Songs and Rhymes with Tracing Letters Kk-Tt for Pre-School Level 4

Class: Pre-School Level 4

Term: First Term

Week: 9

Age: 5 years

Duration: 30 minutes

Subject: Literacy

Curriculum Theme: Letter Work

Previous Lesson: Identifying and tracing letters Gg-Jj

Topic: Songs and Rhymes with Tracing Letters Kk-Tt

Subject Matter: Speech Development and Letter Formation (Kk-Tt)

Specific Objectives

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

Cognitive Domain

• Identify uppercase and lowercase letters Kk, Ll, Mm, Nn, Oo, Pp, Qq, Rr, Ss, Tt.
• Say the sounds associated with letters Kk-Tt.
• Recall simple words that begin with letters Kk-Tt.

Affective Domain

• Participate actively in singing songs and reciting rhymes.
• Show interest in learning new letters and their sounds.
• Listen attentively to the teacher and peers.

Psychomotor Domain

• Attempt to pronounce words correctly during songs and rhymes.
• Trace letters Kk-Tt correctly in the air and on paper.
• Hold a pencil with correct grip for tracing and writing.

Social Domain

• Take turns when reciting rhymes or identifying letters.
• Cooperate with classmates during group activities.

Reference Materials

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

Instructional Materials

• MP3 player or MP4 player
• Television (if available for displaying letter charts)
• Letter flashcards (Kk-Tt)
• Large letter charts (Kk-Tt)
• Tracing books or worksheets with letters Kk-Tt
• Writing books or plain paper
• Pencils and crayons

Rationale for the Lesson

This lesson is important for 5-year-olds as it combines auditory learning through songs and rhymes with visual and motor skill development through letter tracing. Mastering letter recognition, sounds, and formation for Kk-Tt strengthens early literacy foundations, enhances clear speech, and prepares pupils for more advanced reading and writing.

Prerequisite/Previous Knowledge

Pupils can already recognise and trace some letters of the alphabet (e.g., Aa-Jj) and enjoy singing simple songs and rhymes. They can also follow basic instructions.

Lesson Content/Board Summary

Songs and Rhymes with Tracing Letters Kk-Tt

This lesson focuses on developing clear speech through songs and rhymes, and building pre-writing skills by tracing and forming letters Kk-Tt.

1. Speech Development through Songs and Rhymes

Singing songs and reciting rhymes helps children to:

• Practise pronouncing different sounds and words clearly.
• Develop rhythm and phonological awareness.
• Improve memory and listening skills.

Clear Speech Rhyme

Tune: “Twinkle, Twinkle, Little Star”

Lyrics:

Listen closely, hear my sound,
Words are clear, all around.
Kk, Ll, Mm, Nn, Oo,
Pp, Qq, Rr, Ss, Tt, you know!
Speak them slowly, speak them fast,
Learning sounds that always last!

Actions: Point to ears for “listen closely,” cup hands for “hear my sound,” make a circle with hands for “all around.” Point to each letter on a chart as it is called out. Clap hands for “speak them slowly, speak them fast.”

How to use the rhyme: The teacher leads pupils to sing the rhyme, emphasizing clear pronunciation of the letter sounds. Repeat several times, increasing speed slightly as pupils become more confident.

2. Letter Kk-Tt Recognition and Formation

We will learn and practise letters Kk, Ll, Mm, Nn, Oo, Pp, Qq, Rr, Ss, Tt.

Letter Kk

• Uppercase K: Start at the top, straight line down. Lift, go to the middle, slant out and up. Go back to the middle, slant out and down.
• Lowercase k: Start at the top, straight line down. Lift, go to the middle, small slant in and out.
• Sound: /k/ as in “kite,” “key.”

Letter Ll

• Uppercase L: Start at the top, straight line down. Go to the bottom, straight line across to the right.
• Lowercase l: Start at the top, straight line down.
• Sound: /l/ as in “lion,” “leaf.”

Letter Mm

• Uppercase M: Start at the top, straight line down. Lift, go to the top, slant down, slant up, straight line down.
• Lowercase m: Start at the middle, straight line down. Go up and over, curve down. Go up and over again, curve down.
• Sound: /m/ as in “mango,” “mat.”

Letter Nn

• Uppercase N: Start at the top, straight line down. Lift, go to the top, slant down. Lift, go to the bottom, straight line up.
• Lowercase n: Start at the middle, straight line down. Go up and over, curve down.
• Sound: /n/ as in “nose,” “net.”

Letter Oo

• Uppercase O: Start at the top, go round to the left, curve down and up to close the circle.
• Lowercase o: Start at the middle, go round to the left, curve down and up to close the circle.
• Sound: /o/ as in “orange,” “octopus.”

Letter Pp

• Uppercase P: Start at the top, straight line down. Lift, go to the top, curve round to the middle.
• Lowercase p: Start at the middle, straight line down below the line. Lift, go to the middle, curve round to the bottom.
• Sound: /p/ as in “pineapple,” “pen.”

Letter Qq

• Uppercase Q: Start at the top, go round to the left, curve down and up to close the circle. Then, a small slant line out from the bottom right.
• Lowercase q: Start at the middle, curve round to the left to make a ‘c’. Go up, straight line down below the line, then a small hook up.
• Sound: /kw/ as in “queen,” “quilt.”

Letter Rr

• Uppercase R: Start at the top, straight line down. Lift, go to the top, curve round to the middle. Slant down to the bottom.
• Lowercase r: Start at the middle, straight line down. Go up a little, then a small curve across.
• Sound: /r/ as in “rat,” “rainbow.”

Letter Ss

• Uppercase S: Start at the top, curve left, then curve right, then curve left again to the bottom.
• Lowercase s: Start at the middle, curve left, then curve right, then curve left again to the bottom.
• Sound: /s/ as in “sun,” “snake.”

Letter Tt

• Uppercase T: Start at the top, straight line across. Lift, go to the middle of the top line, straight line down.
• Lowercase t: Start at the top, straight line down with a small curve at the bottom. Lift, go to the middle, straight line across.
• Sound: /t/ as in “table,” “tree.”

Key Words

• Kite – a toy that flies in the air.
• Lion – a large wild cat.
• Mango – a sweet, juicy fruit.
• Nose – part of the face used for smelling.
• Orange – a round, juicy fruit.
• Pen – a tool for writing.
• Queen – a female ruler.
• Rat – a small animal like a mouse.
• Sun – the star that gives us light and heat.
• Table – a piece of furniture with a flat top.

What the Teacher Should Show or Draw

• Large, clear flashcards or charts for each letter (Kk, Ll, Mm, Nn, Oo, Pp, Qq, Rr, Ss, Tt).
• Demonstrate how to form each uppercase and lowercase letter in the air, on the board, and in a tracing book.
• Pictures of objects starting with each letter (e.g., kite, lion, mango, nose, orange, pineapple, queen, rat, sun, table).

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 a familiar alphabet song. The teacher then asks pupils to recall some letters they have learned before.

Pupils’ Activity: Pupils sing along with the teacher and respond to questions by naming familiar letters.

Learning Point: Pupils are engaged and recall prior knowledge of letters.

Step 2: Rhyme Time for Clear Speech

Time: 5 minutes

Teaching Skill: Oral Practice/Pronunciation

Teacher’s Activity: The teacher introduces the “Clear Speech Rhyme” (or another suitable rhyme from the MP3/MP4 player). The teacher models clear pronunciation and leads pupils to sing and recite the rhyme several times, encouraging them to say the words clearly.

Pupils’ Activity: Pupils listen attentively, sing along, and attempt to pronounce the words and letter sounds correctly.

Learning Point: Pupils practise clear speech and develop phonological awareness.

Step 3: Introducing Letters Kk, Ll, Mm

Time: 4 minutes

Teaching Skill: Letter Recognition/Sound Association

Teacher’s Activity: The teacher displays flashcards for Kk, Ll, Mm. For each letter, the teacher shows both uppercase and lowercase, says its sound, gives a familiar example word (e.g., kite, lion, mango), and leads pupils to repeat. The teacher demonstrates air tracing for each letter.

Pupils’ Activity: Pupils identify the letters, repeat the sounds and words, and practise air tracing.

Learning Point: Pupils recognise letters Kk, Ll, Mm and associate them with their sounds and example words.

Step 4: Introducing Letters Nn, Oo, Pp

Time: 4 minutes

Teaching Skill: Letter Recognition/Sound Association

Teacher’s Activity: The teacher displays flashcards for Nn, Oo, Pp. Similar to Step 3, the teacher introduces each letter, its sound, an example word (e.g., nose, orange, pineapple), and demonstrates air tracing.

Pupils’ Activity: Pupils identify the letters, repeat the sounds and words, and practise air tracing.

Learning Point: Pupils recognise letters Nn, Oo, Pp and associate them with their sounds and example words.

Step 5: Introducing Letters Qq, Rr, Ss, Tt

Time: 4 minutes

Teaching Skill: Letter Recognition/Sound Association

Teacher’s Activity: The teacher displays flashcards for Qq, Rr, Ss, Tt. The teacher introduces each letter, its sound, an example word (e.g., queen, rat, sun, table), and demonstrates air tracing.

Pupils’ Activity: Pupils identify the letters, repeat the sounds and words, and practise air tracing.

Learning Point: Pupils recognise letters Qq, Rr, Ss, Tt and associate them with their sounds and example words.

Step 6: Guided Tracing Practice (Kk-Tt)

Time: 6 minutes

Teaching Skill: Fine Motor Skills/Letter Formation

Teacher’s Activity: The teacher distributes tracing books or worksheets with letters Kk-Tt. The teacher reminds pupils about correct pencil grip and demonstrates how to trace each letter correctly, guiding them through the strokes. The teacher circulates to provide individual help and encouragement.

Pupils’ Activity: Pupils hold their pencils correctly and carefully trace uppercase and lowercase letters Kk-Tt in their books or on worksheets.

Learning Point: Pupils develop fine motor skills and practise correct letter formation for Kk-Tt.

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. “Point to the letter Kk on the chart.”
2. “What sound does the letter Mm make?”
3. “Show me how you trace the letter Tt in the air.”
4. “Which letter starts the word ‘sun’?” (Show a picture of a sun).

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/Reinforcement

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher reminds them to continue practising their songs, rhymes, and letter tracing at home. The teacher may assign a simple tracing activity for homework.

Pupils’ Activity: Pupils listen to the teacher and prepare for the next activity.

Learning Point: Pupils are encouraged to continue practising the learned skills.

Lesson Keywords

• Rhyme – a short poem with words that sound alike.
• Song – words sung with music.
• Trace – to draw over lines or letters.
• Letter – a symbol used in writing (e.g., K, k).
• Sound – the noise a letter makes.

Differentiation

• Support: For pupils who find it challenging, provide larger tracing templates or hand-over-hand guidance for letter formation. Focus on just a few letters at a time (e.g., Kk, Ll, Mm) for recognition and tracing. Use more repetition of sounds and words.
• Extension: For pupils who quickly grasp the concept, encourage them to identify other words that start with the letters Kk-Tt. They can also attempt to write the letters independently without tracing, or draw a picture for one of the letters.

Note for teachers using this lesson plan

Prepare all flashcards, charts, and tracing materials before the lesson. Ensure the MP3/MP4 player is working and loaded with suitable songs/rhymes. When introducing the letters Kk-Tt, go through them systematically, focusing on both uppercase and lowercase forms, their sounds, and a clear example word. Emphasize correct pencil grip and starting points for tracing each letter. Encourage active participation in songs and rhymes, paying attention to clear pronunciation. Observe pupils’ tracing carefully to correct any incorrect strokes early. Judge understanding by their ability to identify letters, say sounds, and demonstrate tracing. Remember that Kk-Tt is a large range, so the goal is exposure and guided practice, not immediate mastery of all letters.