Note for teachers using this lesson plan
Before this lesson, ensure you have prepared flashcards for lowercase letters a-e, picture cards of objects starting with these sounds (e.g., ant, ball, cat, drum, egg), and a sound recorder if available. The central idea is for pupils to correctly identify and pronounce the sounds of lowercase letters a-e. Successful learning will be observed when pupils can listen, repeat the sounds, and point to the corresponding letters.
Class: Pre-School Level 3
Term: First Term
Week: 1
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Letter Work
Previous Lesson: Introduction to Uppercase Letters A-E
Topic: Lowercase Letter Sounds a-e with Rhymes and Songs
Subject Matter: SPEECH – Alphabets, Rhymes and Songs Learning letter sounds and letters in lowercase: a – e. Weekly focus: Lowercase Letter Sounds a-e with Rhymes and Songs.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify lowercase letters a, b, c, d, and e.
- Pronounce the sounds for lowercase letters a, b, c, d, and e.
- Associate each letter sound with a familiar picture or object.
Affective Domain
- Listen attentively to the teacher’s pronunciation of letter sounds.
- Participate enthusiastically in songs and rhymes related to letter sounds.
- Show interest in learning new letter sounds.
Psychomotor Domain
- Point to the correct lowercase letter when its sound is called out.
- Trace the lowercase letters a-e in the air or on paper.
- Perform simple actions corresponding to the letter sounds in a rhyme.
Social Domain
- Take turns repeating letter sounds after the teacher.
- Engage in group activities during sound practice.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Moveable alphabets (lowercase a-e)
- Flash cards of lowercase letters a, b, c, d, e
- Charts showing lowercase letters a-e with corresponding pictures (e.g., ant, ball, cat, drum, egg)
- Sound recorder (optional, for playback)
- Whiteboard/chalkboard and markers/chalk
- Exercise books and pencils
Rationale for the Lesson
This lesson is crucial for 4-year-olds as it lays the foundation for early literacy by introducing the sounds of the first five lowercase letters. Understanding letter sounds helps pupils decode words and begin their journey towards reading. Connecting sounds with familiar objects and engaging in rhymes makes learning concrete and enjoyable.Prerequisite/Previous Knowledge
Pupils can recognise some uppercase letters and have listened to stories and songs that introduce the alphabet. They are familiar with basic classroom routines and can follow simple instructions.Lesson Content/Board Summary
Lowercase Letter Sounds a-e with Rhymes and Songs
Learning the sounds of lowercase letters a, b, c, d, e.
Letter ‘a’
- Letter: a
- Sound: /a/ (as in “apple” or “ant”)
- Example: ant
Letter ‘b’
- Letter: b
- Sound: /b/ (as in “ball” or “book”)
- Example: ball
Letter ‘c’
- Letter: c
- Sound: /c/ or /k/ (as in “cat” or “car”)
- Example: cat
Letter ‘d’
- Letter: d
- Sound: /d/ (as in “dog” or “drum”)
- Example: drum
Letter ‘e’
- Letter: e
- Sound: /e/ (as in “egg” or “elephant”)
- Example: egg
Sound Rhyme: “Our Letter Sounds”
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Little ‘a’ says /a/, /a/, /a/ (open mouth wide)
Little ‘b’ says /b/, /b/, /b/ (bounce hands)
Little ‘c’ says /c/, /c/, /c/ (curl fingers like a cat’s paw)
Little ‘d’ says /d/, /d/, /d/ (tap knees like a drum)
Little ‘e’ says /e/, /e/, /e/ (pretend to eat)
These are sounds for you and me!
Actions: Pupils make the suggested actions as they sing each line, pointing to the corresponding letter flashcard when it appears.
Watch and Practise
Key Words
- a – the first letter of the alphabet, makes the /a/ sound.
- b – the second letter of the alphabet, makes the /b/ sound.
- c – the third letter of the alphabet, makes the /c/ sound.
- d – the fourth letter of the alphabet, makes the /d/ sound.
- e – the fifth letter of the alphabet, makes the /e/ sound.
- sound – what a letter says when we speak it.
- lowercase – the small form of a letter.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce each lowercase letter (a-e) one by one using flashcards. Clearly pronounce its sound multiple times. Show a picture card of an object starting with that sound (e.g., ant for ‘a’) and say the word, emphasizing the initial sound. Encourage pupils to repeat the sound and the word after you. Use the sound recorder to play back their sounds and compare with yours.
What to show or demonstrate: Display large flashcards of lowercase letters a-e. Point to each letter as you make its sound. Show corresponding picture cards for each letter (e.g., ant, ball, cat, drum, egg). Demonstrate how to form each letter in the air with your finger before guiding pupils to trace.
How to use the rhyme/song: Introduce “Our Letter Sounds” rhyme. Sing it slowly first, demonstrating the actions for each sound. Repeat the rhyme several times, encouraging pupils to join in the singing and actions. Use the rhyme as a fun way to reinforce the sounds and their associated actions.
How to use the video: Introduce the video as a fun way to review the sounds. Play the video “Letter Sounds A-E | ABC Phonics Song for Kids | Learn to Read” once for pupils to watch and listen. After watching, encourage pupils to sing along and make the sounds as demonstrated in the video. Discuss the pictures and words shown in the video.
What to watch for: Observe if pupils are correctly distinguishing between the sounds. Pay attention to their pronunciation and provide gentle correction and extra modelling if needed. Ensure they are attempting the actions and actively participating in the singing.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Manipulation of Objects, Practical Activity.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Greeting/Engaging
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a familiar alphabet song (e.g., “ABC Song”). The teacher then tells them they will learn about some special small letters and their sounds today.
Pupils’ Activity: Pupils greet the teacher and sing the alphabet song. They listen attentively to the teacher’s introduction.
Learning Point: Pupils are settled and ready for the lesson, recalling prior knowledge of the alphabet.
Step 2: Presentation of Letter ‘a’ and ‘b’ Sounds
Time: 5 minutes
Teaching Skill: Modelling/Pronunciation
Teacher’s Activity: The teacher displays the lowercase ‘a’ flashcard and says, “This is little ‘a’, and it says /a/, /a/, /a/.” The teacher shows a picture of an ant and says, “Ant starts with /a/.” The teacher repeats this for lowercase ‘b’ (ball, /b/). The teacher encourages pupils to repeat the sounds and words.
Pupils’ Activity: Pupils look at the flashcards and pictures, listen to the sounds, and repeat /a/, /a/, /a/ and “ant”, then /b/, /b/, /b/ and “ball” after the teacher.
Learning Point: Pupils recognise lowercase ‘a’ and ‘b’ and their sounds.
Step 3: Presentation of Letter ‘c’ and ‘d’ Sounds
Time: 5 minutes
Teaching Skill: Visual Association/Repetition
Teacher’s Activity: The teacher introduces lowercase ‘c’ with its /c/ sound (cat) and lowercase ‘d’ with its /d/ sound (drum) using flashcards and picture cards. The teacher guides pupils to repeat the sounds and example words.
Pupils’ Activity: Pupils observe the letters and pictures, listen to the teacher, and repeat the sounds /c/, /c/, /c/ and “cat”, then /d/, /d/, /d/ and “drum”.
Learning Point: Pupils recognise lowercase ‘c’ and ‘d’ and their sounds.
Step 4: Presentation of Letter ‘e’ Sound
Time: 3 minutes
Teaching Skill: Focused Practice
Teacher’s Activity: The teacher presents the lowercase ‘e’ flashcard, makes the /e/ sound (egg), and shows the corresponding picture. The teacher ensures pupils repeat the sound and word clearly.
Pupils’ Activity: Pupils listen, look at the letter and picture, and repeat /e/, /e/, /e/ and “egg” after the teacher.
Learning Point: Pupils recognise lowercase ‘e’ and its sound.
Step 5: Rhyme and Sound Reinforcement
Time: 5 minutes
Teaching Skill: Musical Engagement/Active Recall
Teacher’s Activity: The teacher introduces the “Our Letter Sounds” rhyme. The teacher sings the rhyme, demonstrating the actions for each sound. The teacher then leads the pupils in singing the rhyme together, using the flashcards and actions.
Pupils’ Activity: Pupils listen to the rhyme, watch the teacher’s actions, and then sing along, performing the actions for each sound.
Learning Point: Pupils reinforce letter sounds a-e through a fun, interactive rhyme.
Step 6: Guided Tracing and Video Reinforcement
Time: 4 minutes
Teaching Skill: Pre-writing/Visual Learning
Teacher’s Activity: The teacher guides pupils to trace lowercase letters a-e in the air with their fingers. The teacher then plays the “Letter Sounds A-E” video for pupils to watch and sing along, further reinforcing the sounds and letter shapes.
Pupils’ Activity: Pupils trace the letters in the air. They watch the video and sing along, repeating the sounds and identifying the letters.
Learning Point: Pupils practise forming the letters and consolidate sound-letter recognition.
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.
- “What sound does this letter make?” (Teacher shows ‘a’ flashcard).
- “Point to the letter that says /d/.”
- “Can you say the sound for this picture?” (Teacher shows an ‘egg’ picture).
- “Trace the letter ‘b’ in the air.”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., saying the sound, pointing to a letter, tracing).
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summarising/Encouragement
Teacher’s Activity: The teacher praises the pupils for their participation and reminds them that they learned the sounds of lowercase letters a-e. The teacher encourages them to keep practising. The teacher leads a short farewell song.
Pupils’ Activity: Pupils listen to the teacher’s summary and encouragement, and sing the farewell song.
Learning Point: Pupils feel a sense of accomplishment and are motivated to continue learning.
Lesson Keywords
- a – the sound /a/ as in ant.
- b – the sound /b/ as in ball.
- c – the sound /c/ as in cat.
- d – the sound /d/ as in drum.
- e – the sound /e/ as in egg.
- sound – what a letter says.
- lowercase – the small version of a letter.
Differentiation
- Support: For pupils who are struggling, provide more one-on-one repetition of sounds. Use larger flashcards and offer hand-over-hand guidance for tracing. Focus on identifying just two or three letters/sounds initially.
- Extension: For pupils who quickly grasp the concepts, challenge them to identify other familiar objects that start with the sounds a-e. Encourage them to try tracing the letters in their exercise books independently or to match the lowercase letters to their uppercase counterparts.
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