Note for teachers using this lesson plan
Before the lesson, prepare flashcards of uppercase ‘W’ and lowercase ‘w’, along with clear pictures of a window, wheel, and wig. Also, have tracing sheets for ‘Ww’ ready for each pupil. The central idea is for pupils to recognise the letter ‘Ww’, make its /w/ sound, and associate it with familiar objects. Observe pupils actively participating in discussions, repeating the sound, and attempting to trace the letter.
Class: Pre-School Level 2
Term: Third Term
Week: 5
Age: 3 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Literacy
Previous Lesson: Recognition of Letter Vv, its sound, and associated words.
Topic: LETTER W: 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 Ww to Window, Wheel, Wig. Writing: Tracing, colouring and writing Ww. 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
- Identify the uppercase ‘W’ and lowercase ‘w’.
- Produce the /w/ sound correctly.
- Name objects that start with the /w/ sound, such as window, wheel, and wig.
Affective Domain
- Participate actively in discussions about news from home and the community.
- Show interest in learning new letters and sounds.
Psychomotor Domain
- Trace the letter ‘Ww’ accurately.
- Colour pictures of objects starting with ‘Ww’.
Social Domain
- Take turns to speak when sharing news.
- Engage cooperatively in singing and acting out rhymes.
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
- Flashcards of uppercase ‘W’ and lowercase ‘w’
- Picture cards of a window, wheel, wig, watermelon, watch
- Chart posters showing letter ‘Ww’ and associated pictures
- Crayons
- Pencils
- Tracing sheets for ‘Ww’
- Storybook with ‘Ww’ words (optional)
Rationale for the Lesson
Learning the letter ‘Ww’ and its sound is important for developing early literacy skills. This lesson helps 3-year-olds connect sounds to letters and words, which is foundational for reading and writing. Associating ‘Ww’ with familiar objects like a window or wheel makes learning concrete and relevant to their daily experiences.
Prerequisite/Previous Knowledge
Pupils can recognise some other letters of the alphabet, identify familiar objects, and enjoy listening to and repeating sounds and words.
Lesson Content/Board Summary
Letter W: Sound Recognition, Picture Reading and Writing
The letter ‘W’ makes the /w/ sound, like in “wuh-wuh-window” or “wuh-wuh-wheel”.
Uppercase W: W
Lowercase w: w
Words that start with ‘Ww’:
- Window: A clear part in a wall that lets light and air in.
- Wheel: A round object that turns to make things move, like on a car or bicycle.
- Wig: Fake hair worn on the head.
- Watermelon: A large, round fruit with green skin and sweet red pulp.
- Watch: A small clock worn on the wrist.
How to make the /w/ sound:
Round your lips as if you are going to blow a kiss, then quickly open them while making a soft sound. Your lips should not touch your teeth.
Tracing and Writing ‘Ww’:
Uppercase W: Start at the top, slant down to the right, slant up to the middle, slant down to the right, then slant up to the top.
Lowercase w: Start at the middle, slant down to the right, slant up to the middle, slant down to the right, then slant up to the middle.
Key Words
- Window – a clear opening in a wall.
- Wheel – a round part that helps things move.
- Wig – fake hair for the head.
Ww Sound Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
W, W, W, what do you see?
/w/ /w/ /w/ for you and me.
Window, wheel, wig, all start with W!
W, W, W, I love you!
Actions:
- Point to the letter ‘W’ flashcard.
- Make the /w/ sound with rounded lips.
- Point to pictures of a window, wheel, and wig.
- Hug yourself at “I love you!”
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing the ‘Ww’ flashcards and clearly articulating the /w/ sound, demonstrating the lip movement. Introduce each ‘Ww’ word with its corresponding picture card, having pupils repeat the word and sound. Emphasize that ‘W’ and ‘w’ make the same sound.
What to show or demonstrate: Display the uppercase ‘W’ and lowercase ‘w’ flashcards. Show pictures of a window, wheel, wig, watermelon, and watch. Demonstrate the correct way to make the /w/ sound. Model tracing ‘W’ and ‘w’ on the board or a large chart, using clear directional strokes.
How to use the rhyme/song: Sing the “Ww Sound Rhyme” several times, encouraging pupils to join in with the actions and repeat the /w/ sound and words. Make it fun and energetic.
How to use the video: Introduce the video as a fun way to learn more about the letter ‘Ww’. Play the video and encourage pupils to sing along and repeat the words and sounds they hear. After the video, ask pupils to recall some ‘Ww’ words they heard.
What to watch for: Observe pupils’ lip formation when making the /w/ sound and their attempts at tracing. Provide gentle correction and encouragement. Ensure all pupils have a chance to participate orally.
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: 5 minutes
Teaching Skill: Engagement/Oral Communication
Teacher’s Activity: The teacher greets the pupils warmly and leads a short familiar welcome song. The teacher then invites pupils to share any interesting news or happenings from their home or community, encouraging them to speak clearly.
Pupils’ Activity: Pupils respond to greetings, sing the welcome song, and take turns sharing simple news or observations from their home or community.
Learning Point: Pupils feel comfortable and practise oral communication skills.
Step 2: Introduction of Letter Ww and its Sound
Time: 4 minutes
Teaching Skill: Letter Recognition/Phonics
Teacher’s Activity: The teacher introduces the letter ‘Ww’ using flashcards (uppercase ‘W’ and lowercase ‘w’). The teacher demonstrates how to make the /w/ sound, emphasizing rounding the lips, and has pupils practise saying it.
Pupils’ Activity: Pupils look at the flashcards, listen to the teacher, and try to make the /w/ sound repeatedly.
Learning Point: Pupils recognise ‘Ww’ and learn to produce its /w/ sound.
Step 3: Picture Association and Word Recognition
Time: 4 minutes
Teaching Skill: Vocabulary Development/Picture Reading
Teacher’s Activity: The teacher shows picture cards of a window, wheel, and wig. For each picture, the teacher names the object, emphasizes the initial /w/ sound, and asks pupils to repeat the word and sound.
Pupils’ Activity: Pupils observe the pictures, listen to the words, and repeat the words and the /w/ sound.
Learning Point: Pupils associate the /w/ sound with familiar objects and expand their vocabulary.
Step 4: Rhyme and Movement
Time: 4 minutes
Teaching Skill: Reinforcement/Motor Skills
Teacher’s Activity: The teacher leads the pupils in singing the “Ww Sound Rhyme” with actions. The teacher sings slowly at first, demonstrating the actions, then encourages pupils to sing and perform the actions together.
Pupils’ Activity: Pupils sing the rhyme, make the /w/ sound, point to ‘Ww’ pictures, and perform the actions.
Learning Point: Pupils reinforce the /w/ sound and ‘Ww’ words through song and movement.
Step 5: Video Reinforcement
Time: 4 minutes
Teaching Skill: Visual Learning/Auditory Reinforcement
Teacher’s Activity: The teacher introduces the educational video about the letter ‘Ww’. After playing the video, the teacher asks pupils about new ‘Ww’ words they heard or interesting things they saw.
Pupils’ Activity: Pupils watch the video, listen to the sounds and words, and respond to the teacher’s questions after watching.
Learning Point: Pupils gain further exposure to the /w/ sound and ‘Ww’ words through a visual and auditory medium.
Step 6: Guided Tracing and Colouring
Time: 5 minutes
Teaching Skill: Pre-writing Skills/Fine Motor Development
Teacher’s Activity: The teacher distributes tracing sheets for ‘Ww’ and crayons. The teacher demonstrates how to trace the uppercase ‘W’ and lowercase ‘w’ carefully, guiding pupils on stroke direction. Pupils are also encouraged to colour any ‘Ww’ pictures on their sheets.
Pupils’ Activity: Pupils hold their pencils/crayons correctly, trace ‘W’ and ‘w’ on their sheets, and colour the pictures.
Learning Point: Pupils develop fine motor skills and practise forming the letter ‘Ww’.
Step 7: Evaluation/Review
Time: 4–5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “What letter did we learn today?” (Show ‘Ww’ flashcard)
- “Can you make the sound of this letter?”
- “Who can name an object that starts with the /w/ sound?” (Show pictures of window, wheel, wig)
- “Show me how you trace the letter ‘W’ 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: Consolidation/Praise
Teacher’s Activity: The teacher praises pupils for their participation and effort, reiterating the letter ‘Ww’ and its sound. The teacher reminds them to look for ‘Ww’ words around them.
Pupils’ Activity: Pupils listen to the teacher and respond to praise.
Learning Point: Pupils feel encouraged and motivated to continue learning.
Lesson Keywords
- Ww – the twenty-third letter of the English alphabet.
- Sound – the /w/ sound made by the letter Ww.
- Window – an opening in a wall, usually with glass.
- Wheel – a round object that turns.
- Wig – artificial hair.
Differentiation
- Support: Provide hand-over-hand guidance for tracing ‘Ww’ for pupils who struggle. Use larger flashcards and repeat the /w/ sound and words more frequently for those needing extra auditory input.
- Extension: Encourage pupils who grasp the concept quickly to identify other objects in the classroom or outside that start with the /w/ sound (e.g., water, wall). Ask them to try drawing a simple ‘W’ independently on a separate sheet.
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