Matching Ff-Jj with Pictures and Writing Two- and Three-Letter Words for Pre-School Level 3

Class: Pre-School Level 3
Term: Third Term
Week: 3
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Identifying and writing letters Aa-Ee and simple words.
Topic: Matching Ff-Jj with Pictures and Writing Two- and Three-Letter Words
Subject Matter: SPEECH AND WRITING Matching letters Ff – Jj with pictures. Copying letters Ff – Ii. Associating pictures with words. Writing 2-letter and 3-letter words. Weekly focus: Matching Ff-Jj with Pictures and Writing Two- and Three-Letter Words.

Specific Objectives

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

Cognitive Domain

• Identify uppercase and lowercase letters Ff, Gg, Hh, Ii, Jj.
• Match letters Ff-Jj to corresponding pictures.
• Recognise simple 2-letter and 3-letter words.

Affective Domain

• Participate actively in letter and word recognition activities.
• Show interest in learning new letters and words.

Psychomotor Domain

• Trace and copy letters Ff, Gg, Hh, Ii.
• Attempt to write simple 2-letter and 3-letter words.

Social Domain

• Take turns during matching games.
• Listen attentively when the teacher reads letters and words.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3
• Relevant Early Childhood Care and Education resources
• Early years literacy workbooks

Instructional Materials

• Moveable alphabets (Ff, Gg, Hh, Ii, Jj)
• Letter flashcards (Ff, Gg, Hh, Ii, Jj)
• Picture cards for Ff (Fish), Gg (Goat), Hh (House), Ii (Igloo), Jj (Jug)
• Charts showing letters Ff-Jj with pictures
• Word cards for simple 2-letter words (e.g., ‘at’, ‘in’, ‘on’) and 3-letter words (e.g., ‘cat’, ‘dog’, ‘fan’)
• Writing books/sheets
• Pencils and crayons
• Whiteboard and markers

Rationale for the Lesson

This lesson is crucial for 4-year-olds as it builds foundational literacy skills by introducing new letters and their sounds, which are essential for reading and writing. By matching letters to pictures and forming simple words, children develop phonological awareness and early word recognition, preparing them for more complex literacy tasks in the future.

Prerequisite/Previous Knowledge

Pupils can already recognise and write letters Aa-Ee. They can also identify some simple pictures and say their names.

Lesson Content/Board Summary

Matching Ff-Jj with Pictures and Writing Two- and Three-Letter Words

Review: Letters Aa-Ee

Remember our first letters?

• A a for Apple
• B b for Ball
• C c for Cat
• D d for Dog
• E e for Elephant

New Letters: Ff, Gg, Hh, Ii, Jj

• F f (Eff eff) – for Fish
• G g (Gee gee) – for Goat
• H h (Aitch aitch) – for House
• I i (Eye eye) – for Igloo
• J j (Jay jay) – for Jug

Matching Letters to Pictures

We match the letter to the picture that starts with its sound.

• Ff matches Fish
• Gg matches Goat
• Hh matches House
• Ii matches Igloo
• Jj matches Jug

Writing Letters Ff – Ii

We will practice writing:

• F f (Start from top, straight down, then two lines across)
• G g (Start like ‘C’, go up, then down with a hook)
• H h (Two straight lines down, one line across the middle)
• I i (One straight line down, with a dot for ‘i’)

Writing Two-Letter Words

These words have two letters:

• at (a-t)
• in (i-n)
• on (o-n)
• it (i-t)

Writing Three-Letter Words

These words have three letters:

• cat (c-a-t)
• dog (d-o-g)
• fan (f-a-n)
• sun (s-u-n)

Letter and Word Sound Rhyme

Tune: Twinkle, Twinkle Little Star

Ff, Gg, Hh, Ii, Jj,
Letters we learn every day.
Ff for Fish, Gg for Goat,
Hh for House, Ii for Igloo, Jj for Jug, let’s float!
Two-letter words and three-letter words,
Learning to read like little birds!

Actions: Point to letters as they are named, make actions for fish (swimming), goat (eating), house (roof shape), igloo (round), jug (pour). Count fingers for two- and three-letter words.

Watch and Learn Our New Letters

https://www.youtube.com/watch?v=Fj0FwW49d5I

Key Words

• Ff – The letter F, both big and small.
• Jj – The letter J, both big and small.
• Match – To put things together that are the same or go together.
• Two-letter words – Very short words made of two letters, like ‘at’.
• Three-letter words – Short words made of three letters, like ‘cat’.

Teaching Methods/Instructional Techniques

• Demonstration
• Guided Practice
• Songs and Rhymes
• Picture Talk
• Question and Answer
• Manipulation of Objects (moveable alphabets)
• Repetition
• Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and starts with a quick review of letters Aa-Ee. “Good morning, children! Do you remember our first letters? Let’s say them together!” The teacher shows flashcards for Aa-Ee and asks pupils to name them and a picture that starts with each letter.

Pupils’ Activity: Pupils greet the teacher, say the letters Aa-Ee, and name associated pictures (e.g., “A for Apple!”).

Learning Point: Pupils recall previously learned letters and their sounds.

Step 2: Introduction of New Letters Ff, Gg, Hh, Ii, Jj

Time: 5 minutes

Teaching Skill: Presentation/Modelling

Teacher’s Activity: The teacher introduces the new letters Ff, Gg, Hh, Ii, Jj one by one. For each letter, the teacher shows the uppercase and lowercase, says its name and sound, and shows a corresponding picture card (e.g., Ff for Fish). “Today, we have new friends! This is Ff, Ff for Fish! Can you say ‘Ff’?”

Pupils’ Activity: Pupils look at the letters and pictures, listen to the teacher, and repeat the letter names, sounds, and associated words.

Learning Point: Pupils recognise new letters Ff-Jj and their initial sounds.

Step 3: Matching Letters Ff-Jj with Pictures

Time: 5 minutes

Teaching Skill: Guided Practice/Visual Association

Teacher’s Activity: The teacher places letter cards (Ff-Jj) and picture cards (Fish, Goat, House, Igloo, Jug) on a table or board. The teacher guides pupils to match each letter to its correct picture. “Who can come and match Ff to the Fish?”

Pupils’ Activity: Pupils take turns coming forward to match the letter cards to the correct picture cards, saying the letter and picture name as they do so.

Learning Point: Pupils associate letters Ff-Jj with corresponding pictures.

Step 4: Writing Letters Ff-Ii

Time: 5 minutes

Teaching Skill: Demonstration/Fine Motor Skill Development

Teacher’s Activity: The teacher demonstrates how to write uppercase and lowercase letters Ff, Gg, Hh, Ii on the board, explaining the stroke order. The teacher then guides pupils to trace these letters in the air and then in their writing books/sheets. “Now, let’s learn to write Ff. Watch me first, then you try in the air!”

Pupils’ Activity: Pupils watch the teacher, trace the letters in the air, and then practice tracing and copying letters Ff-Ii in their writing books using pencils or crayons.

Learning Point: Pupils develop fine motor skills and practice forming letters Ff-Ii.

Step 5: Introduction and Writing of Two- and Three-Letter Words

Time: 4 minutes

Teaching Skill: Phonics/Word Building

Teacher’s Activity: The teacher introduces simple 2-letter words (e.g., ‘at’, ‘in’) and 3-letter words (e.g., ‘cat’, ‘dog’). The teacher sounds out each letter and then blends them to form the word, writing them on the board. “Listen: ‘c-a-t’ makes ‘cat’! Let’s write ‘cat’ together.”

Pupils’ Activity: Pupils listen to the sounds, repeat the words, and attempt to copy the 2- and 3-letter words in their writing books.

Learning Point: Pupils begin to understand word formation and write simple words.

Step 6: Rhyme and Video Reinforcement

Time: 3 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads the pupils in singing the “Letter and Word Sound Rhyme” from the Board Summary with actions. Afterwards, the teacher plays the short educational video on letters Ff-Jj and simple words to reinforce learning. “Let’s sing our song again! And now, a fun video to help us remember!”

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, repeating sounds and words as prompted by the video or teacher.

Learning Point: Pupils reinforce letter recognition, sounds, and word association through auditory and visual aids.

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.

1. “Point to the letter Gg on the chart.”
2. “Which picture starts with Ff?” (Teacher shows Fish and Goat pictures)
3. “Can you trace the letter Hh in the air?”
4. “What word is this?” (Teacher shows word card ‘at’ or ‘dog’)

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: Summarising/Encouragement

Teacher’s Activity: The teacher praises the pupils for their hard work and encourages them to keep practicing their letters and words. “You all did a great job today learning new letters and words! Keep practicing!”

Pupils’ Activity: Pupils respond to the teacher and tidy up their materials.

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

Lesson Keywords

• Ff – The sixth letter of the alphabet.
• Gg – The seventh letter of the alphabet.
• Hh – The eighth letter of the alphabet.
• Ii – The ninth letter of the alphabet.
• Jj – The tenth letter of the alphabet.
• Match – To find things that are the same or go together.
• Word – A sound or group of sounds that has a meaning.

Differentiation

• Support: For pupils struggling with letter recognition, provide larger letter and picture cards. Offer hand-over-hand guidance for tracing letters. Focus on only one new letter at a time if needed, with more repetition.
• Extension: For pupils who quickly grasp the concepts, encourage them to identify other familiar objects that start with Ff-Jj. Ask them to try writing a 2- or 3-letter word independently or identify the initial sound of more words.