singing and actions.

Pupils’ Activity: Pupils sing along with the rhyme and perform the actions, reinforcing the /p/ sound and associated words.

Learning Point: Pupils reinforce the /p/ sound and ‘P’ words through an engaging song and movement.

Step 5: Tracing and Writing Practice

Time: 6 minutes

Teaching Skill: Fine Motor/Guided Practice

Teacher’s Activity: The teacher demonstrates how to trace uppercase ‘P’ and lowercase ‘p’ on the board. Then, the teacher distributes paper and crayons/pencils and guides pupils to trace and colour the letters ‘P’ and ‘p’ on their sheets.

Pupils’ Activity: Pupils observe the teacher’s demonstration, then trace and colour the letters ‘P’ and ‘p’ on their paper, practising their fine motor skills.

Learning Point: Pupils develop pre-writing skills and hand-eye coordination by tracing and colouring the letter ‘P’.

Step 6: Video and Reinforcement

Time: 4 minutes

Teaching Skill: Visual Learning/Repetition

Teacher’s Activity: The teacher introduces the video about the letter ‘P’ and plays it for the pupils. After the video, the teacher asks pupils to recall some ‘P’ words they heard and practise saying them.

Pupils’ Activity: Pupils watch the video attentively, then respond by naming ‘P’ words and repeating the /p/ sound.

Learning Point: Pupils reinforce their understanding of the letter ‘P’ and its sound through visual and auditory stimulation.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “Point to the letter ‘P’ on the flashcard.”
2. “What sound does the letter ‘P’ make?”
3. “Name one thing that starts with the /p/ sound.”
4. “Show me how you trace the letter ‘P’ in the air.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Encouragement

Teacher’s Activity: The teacher praises the pupils for their participation and effort in learning about the letter ‘P’ and its sound. The teacher reminds them to look for ‘P’ words around them.

Pupils’ Activity: Pupils listen and acknowledge the teacher’s praise.

Learning Point: Pupils feel encouraged and motivated to continue learning.

Lesson Keywords

• P – The sixteenth letter of the English alphabet.
• Sound – The noise a letter makes, like /p/ for P.
• Pot – A round container for cooking.
• Pig – A farm animal.
• Pineapple – A tropical fruit.

Differentiation

• Support: For pupils who are struggling, provide larger tracing templates for ‘P’ and ‘p’. Offer hand-over-hand guidance for tracing. Focus on just one ‘P’ word (e.g., “pot”) and its sound, with more repetition. Use learning stamps for letter recognition.
• Extension: For pupils who grasp the concept quickly, encourage them to identify other familiar objects in the classroom or outside that start with the /p/ sound. Ask them to draw their own ‘P’ word picture.