Review Sounds with Legs g, p, j, q and y for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 10
Age: 5 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Formation of other letters and pre-writing patterns.
Topic: REVIEW SOUNDS WITH LEGS G, P, J, Q AND Y
Subject Matter: REVIEW ALL SOUNDS WITH LEGS. Weekly focus: Review Sounds with Legs g, p, j, q and y.

Specific Objectives

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

Cognitive Domain

• Identify the letters g, p, j, q, and y as sounds with legs.
• Recognise the uppercase and lowercase forms of g, p, j, q, and y.

Affective Domain

• Listen attentively to instructions for letter formation.
• Participate actively in tracing and writing activities.

Psychomotor Domain

• Form the letters g, p, j, q, and y correctly.
• Copy the letters g, p, j, q, and y accurately in their books.
• Trace the letters g, p, j, q, and y in the air and on paper.

Social Domain

• Share materials respectfully with classmates.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Relevant Early Childhood Care and Education resources
• Handwriting book

Instructional Materials

• Whiteboard or chalkboard
• Chalk or marker
• Picture cards of words starting with g, p, j, q, y (e.g., goat, pen, jug, queen, yam)
• Handwriting book
• Pencils
• Erasers
• Writing paper/worksheets

Rationale for the Lesson

This lesson is essential for 5-year-olds as it reinforces the correct formation of “leg letters” (letters that extend below the baseline). Mastering these letters improves handwriting legibility, helps pupils distinguish them from other letters, and builds confidence in their overall writing skills, which is a crucial foundation for literacy development.

Prerequisite/Previous Knowledge

Pupils can hold a pencil correctly, make basic strokes, and have been introduced to the formation of other letters of the alphabet.

Lesson Content/Board Summary

REVIEW SOUNDS WITH LEGS G, P, J, Q AND Y

Today, we are going to review some special letters that have “legs” – they go down below the line when we write them! These letters are g, p, j, q, and y.

What are “Leg Letters”?

Leg letters are letters that go below the writing line. They have a part that hangs down, just like our legs go down when we stand!

Let’s Review Each Leg Letter:

• g (lowercase):
  • Sound: /g/ as in goat, gum.
  • Formation: Start like ‘c’, go up, then down with a curve to the left below the line.
• p (lowercase):
  • Sound: /p/ as in pen, pot.
  • Formation: Straight line down below the line, then a curve from the top of the line to the middle.
• j (lowercase):
  • Sound: /j/ as in jug, jam.
  • Formation: Straight line down below the line, curve to the left, then a dot above the line.
• q (lowercase):
  • Sound: /kw/ as in queen, quick.
  • Formation: Start like ‘c’, go up, down below the line, then a small slant line up to the right.
• y (lowercase):
  • Sound: /y/ as in yam, yoyo.
  • Formation: Small slant line down, then a longer slant line down below the line.

Key Words

• Leg letters – letters that go below the writing line.
• g – a letter with a leg, sound /g/.
• p – a letter with a leg, sound /p/.
• j – a letter with a leg, sound /j/.
• q – a letter with a leg, sound /kw/.
• y – a letter with a leg, sound /y/.

What the Teacher Should Show or Draw

• Draw a clear writing line on the board.
• Write large, clear examples of lowercase g, p, j, q, y, showing how they go below the line.
• Show picture cards of objects like a goat, pen, jug, queen, and yam.

Leg Letters Rhyme

Tune: “Twinkle, Twinkle Little Star”

Letters with legs, they go down low,
Under the line, watch them grow.
G, p, j, q, and y,
Down they go, way down low.
Letters with legs, so neat and grand,
Writing them well with our own hand.

Actions:

• Point downwards when singing “go down low.”
• Trace the shape of each letter in the air as it is called out.
• Wiggle fingers when singing “with our own hand.”

How to use the rhyme: Sing the rhyme together while demonstrating the ‘leg’ movement for each letter. Repeat several times to help pupils remember the letters and their characteristic movement below the line.

Watch and Practise

Let’s watch a video about these special letters that go below the line and practise their shapes together!

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, leads a short familiar song, and reminds them about the importance of good handwriting. The teacher then introduces the idea of “special letters” that have parts that go “down below the line.”

Pupils’ Activity: Pupils respond to greetings, sing along, and listen attentively to the teacher.

Learning Point: Pupils are engaged and ready for the lesson, recalling the importance of handwriting.

Step 2: Introduction of ‘Leg Letters’ Concept

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains what “leg letters” are using a whiteboard/chalkboard, drawing a baseline and demonstrating how some letters extend below it. The teacher then introduces the specific letters for review: g, p, j, q, y, showing their uppercase and lowercase forms.

Pupils’ Activity: Pupils observe the teacher’s demonstration, listen to the explanation, and repeat the names of the letters.

Learning Point: Pupils understand the concept of “leg letters” and recognise the target letters.

Step 3: Review Letter ‘g’ and ‘p’

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher shows the picture card for ‘goat’ and ‘pen’, says the sound /g/ and /p/. The teacher then demonstrates the correct formation of lowercase ‘g’ and ‘p’ on the board, emphasizing the part that goes below the line. Pupils are guided to trace ‘g’ and ‘p’ in the air and then on their desks.

Pupils’ Activity: Pupils identify the pictures, repeat the sounds, air-trace the letters, and then trace them on their desks.

Learning Point: Pupils practise the correct formation of ‘g’ and ‘p’ with guidance.

Step 4: Review Letter ‘j’ and ‘q’

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher shows the picture card for ‘jug’ and ‘queen’, says the sound /j/ and /kw/. The teacher demonstrates the correct formation of lowercase ‘j’ and ‘q’ on the board, highlighting the ‘leg’ part. Pupils are guided to trace ‘j’ and ‘q’ in the air and then on their desks.

Pupils’ Activity: Pupils identify the pictures, repeat the sounds, air-trace the letters, and then trace them on their desks.

Learning Point: Pupils practise the correct formation of ‘j’ and ‘q’ with guidance.

Step 5: Review Letter ‘y’ and Rhyme

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice/Song

Teacher’s Activity: The teacher shows the picture card for ‘yam’, says the sound /y/. The teacher demonstrates the correct formation of lowercase ‘y’ on the board. Pupils are guided to trace ‘y’ in the air and on their desks. The teacher then leads the pupils in singing the “Leg Letters Rhyme” with actions.

Pupils’ Activity: Pupils identify the picture, repeat the sound, air-trace ‘y’, trace on desks, and sing the rhyme with actions.

Learning Point: Pupils practise ‘y’ formation and reinforce all leg letters through song.

Step 6: Guided Writing Practice

Time: 5 minutes

Teaching Skill: Supervision/Support

Teacher’s Activity: The teacher distributes handwriting books/worksheets, pencils, and erasers. The teacher writes ‘g, p, j, q, y’ clearly on the board as a model and guides pupils to copy these letters in their books, moving around to provide individual support and correct posture/pencil grip.

Pupils’ Activity: Pupils take their materials, sit correctly, hold their pencils properly, and carefully copy the letters g, p, j, q, y in their books.

Learning Point: Pupils apply their knowledge to write the leg letters independently.

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. “Can you point to a letter with a leg on the board?”
2. “Which of these letters goes below the line: ‘a’ or ‘g’?”
3. “Show me how you write the letter ‘p’ in the air.”
4. The teacher collects pupils’ handwriting books/worksheets to check individual writing ability for g, p, j, q, y.

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate, and submit their written work.

Learning Point: Pupils demonstrate understanding of the lesson by identifying and forming the leg letters.

Step 8: Conclusion

Time: 3 minutes

Teaching Skill: Reinforcement/Closure

Teacher’s Activity: The teacher praises the pupils for their effort and participation. The teacher reminds them to keep practising writing their “leg letters” neatly. A short homework activity (e.g., tracing more leg letters) is assigned.

Pupils’ Activity: Pupils listen to the teacher’s feedback, collect their books, and prepare for the next activity.

Learning Point: Pupils feel encouraged and understand the importance of continued practice.

Lesson Keywords

• Leg letters – letters that have a part that extends below the writing line.
• g – a letter with a leg, often seen in words like ‘goat’.
• p – a letter with a leg, used in words like ‘pen’.
• j – a letter with a leg and a dot, as in ‘jug’.
• q – a letter with a leg, typically followed by ‘u’, as in ‘queen’.
• y – a letter with a leg, found in words like ‘yam’.

Differentiation

• Support: For pupils who are struggling, provide larger print letters for tracing, offer hand-over-hand guidance, or focus on one letter at a time with more repetition. Use tactile methods like tracing letters in sand or on textured paper.
• Extension: For pupils who quickly grasp the concept, encourage them to identify other words that start with g, p, j, q, or y. They can also try to write simple words containing these letters (e.g., ‘go’, ‘jug’, ‘my’).

Note for teachers using this lesson plan

Before the lesson, ensure all instructional materials, especially picture cards and writing materials, are ready. Emphasize correct sitting posture and pencil grip throughout the lesson, as these are fundamental to good handwriting. When demonstrating letter formation on the board, use clear, slow strokes and verbalize the directions (e.g., “start from the top, go down, then curve”). A common challenge for pupils with “leg letters” is not extending them sufficiently below the baseline; constantly remind them of the “leg” concept. Observe pupils closely during guided practice to identify those needing extra support. The rhyme and video are excellent tools for engagement and reinforcement, so use them enthusiastically. Assess understanding by observing their air tracing, their participation in the rhyme, and most importantly, the neatness and correct formation of the letters in their handwriting books.