Reading Readiness TG - Book - Page 65
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Ask students what are the differences between big ‘P’ and small ‘p’. (They both have
a line and a part-circle. The big ‘P’ has the part-circle on the top floor of the house and
the small ‘p’ has the part-circle in the middle.)
Now tell them to take out the Letter Cards for ‘Dd’ and ‘Qq’.
Tell them to mix up the Letter Cards for the letters ‘P’, ‘p’, ‘D’, ‘d’, ‘Q’, ‘q’ and match
pairs of big and small letters.
ABC Poster, Mural and Song
• Have a student point to the letter ‘P’ on the poster and chant: Point, point. The letter is
‘P’. The sound is /p/. The word is ‘point’. Do the appropriate action.
• Hold up the mural piece for ‘Pp’.
• Ask where they think the letters ‘Pp’ go. (After the letters ‘Oo’ and before the letters
‘Qq’)
• Hang up the mural piece.
• Sing the ABC Song (track 7). Do the actions for the letters they have learned.
Workbook (page 26)
Open the Workbook to page 26.
Activity 1
• Have students take out their plasticine. Have them roll small logs and part-circles to
cover the ‘p’s at the top of the page.
• Have students color the letters at the top of the page, following the direction of the
arrows.
Activity 2
• Draw a small ‘p’ on the Letter House poster. Ask students where small ‘p’ lives. (in the
middle of the house and on the bottom floor)
• Draw a big ‘P’ on the Letter House poster, the line first and then the part-circle. Ask
where big ‘P’ lives. (on the top floor and in the middle of the house)
• Have students write rows of ‘Pp’s. As they write each letter, students can say the
sound /p/ and the word ‘point’.
Activity 3
• Read the title: What’s for Supper? Explain what it means.
• Ask students what sound they hear in the middle of the word ‘supper’. (/p/)
• Have students trace over the two ‘p’s in the word ‘supper’.
• Look at the pictures and ask what each picture shows. Say the number and the word
written below each picture and Have students repeat after you: 1. popcorn, 2. cake, 3.
apple, 4. pita, 5. pizza, 6. pasta, 7.banana, 8. dates.
• Have students trace the ‘p’s.
• If the word begins with the letter ‘p’, circle the word.
• Now ask them, what other letters they know in these words.
• Have students trace the letters.
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