Note for teachers using this lesson plan
Before the lesson, prepare a variety of clear picture cards showing objects or simple stories, as well as flashcards for lowercase letters u-z and their corresponding example words. The central idea for pupils is to connect the sounds of u-z with their written forms and to use descriptive words when talking about pictures. Observe pupils’ ability to orally describe pictures and accurately produce the letter sounds to gauge successful learning.
Class: Pre-School Level 3
Term: First Term
Week: 7
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Letter Work
Previous Lesson: Lowercase Letter Sounds p-t with Picture Reading and Story Description
Topic: Lowercase Letter Sounds u-z with Picture Reading and Story Description
Subject Matter: Reading, Writing and Speech: Picture reading, Alphabets, Making patterns, Learning letter sounds and letters in lowercase u-z, Describing simple stories.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify objects in pictures.
- Recognise and say the sounds of lowercase letters u, v, w, x, y, z.
- Identify the lowercase forms of letters u, v, w, x, y, z.
Affective Domain
- Participate actively in picture reading and story description.
- Show enthusiasm when making letter sounds.
Psychomotor Domain
- Describe simple stories or scenes in pictures using short sentences.
- Attempt to trace and write lowercase letters u, v, w, x, y, z.
Social Domain
- Take turns to describe pictures to their peers.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Illustrative picture cards (e.g., umbrella, van, watch, x-ray, yarn, zipper, simple story scenes)
- Flashcards for lowercase letters u-z
- Flashcards with example words (e.g., umbrella, van, watch, x-ray, yak, zip)
- Moveable alphabets (lowercase u-z)
- Charts displaying lowercase letters u-z
- Pupils’ writing books
- Pencils and erasers
Rationale for the Lesson
This lesson is crucial for 4-year-olds as it builds foundational literacy skills by connecting letter sounds to spoken language and visual cues. Learning to describe pictures and simple stories enhances their oral communication and comprehension, while recognising and writing lowercase letters u-z prepares them for early reading and writing.Prerequisite/Previous Knowledge
Pupils can identify some uppercase and lowercase letters, make sounds for previously learned letters, and recognise familiar objects in pictures.Lesson Content/Board Summary
Lowercase Letter Sounds u-z with Picture Reading and Story Description
Picture Reading and Story Description
- Look at a picture carefully.
- Identify the people, animals, or objects you see.
- Describe what is happening in the picture using simple sentences.
- Example: “The girl is holding an umbrella.”
- Example: “The boy is riding a bicycle.”
Lowercase Letter Sounds u-z
- u – Sound: /uh/ (as in “up”, “umbrella”)
- Example words: umbrella, up
- v – Sound: /v/ (as in “van”, “vest”)
- Example words: van, vest
- w – Sound: /w/ (as in “watch”, “water”)
- Example words: watch, water
- x – Sound: /ks/ (as in “box”, “fox” – often at the end or middle) or /z/ (as in “xylophone”)
- Example words: box, fox, x-ray
- y – Sound: /y/ (as in “yellow”, “yak”)
- Example words: yellow, yak
- z – Sound: /z/ (as in “zip”, “zebra”)
- Example words: zip, zebra
Pre-Writing Patterns for u-z
- u: Start from the top, go down, curve up, then down again. (like a cup)
- v: Slant down, then slant up. (like a valley)
- w: Slant down, up, down, up. (like two ‘v’s joined)
- x: Slant down, lift, then slant down the other way. (like a cross)
- y: Short slant down, then long slant down. (like a tail)
- z: Across, slant down, across. (like a zigzag)
Letter Sound Rhyme: “My Letter Sounds”
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
“U” says /uh/, /uh/, /uh/, umbrella high,
“V” says /v/, /v/, /v/, a speedy van goes by.
“W” says /w/, /w/, /w/, watch the water flow,
“X” says /ks/, /ks/, /ks/, like a box, you know.
“Y” says /y/, /y/, /y/, for yellow, bright and clear,
“Z” says /z/, /z/, /z/, a zipper, can you hear?
Actions:
- For /uh/: Point up.
- For /v/: Pretend to steer a car.
- For /w/: Wiggle fingers like water.
- For /ks/: Make a box shape with hands.
- For /y/: Point to something yellow.
- For /z/: Mimic zipping up a jacket.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing pupils a large, engaging picture card. Ask them to identify objects and describe what they see, encouraging full sentences. Introduce each lowercase letter (u-z) one by one using flashcards, clearly articulating its sound and showing an example word. Emphasise the initial sound for each word. For writing, demonstrate the simple patterns for each letter on the board or in the air before pupils attempt tracing.
What to show or demonstrate: Display clear picture cards for description. Use flashcards for each lowercase letter u-z and separate flashcards for example words. Demonstrate the correct pronunciation of each letter sound. Show the formation of each letter on the board or in the air using large movements.
How to use the rhyme/song: Introduce the “My Letter Sounds” rhyme after pupils have been introduced to all the sounds. Sing it together several times, encouraging pupils to join in with the sounds and actions. Repeat the rhyme throughout the lesson for reinforcement.
How to use the video: Introduce the video as a fun way to review the letter sounds. Play the video once for pupils to watch and listen. Play it a second time, encouraging pupils to sing along and make the sounds with the video. After watching, ask pupils to recall some of the words or actions from the video.
What to watch for: Observe if pupils are able to differentiate between the sounds, especially ‘v’ and ‘w’. Also, check their ability to form simple sentences when describing pictures, and their pencil grip and tracing attempts for the letters.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Picture Talk
- Songs and Rhymes
- Repetition
- Question and Answer
- Practical Activity (tracing/writing)
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: Greets pupils, sings a familiar alphabet song, and asks pupils to recall some previously learned letter sounds (e.g., p, q, r, s, t).
Pupils’ Activity: Pupils respond to greetings, sing along, and recall previous letter sounds.
Learning Point: Pupils are engaged and recall prior knowledge of letter sounds.
Step 2: Picture Reading and Description
Time: 5 minutes
Teaching Skill: Observation/Oral Communication
Teacher’s Activity: Shows a large, colourful picture card (e.g., children playing in a park). Asks pupils to identify objects and describe what they see in simple sentences. Encourages pupils to use descriptive words.
Pupils’ Activity: Pupils identify objects (e.g., tree, swing, ball, children) and describe the picture (e.g., “I see a boy playing with a ball,” “The girl is on the swing”).
Learning Point: Pupils develop observation skills and oral language for describing scenes.
Step 3: Introduction to Lowercase Letter Sounds u, v, w
Time: 5 minutes
Teaching Skill: Phonics Instruction/Demonstration
Teacher’s Activity: Introduces lowercase letters u, v, w using flashcards. Clearly pronounces each sound (/uh/, /v/, /w/) and shows corresponding picture cards (e.g., umbrella, van, watch). Asks pupils to repeat the sounds after her.
Pupils’ Activity: Pupils look at the flashcards, listen carefully, and repeat the sounds /uh/, /v/, /w/ several times.
Learning Point: Pupils recognise and pronounce the sounds of u, v, w.
Step 4: Introduction to Lowercase Letter Sounds x, y, z
Time: 5 minutes
Teaching Skill: Phonics Instruction/Demonstration
Teacher’s Activity: Continues by introducing lowercase letters x, y, z with flashcards. Pronounces each sound (/ks/, /y/, /z/) and shows corresponding picture cards (e.g., x-ray, yak, zip). Guides pupils to repeat the sounds.
Pupils’ Activity: Pupils observe the flashcards, listen, and repeat the sounds /ks/, /y/, /z/ several times.
Learning Point: Pupils recognise and pronounce the sounds of x, y, z.
Step 5: Sound Reinforcement and Rhyme
Time: 3 minutes
Teaching Skill: Repetition/Auditory Learning
Teacher’s Activity: Leads pupils in singing the “My Letter Sounds” rhyme, encouraging them to perform the actions for each sound. Repeats the rhyme twice.
Pupils’ Activity: Pupils sing the rhyme, make the letter sounds, and perform the associated actions.
Learning Point: Pupils reinforce their understanding of letter sounds through song and movement.
Step 6: Letter Identification and Tracing
Time: 4 minutes
Teaching Skill: Visual Recognition/Fine Motor
Teacher’s Activity: Shows flashcards of lowercase letters u-z again. Asks pupils to identify each letter. Demonstrates simple pre-writing patterns for each letter on the board, then guides pupils to trace the letters in the air and then in their writing books.
Pupils’ Activity: Pupils identify the letters, trace them in the air, and then attempt to trace/write them in their books.
Learning Point: Pupils identify lowercase letters u-z and practise their formation.
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?” (Shows ‘u’ flashcard)
- “Can you describe what you see in this picture?” (Shows a simple story picture)
- “Point to the letter ‘z’ on the chart.”
- “Say a word that starts with the /v/ sound.”
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: Summarisation
Teacher’s Activity: Praises pupils for their participation and summarises that they learned new letter sounds and how to describe pictures. Encourages them to practice at home.
Pupils’ Activity: Pupils listen and acknowledge the summary.
Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue learning.
Lesson Keywords
- Sound – The noise a letter makes.
- Picture – A drawing or photograph we can look at.
- Describe – To tell what something looks like or what is happening.
- Lowercase – The small form of a letter (e.g., a, b, c).
- Trace – To draw over lines or letters that are already there.
Differentiation
- Support: For pupils struggling with sounds, provide one-on-one repetition with clear mouth articulation. Use larger flashcards and hand-over-hand guidance for tracing. Focus on only 2-3 letters at a time before moving to the next.
- Extension: For pupils who quickly grasp the concepts, encourage them to think of additional words for each letter sound. Ask them to create a very short sentence using one of the new words or describe a more complex picture.
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