Reading, Writing and Matching Pictures with Beginning Sound e for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 5
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Letter Work
Previous Lesson: Recognition of other beginning sounds and letters.
Topic: Beginning Sound E: Reading, Writing and Matching Pictures
Subject Matter: Speech Writing. Weekly focus: Beginning Sound e: Reading, Writing and Matching Pictures.

Specific Objectives

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

Cognitive Domain

• Identify the letter ‘e’ (uppercase and lowercase).
• Produce the short /e/ sound correctly.
• Name objects that begin with the /e/ sound.
• Recognise simple words beginning with the /e/ sound.

Affective Domain

• Participate actively in sounding out words.
• Show enthusiasm for learning new sounds and words.

Psychomotor Domain

• Trace and write the letter ‘e’ correctly.
• Copy simple words beginning with ‘e’ (e.g., egg, end).
• Match pictures of objects to their corresponding words or the letter ‘e’.

Social Domain

• Take turns when speaking or identifying words.
• Work cooperatively during matching activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education curriculum guide
• Relevant early-years literacy workbooks

Instructional Materials

• Picture cards of objects starting with ‘e’ (egg, elephant, end, elbow, empty)
• Letter ‘e’ flashcards (uppercase E and lowercase e)
• Word cards for ‘egg’, ‘end’, ‘elephant’
• Alphabet chart showing letter ‘E/e’ and associated pictures
• Whiteboard and markers
• Pupils’ notebooks/writing materials (pencils, paper)
• MP3 or MP4 player for sound pronunciation
• Television (if using a video)

Rationale for the Lesson

Learning the beginning sound ‘e’ is fundamental for developing early literacy skills in 5-year-olds. It helps them connect sounds to letters, which is crucial for reading and writing simple words. This lesson builds phonological awareness and prepares pupils for more complex word building and reading.

Prerequisite/Previous Knowledge

Pupils can recognise some letters of the alphabet and their sounds. They have also practised pre-writing patterns and can hold a pencil correctly.

Lesson Content/Board Summary

Beginning Sound E: Reading, Writing and Matching Pictures

The letter ‘e’ makes the short sound /e/ as in:

• Egg
• Elephant
• End
• Elbow
• Empty

How to write the letter ‘e’:

• Uppercase E: Start at the top, draw a straight line down. Then draw three short lines across: one at the top, one in the middle, and one at the bottom.
• Lowercase e: Start in the middle, draw a line across, then curve up and around to touch the line you started with.

Sound Rhyme: The ‘E’ Sound

Tune: “Twinkle, Twinkle Little Star”

E, E, E, for egg so round,
E, E, E, a happy sound.
E, E, E, elephant so grand,
E, E, E, all across the land.

Actions: For “egg so round”, make a circle with hands. For “happy sound”, clap hands. For “elephant so grand”, make an elephant trunk with arm. For “across the land”, sweep hands wide.

How to use the rhyme: Sing the rhyme slowly, emphasizing the /e/ sound in the words. Repeat several times, encouraging pupils to join in with the actions.

Watch and Practise

Let’s watch a short video about the letter ‘e’ and its sound. Pay attention to how the letter looks and the sound it makes.

Key Words

• Egg – a round or oval object laid by a female bird, reptile, insect, or fish, containing an embryo.
• Elephant – a very large, grey mammal with a trunk, tusks, and large ears.
• End – the final part of something.
• Elbow – the joint between the forearm and the upper arm.
• Empty – containing nothing.

What the Teacher Should Show or Draw

• Large uppercase ‘E’ and lowercase ‘e’ on the board.
• Pictures of an egg, elephant, end of a rope, elbow, and an empty cup.
• Demonstrate how to write ‘E’ and ‘e’ using dotted lines for tracing.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Practical Activity, Visual Aids.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and briefly reviews a previously learned letter sound. The teacher then tells them they will learn a new special sound today.

Pupils’ Activity: Pupils respond to greetings and listen attentively.

Learning Point: Pupils are prepared for the new lesson.

Step 2: Presentation – Introducing the Sound /e/

Time: 5 minutes

Teaching Skill: Demonstrating/Pronouncing

Teacher’s Activity: The teacher introduces the letter ‘e’ (both uppercase and lowercase) using flashcards and the alphabet chart. The teacher plays the sound /e/ using the MP3/MP4 player and demonstrates how to make the short /e/ sound (as in ‘egg’). The teacher shows pictures of ‘egg’, ‘elephant’, ‘end’, ‘elbow’, and ’empty’, pronouncing each word clearly and emphasizing the beginning /e/ sound.

Pupils’ Activity: Pupils observe the letter ‘e’, listen to the sound, and repeat the /e/ sound and the example words after the teacher.

Learning Point: Pupils recognise the letter ‘e’ and its short /e/ sound.

Step 3: Guided Practice – Sound Recognition

Time: 5 minutes

Teaching Skill: Guiding/Reinforcing

Teacher’s Activity: The teacher leads pupils in a “Sound Hunt” game, pointing to different pictures (some starting with ‘e’, some not) and asking, “Does this start with /e/?” The teacher encourages pupils to say “Yes!” or “No!” and to repeat the /e/ sound. The teacher also leads the class in singing the ‘E’ Sound Rhyme.

Pupils’ Activity: Pupils actively participate in the sound hunt, identify pictures, say “Yes” or “No”, and sing the rhyme with actions.

Learning Point: Pupils can identify objects that begin with the /e/ sound.

Step 4: Presentation – Writing the Letter ‘e’

Time: 4 minutes

Teaching Skill: Modelling/Instructing

Teacher’s Activity: The teacher demonstrates the correct formation of uppercase ‘E’ and lowercase ‘e’ on the whiteboard, explaining the strokes clearly. The teacher guides pupils to trace the letter ‘e’ in the air with their fingers.

Pupils’ Activity: Pupils observe the teacher’s demonstration and practise air tracing the letter ‘e’.

Learning Point: Pupils understand the correct strokes for writing ‘E’ and ‘e’.

Step 5: Guided Practice – Writing Words with ‘e’

Time: 4 minutes

Teaching Skill: Supervising/Assisting

Teacher’s Activity: The teacher distributes writing materials (paper/notebooks and pencils). The teacher writes simple words like “egg” and “end” on the board, emphasizing the beginning ‘e’. The teacher guides pupils to trace and then copy the letter ‘e’ and these simple words in their books.

Pupils’ Activity: Pupils trace and copy the letter ‘e’ and the words “egg” and “end” in their notebooks, with and without teacher guidance.

Learning Point: Pupils practise writing the letter ‘e’ and simple ‘e’ words.

Step 6: Application – Matching Pictures and Words

Time: 3 minutes

Teaching Skill: Facilitating/Applying

Teacher’s Activity: The teacher displays picture cards (egg, elephant, end) and corresponding word cards (egg, elephant, end). The teacher guides pupils to match each picture to its correct word card, focusing on the beginning sound /e/ and word recognition.

Pupils’ Activity: Pupils come forward in turns to match the pictures to their corresponding word cards.

Learning Point: Pupils can match pictures to words starting with ‘e’.

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.

1. “What sound does this letter make?” (holding up ‘e’ flashcard).
2. “Name one thing that starts with the /e/ sound.”
3. “Show me how to write the letter ‘e’ in the air.”
4. “Match the picture of the elephant to its word.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarising/Encouraging

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher briefly recaps the letter ‘e’ and its sound. The teacher encourages them to look for more ‘e’ words around them.

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

Learning Point: Pupils consolidate their learning and feel motivated.

Lesson Keywords

• E – The fifth letter of the alphabet.
• Sound – The noise a letter makes, like /e/ for egg.
• Match – To put things together that belong.
• Write – To make letters and words with a pencil.

Differentiation

• Support: For pupils who are struggling, the teacher can provide larger tracing sheets for the letter ‘e’, use hand-over-hand guidance for writing, and offer more one-on-one repetition of the /e/ sound and words. Use fewer matching options.
• Extension: For pupils who grasp the concept quickly, the teacher can challenge them to identify more words that start with the /e/ sound or try to write other simple ‘e’ words (e.g., “elf”). They can also be asked to draw an object that starts with ‘e’.

Note for teachers using this lesson plan

Prepare all instructional materials (flashcards, picture cards, word cards, writing sheets) before the lesson. Ensure the MP3/MP4 player is working and the sound is clear. When teaching the /e/ sound, ensure pupils make a short, clear sound, not a long ‘eee’ sound. Emphasize the mouth position for the short /e/. Encourage oral practice before moving to writing. For writing, focus on correct pencil grip and letter formation, providing ample guidance. Observe pupils’ engagement during the sound hunt and matching activities, as these are key indicators of understanding. Praise effort and participation to build confidence.