This Post with keywords: First-Term-Lesson-Note-Letter-Work-Pre-Nursery-Week-2-3 in One Paragraph
This lesson note guide with keywords: First-Term-Lesson-Note-Letter-Work-Pre-Nursery-Week-2-3 is primarily to help teachers of the first year of the EYF stages in Nigeria. It will also be useful to parents who are looking for ways to help their first-year preschoolers. School administrators and owners can boost the productivity of their first year EYF teachers by simply suggesting this guide to them.
Which Curriculum do I use?
Perhaps this one of the most common question readers asks me apart from requests and other feedbacks.
Just like any standard school should, I use more than one scheme of work. However, I have based most of my lesson note guides on two major ones – one by Dr. Olatoye and the other by Dr. Ajogwu. The reason why I pick these two schemes is that while Dr. Olatoye’s scheme is based on the National Early Childhood Education curriculum; Dr Ajogwu’s is one of the most popular schemes that private schools in Nigeria, especially in the entire northern region and the FCT, use. More so, since the unavailability of the National Early Childhood Education Curriculum at the different state offices of NERDC, Dr. Olatoye’s scheme is turning out to be one of the most popular in the country. It is already well-circulated in the West and some reasonable part of the Northern states. If you need any of these schemes, you can send us a message via our email: support@LeadinGuides.com or Call/WhatsApp: +234-806-768-927.
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The Lesson Note Guide: First-Term-Lesson-Note-Letter-Work-Pre-Nursery-Week-2-3
WEEK: 2 – 3
SUBJECT: Letter Work
TOPIC: Learning letter Aa – Ff and Recognition of letter Aa – Dd
At the end of the lesson, the pupils should be able to read/recite letters Aa – Ff, identify letters Aa – Dd and mention and internalize the concept of letters in reading.
The teacher presents the lesson in order of steps as below:
Step 1: Introduction
To introduce the lesson, the teacher explains the concept of reading to the pupils. To do this, s/he:
Reads and narrates a short story from a book.
Then, asks the pupils if the story was interesting. S/he also asks whether the pupils have heard any other interesting story in the past. If there is, the teacher may allow willing pupils to share their story with the class. Afterwards, the teacher asks where the pupil(s) heard their stories from. Finally, the teacher also asks the pupils where (all other) people – including those who tell stories – get their stories from.
At the end of the discussion/identifying where people get stories from – which include from elders, relatives, friends, movies and from books. The teacher emphasizes on books as source of endless number of stories. S/he explains that there are a lot of interesting stories in books – more stories than their cartoon, both for children and adults. In continuation, the teacher explains that to learn the interesting stories in books however, one must be able to read.
Hence, the teacher asks the pupils what they think “to read” means.
Succeeding this, s/he explains that to read or reading means to learn the story in a book. The teacher asks the pupils how many of them would like to learn some other new interesting stories
After the teacher raises their interest and desire to read, s/he explains that to be able to learn stories from books, they must learn words. And to learn words, they must learn letters.
Finally, the teacher explains that letters are what we join to form words. And words are what we join to form stories.
Subsequently, the teacher explains that they are going to begin from learning letters.
Step 2: Learning Letters Aa – Ff
In succession of step 1, the teacher explains that they shall for the week, learn six letters. Therefore, the teacher writes or displays letter A. And then s/he explains that that is the first letter in English and that the name is /ei/. The teacher makes them to pronounce letter A several times. After that, the teacher explains the concept of capital letter and small letter. S/he explains that just like there is big dog and puppy (you may change analogy), so also all letters have both the big form and the small form. The teacher concludes the explanation that we can also call big letters as capital letters.
With the explanation, the teacher writes or display small letter A. I advise that teachers use Comic sans font style of lowercase A as in a. This is because most professional children books use this style. Also it is quite simpler when you compare it with regular a. With Capital and Small letter Aa on the board, and pointing to one at a time, the teacher reads “capital letter A and small letter a” repeatedly while the pupils repeats after him/her.
After several reading of capital letter A and small letter a, the teacher do the same for letter Bb but with explanation that it is the second letter. S/he subsequently does the same thing for Cc, Dd, Ee and Ff.
NOTE: When at Dd, the teacher should extensively differentiate between small letter B and that of D. Small letter B faces right and that of D faces left – b to my right and d to my right.
Step 3: Continuous Recitation of Aa-Ff and Rhyming
Succeeding the explanation of capital and small letters, the teacher displays the alphabet chart for all of letters Aa-Ff. Thereafter, s/he points to each letter at time, pronounces the letter as either capital ____ or small letter ___, while the pupils repeat after him/her starting from A down to F.
The teacher may invite individual pupil to stand in front of the class, point at each letter and read in the manner the teacher did. In this regard however, the teacher should be careful of shy children. I gave suggestion of how to teach shy children in earlier post. Click here to read the post.
The teacher then brings in his/her creativity by making a rhyme of these letters. S/he leads the pupils to sing and demonstrate the rhyme. The target is to make the pupils able to say it offhand.
Step 4: Recognition of Letters Aa – Dd
After the teacher ascertains that the pupils are now able to read/recite letters Aa – Ff, s/he leads them to recognition activities. First, the teacher points to each letter and require the pupils to name the letter. S/he first of all does this serially, in reverse and then randomly.
Conversely, the teacher names a letter and demands the pupils to point at it.
Step 5: Matching Capital to corresponding small letters
After the teacher is satisfied that the pupils are able to recognize the letters, s/he writes the small and capital letters in alternative two columns. S/he then points at a small letter and demands the pupils to point at the corresponding capital letter and vice versa.
The teacher assesses the pupils’ understanding by giving them the exercises in the accompanying PDF file.
The teacher concludes the lesson by marking the pupils’ activity and recording their marks. And if necessary, the teacher provides feedback to the parents for need home assistance. In this respect, the teacher notes any child that has difficulty with one or two letters. Then s/he gives the child appropriate activity to re-do at home and gives guidelines to parents in assisting the child in the repeat activity.
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