Note for teachers using this lesson plan
Before the lesson, prepare clear picture cards for each sound from /a/ to /r/ (e.g., ant, ball, cat, dog, etc.), a large letter ‘c’ for demonstration, and ensure your MP4 player is ready with the “If All the Raindrops” rhyme. The central idea is to introduce these sounds and the letter ‘c’ through repetitive oral practice, visual aids, and guided tracing. Observe pupils’ attempts to repeat sounds and trace the letter ‘c’ with their fingers or crayons, focusing on participation and effort rather than perfection.
Class: Pre-School Level 1
Term: Second Term
Week: 10
Age: 2 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Literacy
Previous Lesson: Not explicitly stated in the scheme.
Topic: SOUNDS /A/-/R/, TRACING LETTER C AND RHYME PRACTICE
Subject Matter: Speech: Sounds: /a/ – /r/ Sounding and recognition of sounds; Writing: Tracing Letter – c; Rhyme: If all the rain drops.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify and attempt to pronounce the sounds /a/ to /r/ with teacher guidance.
- Recognise the letter ‘c’ (uppercase and lowercase).
- Identify objects that begin with the sounds /a/ to /r/.
Affective Domain
- Participate actively in sounding out letters and singing the rhyme.
- Show enjoyment while listening to and repeating sounds.
Psychomotor Domain
- Trace the letter ‘c’ using their fingers, in sand, or with a crayon.
- Colour objects beautifully.
Social Domain
- Sing along with the teacher and peers during rhyme time.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1.
- Early Childhood Care and Education resources.
- Suitable early-years literacy workbook.
Instructional Materials
- Charts with pictures for sounds /a/ – /r/.
- Flashcards with uppercase and lowercase ‘c’.
- Real objects or pictures starting with sounds /a/ – /r/ (e.g., apple, ball, cat, dog).
- MP4 Player (for sound/rhyme).
- Crayons.
- Writing books/paper.
- Sand tray or salt tray for finger tracing.
- Rhyme book.
Rationale for the Lesson
This lesson introduces fundamental literacy skills crucial for early language development. By exposing 2-year-olds to letter sounds and the formation of letter ‘c’, it builds a foundation for phonological awareness and pre-writing skills. Engaging with rhymes further enhances listening skills, vocabulary, and memory, making learning enjoyable and multi-sensory.
Prerequisite/Previous Knowledge
Pupils can recognise some familiar objects, make simple sounds, and follow short, simple instructions.
Lesson Content/Board Summary
Sounds /a/-/r/, Tracing Letter c and Rhyme Practice
Learning Letter Sounds: /a/ to /r/
We learn to make sounds for letters! Listen and repeat after your teacher.
- /a/ as in ant, apple
- /b/ as in ball, boy
- /c/ as in cat, car
- /d/ as in dog, drum
- /e/ as in egg, elephant
- /f/ as in fish, fan
- /g/ as in goat, girl
- /h/ as in hat, hen
- /i/ as in ink, igloo
- /j/ as in jam, jug
- /k/ as in kite, key
- /l/ as in lion, leaf
- /m/ as in mat, moon
- /n/ as in nest, nose
- /o/ as in orange, octopus
- /p/ as in pen, pig
- /q/ as in queen, quick
- /r/ as in rat, rug
Tracing Letter ‘c’
The letter ‘c’ looks like a half-circle. It makes the /k/ sound, like in “cat” or “car”.
- Uppercase C: Start near the top, curve around to the left and down, then curve back up a little.
- Lowercase c: Start in the middle, curve around to the left and down, then curve back up a little. (It looks just like a smaller uppercase C!)
Let’s trace ‘c’ in the air and in our books!
Rhyme Practice: If All the Raindrops
Let’s sing a fun rhyme about raindrops!
Tune: Traditional Nursery Rhyme
Lyrics:
If all the raindrops were lemon drops and gum drops
Oh, what a world this would be!
I’d stand outside with my mouth open wide
Ah, ah, ah, ah, ah, ah, ah, ah, ah, ah, ah, ah
If all the raindrops were lemon drops and gum drops
Oh, what a world this would be!
Actions:
- “If all the raindrops”: Wiggle fingers downwards like falling rain.
- “lemon drops and gum drops”: Pretend to catch and eat sweets.
- “Oh, what a world this would be!”: Spread arms wide.
- “I’d stand outside with my mouth open wide”: Open mouth wide, look up.
- “Ah, ah, ah…”: Make catching motions with hands.
Watch and Sing Along
Key Words
- Sound – What we hear when we speak letters.
- Trace – To draw over a line or shape.
- Rhyme – A short poem or song that has words with similar sounds.
💡 Teacher Guide for Using This Board Summary
How to teach the content: For the sounds /a/-/r/, use picture cards for each letter. Show a card (e.g., ‘ant’), say the sound /a/ and the word “ant” clearly, and have pupils repeat. Do this quickly for several sounds, focusing on clear pronunciation and repetition. For tracing ‘c’, draw a large ‘C’ and ‘c’ on the board. Demonstrate the stroke direction clearly.
What to show or demonstrate: Display picture charts for each sound. Use your finger to trace the letter ‘c’ on the board, in the air, and in a sand tray if available. Show pupils how to hold a crayon correctly for tracing.
How to use the rhyme/song: Introduce “If All the Raindrops” by singing it slowly with actions first. Encourage pupils to join in with the actions and then the words. Repeat the rhyme several times to build familiarity and confidence.
How to use the video: Introduce the video as a fun way to learn and sing the rhyme. Play the video on the MP4 player. Encourage pupils to watch the actions and sing along as they become familiar with the song. After watching, lead a group singing session without the video to reinforce learning.
What to watch for: Observe pupils’ attempts to make the sounds, even if not perfect. Watch for their engagement during tracing, ensuring they attempt the correct direction. Encourage participation in the rhyme, focusing on enjoyment and movement.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Repetition
- Manipulation of Objects
- Visual Aids
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils warmly and leads a short “Good Morning” song. The teacher reminds pupils about sounds they have heard before.
Pupils’ Activity: Pupils respond to greetings and sing along. They listen and try to recall familiar sounds.
Learning Point: Pupils are settled and ready for the lesson, connecting to prior knowledge.
Step 2: Introduction to Sounds /a/ – /r/
Time: 8 minutes
Teaching Skill: Sound Recognition/Pronunciation
Teacher’s Activity: The teacher uses picture cards for sounds /a/ to /r/. For each card, the teacher says the sound and a word clearly (e.g., “/a/ for ant”). The teacher encourages pupils to repeat the sound and word.
Pupils’ Activity: Pupils look at the pictures, listen to the teacher, and attempt to repeat the sounds and words.
Learning Point: Pupils begin to recognise and pronounce various letter sounds.
Step 3: Matching Objects to Sounds
Time: 4 minutes
Teaching Skill: Association/Identification
Teacher’s Activity: The teacher shows a few real objects or larger pictures (e.g., an apple, a ball, a cat). The teacher says, “This is an apple. Apple starts with /a/.” The teacher asks pupils to point to the object that starts with a given sound.
Pupils’ Activity: Pupils point to the correct objects as prompted by the teacher.
Learning Point: Pupils associate initial sounds with familiar objects.
Step 4: Introduction to Letter ‘c’ and Tracing Demonstration
Time: 4 minutes
Teaching Skill: Visualisation/Demonstration
Teacher’s Activity: The teacher shows a flashcard with uppercase ‘C’ and lowercase ‘c’. The teacher says, “This is letter C. C for cat!” The teacher demonstrates tracing ‘C’ and ‘c’ in the air and on a sand tray, explaining the curve.
Pupils’ Activity: Pupils observe the letter ‘c’ and watch the teacher’s tracing demonstration. They may try to trace in the air.
Learning Point: Pupils recognise the letter ‘c’ and its basic formation.
Step 5: Guided Tracing of Letter ‘c’
Time: 4 minutes
Teaching Skill: Guided Practice/Fine Motor
Teacher’s Activity: The teacher distributes writing books or paper with dotted ‘c’s. The teacher guides pupils to trace the letter ‘c’ with their fingers first, then with crayons. The teacher provides individual support.
Pupils’ Activity: Pupils trace the letter ‘c’ in their books or on paper, with teacher’s help.
Learning Point: Pupils develop fine motor skills and practice forming the letter ‘c’.
Step 6: Rhyme Practice: “If All the Raindrops”
Time: 3 minutes
Teaching Skill: Auditory Learning/Singing
Teacher’s Activity: The teacher plays the “If All the Raindrops” rhyme on the MP4 player and leads pupils in singing and performing the actions. The teacher repeats the rhyme several times.
Pupils’ Activity: Pupils listen to the rhyme, sing along, and perform the actions with the teacher.
Learning Point: Pupils enjoy and participate in rhyme practice, enhancing listening and language skills.
Step 7: Evaluation/Review
Time: 3 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “What sound does ‘apple’ start with?” (Show picture of apple)
- “Can you show me the letter ‘c’?” (Point to a chart with various letters)
- “Let’s sing the ‘If All the Raindrops’ rhyme 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: Reinforcement/Closure
Teacher’s Activity: The teacher praises pupils for their participation and effort. The teacher reminds them to keep practising sounds and tracing at home.
Pupils’ Activity: Pupils respond to praise and listen to the teacher’s closing remarks.
Learning Point: Pupils feel encouraged and remember the importance of practice.
Lesson Keywords
- Sound – A noise or what we hear when we say a letter.
- Letter – A sign or mark used in writing, like ‘a’ or ‘c’.
- Trace – To draw over lines or shapes.
- Rhyme – A song or poem with words that sound similar.
- Crayon – A colourful stick used for drawing and colouring.
Differentiation
- Support: For pupils struggling with sound recognition, use larger, more distinct picture cards and focus on only 2-3 sounds at a time. Provide hand-over-hand guidance for tracing the letter ‘c’. Allow extra time for repetition and individual practice.
- Extension: For pupils who quickly grasp the concepts, encourage them to identify other objects in the classroom that start with the learned sounds. Ask them to draw simple objects that begin with the letter ‘c’ after tracing.
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