Missing Alphabets A-Z with Songs and Rhymes for Pre-School Level 3

Class: Pre-School Level 3
Term: Third Term
Week: 9
Age: 4 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Letter Work
Previous Lesson: Recognising and naming individual alphabets A-Z
Topic: Missing Alphabets A-Z with Songs and Rhymes
Subject Matter: SPEECH AND WRITING Alphabets (Continued) Songs and rhymes. Weekly focus: Missing Alphabets A-Z with Songs and Rhymes.

Specific Objectives

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

Cognitive Domain

• Identify and name alphabets A-Z in sequence.
• Recognise when an alphabet is missing from a sequence.
• Point to the correct missing alphabet.

Affective Domain

• Show enthusiasm while singing alphabet songs and reciting rhymes.
• Participate actively in filling missing alphabets.

Psychomotor Domain

• Trace or write the missing alphabets with guidance.
• Perform actions for alphabet songs.

Social Domain

• Take turns when identifying missing alphabets.
• Work cooperatively during group activities.

Reference Materials

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

Instructional Materials

• Large alphabet chart (A-Z).
• Alphabet flashcards (A-Z).
• Whiteboard or chalkboard.
• Markers or chalk.
• Pre-prepared charts with missing alphabet exercises (e.g., A, _, C, D).
• Writing books and pencils for guided practice.
• Pictures of objects starting with different letters.
• Radio or VCD player (if using audio/video resources).

Rationale for the Lesson

Learning missing alphabets helps Pre-School Level 3 pupils develop their letter recognition, sequencing skills, and early literacy foundations. This skill is crucial for understanding the order of letters, which supports future reading and writing development. Engaging with songs and rhymes makes the learning process enjoyable and memorable for young children.

Prerequisite/Previous Knowledge

Pupils can recognise and name most individual alphabets A-Z and can sing simple alphabet songs.

Lesson Content/Board Summary

Missing Alphabets A-Z with Songs and Rhymes

The alphabet is a set of letters used for writing a language. In English, we have 26 letters from A to Z.

The Alphabet Sequence (A-Z)

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

When we say “missing alphabets,” it means some letters are not there in their correct order, and we need to find them and put them back.

Examples of Missing Alphabets:

• A, B, _, D, E (Missing: C)
• F, G, H, _, J (Missing: I)
• K, L, _, N, O (Missing: M)
• P, Q, R, S, _, U (Missing: T)
• V, W, X, Y, _ (Missing: Z)

Alphabet Song

Tune: “Twinkle, Twinkle Little Star”

A, B, C, D, E, F, G,
H, I, J, K, L, M, N, O, P,
Q, R, S, T, U, V,
W, X, Y and Z.
Now I know my ABCs,
Next time won’t you sing with me!

Actions: Point to each letter on the chart as you sing. Clap hands on “Now I know my ABCs.”

Watch and Practise

This video will help us see and say the missing alphabets.

Key Words

• Alphabet – the letters used for writing.
• Missing – not there, absent.
• Sequence – the order in which things happen or are arranged.

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: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and leads them in singing the “ABC Song” they already know. The teacher asks pupils to name some letters they remember.

Pupils’ Activity: Pupils respond to greetings, sing the ABC song, and name familiar letters.

Learning Point: Pupils recall and recognise familiar alphabets.

Step 2: Presentation of Missing Alphabets

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher displays the full A-Z alphabet chart. Then, the teacher shows a chart with a simple missing alphabet sequence (e.g., A, B, _, D). The teacher explains that a letter is “missing” and demonstrates how to find it by reciting the alphabet.

Pupils’ Activity: Pupils observe the alphabet chart and the missing alphabet example. They listen to the teacher’s explanation.

Learning Point: Pupils understand the concept of a “missing alphabet.”

Step 3: Guided Practice (Oral Identification)

Time: 5 minutes

Teaching Skill: Guided Practice/Questioning

Teacher’s Activity: The teacher presents several more examples of missing alphabets on charts or the whiteboard (e.g., F, _, H; K, L, M, _). The teacher guides pupils to say the alphabet sequence and identify the missing letters orally.

Pupils’ Activity: Pupils point to and orally identify the missing alphabets with teacher guidance.

Learning Point: Pupils practise identifying missing alphabets in a sequence.

Step 4: Song Reinforcement

Time: 4 minutes

Teaching Skill: Reinforcement/Singing

Teacher’s Activity: The teacher leads the class in singing the “Alphabet Song” (as provided in the Board Summary) with actions, pointing to letters on the chart. The teacher repeats the song to reinforce the alphabet sequence.

Pupils’ Activity: Pupils sing the alphabet song with actions and point to the letters.

Learning Point: Pupils reinforce alphabet recognition and sequencing through song.

Step 5: Video and Discussion

Time: 4 minutes

Teaching Skill: Visual Learning/Discussion

Teacher’s Activity: The teacher plays the educational video on “Missing Letters” (https://www.youtube.com/watch?v=0k7bWfC3D6Q). After the video, the teacher asks pupils what they learned and if they could guess the missing letters.

Pupils’ Activity: Pupils watch the video and try to identify the missing letters. They participate in a short discussion.

Learning Point: Pupils gain further visual understanding of missing alphabets.

Step 6: Guided Writing/Tracing

Time: 5 minutes

Teaching Skill: Practical Application/Fine Motor

Teacher’s Activity: The teacher distributes writing books or worksheets with simple missing alphabet exercises (e.g., A, B, __, D). The teacher guides pupils to trace or write the missing alphabets in their books.

Pupils’ Activity: Pupils attempt to trace or write the missing alphabets in their writing books with guidance.

Learning Point: Pupils practise writing the missing alphabets.

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. “What letter comes after B?”
2. “What letter is missing here: E, F, _, H?”
3. “Can you point to the letter M on the chart?”
4. “Let’s sing the alphabet song one more time!”

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: Summary/Encouragement

Teacher’s Activity: The teacher praises the pupils for their participation and effort in finding the missing alphabets and singing the songs. The teacher reminds them to keep practising their alphabets.

Pupils’ Activity: Pupils listen and respond to the teacher’s encouragement.

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

Lesson Keywords

• Alphabet – The letters from A to Z.
• Missing – Not there.
• Sequence – The correct order.
• Fill – To put something in an empty space.

Differentiation

• Support: For pupils struggling, use only 2-3 letter sequences with one missing letter (e.g., A, _, C). Provide hand-over-hand guidance for tracing. Use larger alphabet flashcards.
• Extension: For pupils who quickly grasp the concept, challenge them with longer sequences (e.g., A, B, _, D, E, _) or ask them to identify the letter that comes before a given letter. Encourage them to draw a simple picture of an object starting with a missing letter.