INTRODUCTION TEACHER’S NOTES

Welcome to the Bebop and Friends Letter Work Program.

The Letter Work Program addresses the introduction of the alphabet across the
three pre-school levels. Level 1 is tailored for children between three and four years
old, Level 2 for children between four and five years old, and Level 3 for children
between five and six years old.

Before starting any of the writing activities it is important to first establish that all
the children know how to hold a pencil correctly. Pencil grip is vital at this stage of
learning development as it establishes correct habits from an early age.

1—1½ years old 2—3 years old 3½—4 years old 4½—7 years old

Cylindrical Grasp Digital Grasp Modified Tripod Grasp Tripod Grasp

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LEVEL 2 TEACHER’S NOTES

In Level 2, children are ready to be introduced to the individual letters of the

alphabet. They are ready to learn how to form the letters correctly. They can also be
introduced to the sound that the letter represents.

The children are introduced to both uppercase letters (also called capital letters) and
lowercase letters. It is important that with each new letter the teacher explains the
difference between the uppercase and the lowercase.

At this level, the children are also introduced to words that begin with the sound
they are learning. This helps the children to link the letter with a sound. Since some
of the words are new to the children, it may be a good idea to bring in an object or a
picture of an object that begins with the new sound. For example, show the children
a picture of a queen when introducing q. The children can first name the object using
Language 1 and then repeat the word in English. Always refer to the object by its
English name after teaching the English vocabulary.

One worksheet for each letter of the English alphabet is provided. The letters are
presented in alphabetical order; however, the order can be changed to suit the needs
of the class. Six review worksheets are included for additional practice. Activity 4
pages can also be photocopied for further practice.

There is some repetition in the structure of the worksheet activities. The purpose
of the repetition is to allow the children to become familiar with what they need to
do and be more comfortable with completing the activities. This helps eliminate
possible anxiety that may result from learning a new language and new sounds.

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WORKSHEET 1: A and a TEACHER’S NOTES

Key Language

· ants

Key Language Review

· apple, 1–5

Materials

large sheets of paper; paint; paintbrushes; objects beginning with the letter a

What to Do

Draw large dots to form the letters a and A on large sheets of paper. Include arrows
to show direction. Explain that one letter is the lowercase version and the other is
the uppercase version and that uppercase letters are used at the start of names
of people and places and at the beginning of a sentence. Ask a child to come to
the front and connect the first two dots using paint. Model the proper direction
for writing the letter. Repeat this process a few times with different children using
different colors to create a rainbow letter.

Look at the objects that start with the a sound. Ask the children to name the objects
in Language 1 first. Say the words in English, emphasizing the initial sound. Ask the
children to repeat.

Provide each child with copies of the worksheets. Look at the picture for Activity 1,
and ask the children to point and say apple. Emphasize the initial sound.

Show the children how to trace letters a and A with their finger, sounding them out
as you do this. For Activity 2, point out that the direction of the arrows and numbers
will help them trace the letter correctly. Encourage the children to trace over the
letters with crayons or coloring pencils.

Point to the picture in Activity 3 and say ants, emphasizing the initial sound. Have the
children repeat. Ask the children to find and circle all the letters A and a in the picture.
Then ask them to circle the correct number of As or as in the picture (3 and 5.)

Ask the children to trace over the letters in Activity 4. Then have them write their
own letters using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 2: B and b TEACHER’S NOTES

Key Language

· bath, bubbles

Key Language Review

· backpack, 1–7

Materials

chalk; cups filled with water; paintbrushes; objects beginning with the letter b

What to Do

Draw a large lowercase b and an uppercase B with chalk outside on concrete. Draw
the arrows so the children know which direction to walk. Get them to walk on top of
the letters. Provide the children with cups filled with water and paintbrushes. Then
invite them to write the two letters on the floor using the water and the brushes.
Emphasize the proper direction for writing the letters. Show the children how to
trace the letter in the air, sounding it out as you do.

Look at the objects that start with the b sound. Ask the children to name the objects
in Language 1. Say the words in English, emphasizing the initial sound. Ask the
children to repeat.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify it. Emphasize the initial sound.

Show the children how to trace letters b and B with their finger, sounding them out
as you do. Encourage the children to trace over the letters in Activity 2 with crayons
or pencils.

Point to the picture in Activity 3 and say bath and bubbles, emphasizing the initial
sound. Have the children repeat. Ask the children to find and circle all the uppercase
Bs and lowercase bs in the bath. Then ask them to circle the correct number of Bs or
bs in the picture (4 and 7.)

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 3: C and c TEACHER’S NOTES

Key Language Review

· car, carrots

Materials

large sheets of paper; objects beginning with the letter c

What to Do

Draw a large lowercase c and an uppercase C with a crayon on a sheet of paper.

Show the children how to trace the letter in the air, sounding it out as you do. Invite
them to come to the front and write over your letter with a crayon. Emphasize
correct formation.

Look at the objects that start with the c sound. Ask the children to name the objects
in Language 1. Say the words in English, emphasizing the initial sound. Ask the
children to repeat.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask children to identify it. Emphasize the initial sound.

Show the children how to trace the letters c and C with their finger, sounding them
out as you do. Encourage the children to trace over the letters in Activity 2 with
crayons or pencils.

Write the letter c several times on the board. Write some correctly and some
backwards. Below the letters, draw a happy and sad face. Draw a line from a
correctly formed letter to the happy face and another line from an upside down
letter to the sad face. Invite a child to come to the front and draw a line from a letter
to the correct face. Repeat with other children. Draw the children’s attention to
the picture in Activity 3. Ask the children to color in only the areas where there is a
correctly-formed letter c, to reveal the hidden picture. Have them point and say car.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 4 : D and d TEACHER’S NOTES

Key Language Review

· dog

Materials

masking tape; objects beginning with the letter d

What to Do

Use masking tape to create a large outline of the letters d and D on the floor. Get
the children to walk on each letter. Have them walk in the direction the letters are
formed. Show the children how to trace the letter in the air, sounding it out as you do
this. Point out that it can be easy to confuse the letters b and d. Ask the children to
tell you how they are similar and how they are different. Ask them for ideas on how
to remember the direction of each letter. Show the children how to make a b shape
with their left hand, by forming a circle with their middle finger and thumb while their
index finger is pointing up. Show them how to make a d shape with their right hand.

Look at the objects that start with the d sound. Ask children to name the objects in
Language 1. Say the words in English, emphasizing the initial sound. Ask the children
to repeat.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify it. Emphasize the initial sound.

Show the children how to trace letters d and D with their finger, sounding them out as
you do. Encourage the children to trace over the letters in Activity 2 with crayons or
pencils.

Ask the children to connect the circles in Activity 3 to make the letter d.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 5: E and e TEACHER’S NOTES

Key Language Review

· egg

Materials

fine sand (sandpit sand works well); flat polystyrene trays or plastic container lids; objects
beginning with the letter e; playdough

What to Do

Draw a large lowercase e and an uppercase E on the board. Show the children how
to trace the letter in the air, sounding it out as you do. Hand out a polystyrene tray
to all the children. Add some sand to the trays. Encourage the children to write the
letters in the sand trays.

Look at the objects that start with the e sound. Ask the children to name them in
Language 1. Say the words in English, emphasizing the initial sound. Ask the children
to repeat.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify it. Emphasize the initial sound.

Show the children how to trace letters e and E with their finger, sounding them out
as you do. Encourage the children to trace over the letters in Activity 2 with crayons
or pencils.

Show the children how to make long thin ”snakes” with the playdough and use them
to form the letters. Have them place the playdough letters over the letters in Activity
3 in the same direction as they would write them.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 6: REVIEW TEACHER’S NOTES

Key Language Review

· apple, backpack, carrots, dog, egg

What to Do

Provide each child with a copy of the worksheet. Ask the children to use their fingers
to trace over the letters in Activity 1. Review the letters’ shapes and orientation. Ask
the children to trace over the letters using a crayon.

Look at all the pictures in Activity 2 and read the words out to the children. Put
the children into pairs and ask them to draw a line to connect the pictures and the
words. Encourage them to sound out the first letter of each word to do this and let
them look back at previous worksheets to help them recognize the words.

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WORKSHEET 7: F and f TEACHER’S NOTES

Key Language Review

· feet

Materials

sheets of paper; paint; paintbrushes; objects beginning with the letter f

What to Do

Draw a large lowercase f and an uppercase F on the board. Show the children how to
trace the letter in the air, sounding it out as you do. Hand out paint pots and paper.
Ask the children to paint the letters onto their pieces of paper. Create an F mural
after the pictures are dry.

Look at the objects that start with the f sound. Ask the children to name the objects
in Language 1. Say the words in English, emphasizing the initial sound. Ask the
children to repeat.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify it. Emphasize the initial letter.

Show the children how to trace letters f and F with their finger, sounding them out as
you do. Encourage the children to trace over the letters in Activity 2 with crayons or
pencils.

Ask the children to use paint to create fingerprints on the letters in Activity 3.
Encourage them to paint in the same direction as they would write the letter.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 8: G and g TEACHER’S NOTES

Key Language Review

· grapes

Materials

small pieces of gold or yellow paper and regular-sized white paper; glue; objects beginning
with the letter g; tissue paper circles

What to Do

Draw a large lowercase g and an uppercase G on the board. Show the children how
to trace the letter in the air, sounding it out as you do.

Look at the objects that start with the g sound. Ask the children to name the objects
in Language 1. Say the words in English, emphasizing the initial sound. Ask the
children to repeat.

Hand out one white sheet of paper and one small gold sheet of paper to each child.
Ask the children to draw a large lowercase g on their paper. Have them to tear up
their gold sheet into small pieces then paste the gold pieces onto the g, to form a
golden mosaic g. These could later be used at the end of a treasure hunt.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify it. Emphasize the initial sound.

Show the children how to trace letters g and G with their finger, sounding them out
as you do. Encourage the children to trace over the letters in Activity 2 with crayons
or pencils.

Give the children tissue paper circles and ask them to roll them into balls. Have them
glue the paper balls on the letters in Activity 3 in the same direction as they would
write them.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 9: H and h TEACHER’S NOTES

Key Language Review

· hands

Materials

masking tape; objects beginning with the letter h

What to Do

Use the masking tape to create an outline of the letters h and H on the floor. Show
the children how to trace the letter in the air, sounding it out as you do this.

Look at the objects that start with the h sound. Ask the children to name the objects
in Language 1. Say the words in English, emphasizing the initial sound. Ask the
children to repeat.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify it. Emphasize the initial sound.

Show the children how to trace letters h and H with their finger, sounding them out
as you do. Encourage the children to trace over the letters in Activity 2 with crayons
or pencils.

Ask the children to look carefully at the incomplete letters in Activity 3. Ask the
children to tell you whether each one is an uppercase H or lowercase h, then have
them complete the letters with a pencil.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 10: I and i TEACHER’S NOTES

Key Language

· iguana

Key Language Review

· in

Materials

objects beginning with the letter i

What to Do

Draw a large lowercase i and an uppercase I on the board. Show the children how to
trace the letter in the air, sounding it out as you do.

Look at the objects that start with the i sound. Ask the children to name the objects
in Language 1. Say the words in English, emphasizing the initial sound. Ask the
children to repeat.

Divide the children into groups of three. Ask them to use their bodies to make the
letters i and I . Take photographs of the children doing this and make a display.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify it. Emphasize the initial sound.

Show the children how to trace letters i and I with their finger, sounding them out as
you do. Encourage the children to trace over the letters in Activity 2 with crayons or
pencils.

Point to the iguana and say iguana, emphasizing the initial sound. Have the children
repeat. Ask the children to color each circle in Activity 3 that has the letter i in it to
help the iguana get to the rock.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 11: J and j TEACHER’S NOTES

Key Language Review

· jump, umbrella

Materials

masking tape; objects beginning with the letter j

What to Do

Use the masking tape to create an outline of a large j and J on the floor. Ask children
to jog along the letters. Show the children how to trace the letter in the air, sounding
it out as you do.

Look at the objects that start with the j sound. Ask the children to name the objects
in Language 1. Say the words in English, emphasizing the initial sound. Ask the
children to repeat.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify the action. Emphasize the initial sound.

Show the children how to trace letters j and J with their finger, sounding them out as
you do. Encourage the children to trace over the letters in Activity 2 with crayons or
pencils.

Ask the children to trace with their finger the handles of the umbrellas in Activity
3. Have them write the letter J to complete the umbrellas. Invite them to color the
umbrellas.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 12: REVIEW TEACHER’S NOTES

Key Language Review

· apple, backpack, carrot, dog, egg, feet, grapes, hands, in, jump

What to Do

Provide each child with copies of the worksheets. Ask the children to use their
fingers to trace over the letters in Activity 1. Review their shapes and orientation. Ask
the children to trace over the letters with a crayon.

Help the children to cut out their cards in Activity 2. Ask them to match the letter
cards to the picture cards. Ask them to name the sounds, if they can, and also have
them use their finger to trace the letters.

Divide the class into two teams to play a memory game with the cards from Activity
2. Place the letter cards face down on the left and the picture cards face down on
the right. Invite a child from one team to come to the front turn over a card from
each side and say the letter, the sound of the letter, and name the picture. If the
letter and picture cards match, their team gets a point. If they don’t match, the child
puts the cards back in the same places and a child from the other team takes their
turn. The team with the most points at the end of the game wins. Divide the children
into groups of four to play this game again.

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WORKSHEET 13: K and k TEACHER’S NOTES

Key Language Review

· kitchen, kite

Materials

balloons (on half the balloons write the letter k, on the other half write any of the letters
a–j); objects beginning with the letter k

What to Do

Draw a large lowercase k and an uppercase K on the board. Show the children how
to trace the letter in the air, sounding it out as you do.

Look at the objects that start with the k sound. Ask the children to name the objects
in Language 1. Say the words in English, emphasizing the initial sound. Ask the
children to repeat.

Spread the balloons in one area of the room. Ask three children at a time to go into
the “balloon pit” to find k balloons. Ask them to kick those balloons off the floor.
Only k balloons should leave the floor. Each time a child kicks the balloon, they must
say the k sound and write it in the air. Continue until all the children have had a turn.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify it. Emphasize the initial sound.

Show the children how to trace letters k and K with their finger, sounding them out
as you do. Encourage the children to trace over the letters in Activity 2 with crayons
or pencils.

Ask the children to point and say the object in Activity 3. Then have them trace the
letters k and K on the kite.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 1 4 : L and l TEACHER’S NOTES

Key Language

· lion

Key Language Review

· legs, brown, green, yellow

Materials

string; objects beginning with the letter l

What to Do

Use the string to create an outline of a large lowercase l and a large uppercase L
on the floor. Ask some children to stand on the string to form the letters. Show the
children how to trace the letter in the air, sounding it out as you do this.

Look at the objects that start with the l sound. Ask the children to name the objects
in Language 1. Say the words in English, emphasizing the initial sound. Ask the
children to repeat.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify it. Emphasize the initial sound.

Show the children how to trace letters l and L with their finger, sounding them out as
you do. Encourage the children to trace over the letters in Activity 2 with crayons or
pencils.

Ask the children to color all the parts of the picture in Activity 3 that contain an l
brown, all the parts with an L yellow, and all the parts that contain a j green, to find
the hidden animal. Point to the picture and say lion, emphasizing the initial sound.
Have the children repeat.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 15: M and m TEACHER’S NOTES

Key Language Review

· cat, daddy, mommy, mouse

Materials

masking tape; plastic mouse; objects beginning with the letter m

What to Do

Use the masking tape to create an outline of the letters m and M on the floor. Invite
a child to trace the outline of the letters with the plastic mouse. Repeat with other
children. Show the children how to trace the letter in the air, sounding it out as you
do this.

Look at the objects that start with the m sound. Ask the children to name the objects
in Language 1, Say the words in English, emphasizing the initial sound. Ask the
children to repeat.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify it. Emphasize the inital sound.

Show the children how to trace letters m and M with their finger, sounding them out
as you do. Encourage the children to trace over the letters in Activity 2 with crayons
or pencils.

Ask the children to identify what they can see in Activity 3. Have them point to the
pictures that start with m. Ask the children to color only those pictures that begin
with m (mouse and mommy.)

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 16: N and n TEACHER’S NOTES

Key Language

· nest

Key Language Review

· nose

Materials

sheets of card; scissors; wax crayons in a variety of colors; objects beginning with the letter n

What to Do

Draw a large lowercase n and an uppercase N on the board. Show the children how to trace
the letter in the air, sounding it out as you do.

Look at the objects that start with the n sound. Ask the children to name the objects in
Language 1. Say the words in English, emphasizing the initial sound. Ask the children to repeat.

Provide each child with a sheet of card. Ask them to use a variety of colored crayons to
color it all. They should press hard to get bright colors. Then have them to cover the whole
piece of the colored card with a black crayon. Hand out pre-school scissors to each child, but
emphasize safety and correct handling of the scissors. Show the children how to use the end of
the scissors to scratch the letters n and N onto the card. As they scratch the black color off it
will reveal the colors beneath.

Provide each child with copies of the worksheets. Look at the picture in Activity 1 and ask the
children to identify it. Emphasize the initial sound.

Show the children how to trace letters n and N with their finger, sounding them out as you do.
Encourage the children to trace over the letters in Activity 2 with crayons or pencils.

Ask the children to color each circle in Activity 3 that contains the letter n or N in it to help the
bird get to the nest. Point to the nest and say nest, emphasizing the initial sound. Have the
children repeat.

Ask the children to trace over the letters in Activity 4 and write their own letters using a crayon
or pencil.

© Macmillan Education Limited 2022

WORKSHEET 17: O and o TEACHER’S NOTES

Key Language Review

· orange, 1–8

Materials

polystyrene trays; orange jello powder; objects beginning with the letter o

What to Do

Draw a large lowercase o and an uppercase O on the board. Invite a child to come to
the front and trace over the letter. Repeat with other children. Show the children how
to trace the letter in the air, sounding it out as you do.

Look at the objects that start with the o sound. Ask the children to name the objects
in Language 1. Say the words in English, emphasizing the initial sound. Ask the
children to repeat.

Hand out the polystyrene trays with the orange jello powder in it. Ask the children to
use their fingers to trace the letter o in the tray. Each time they should say the sound
it makes.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify it. Emphasize the initial sound.

Show the children how to trace letters o and O with their finger, sounding them out
as you do. Encourage the children to trace over the letters in Activity 2 with crayons
or pencils.

Ask the children to find and trace all the letters on the orange tree in Activity 3. Have
them count all the letters and write the number in the box (8.)

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 18: REVIEW TEACHER’S NOTES

Materials

scissors; three pencils for each child

What to Do

Provide each child with copies of the worksheets. Ask the children to carefully cut
out the three spinners in Activity 1. Help them to push a pencil through the center
point of each spinner. Divide the children into pairs and ask the children to take turns
to spin a spinner. They then find the letter that the spinner landed on in their tally
sheet and trace it. The first player to trace four of the same letter is the winner.

© Macmillan Education Limited 2022

WORKSHEET 19: P and p TEACHER’S NOTES

Key Language Review

· pear

Materials

large sheets of paper; paint; paintbrushes; objects beginning with the letter p

What to Do

Draw a large lowercase p and an uppercase P on the board. Invite a child to come to
the front and trace over the letter. Repeat with other children. Show the children how
to trace the letter in the air, sounding it out as you do.

Look at the objects that start with the p sound. Ask the children to name the objects
in Language 1. Say the words in English, emphasizing the initial sound. Ask the
children to repeat.

Set out the large sheets of paper on the floor and get the children to sit around
them. Ask them to paint the letters p and P on the paper. Once they have finished,
point out that, depending on where they are standing, the letter p can look like a d.
Explain the differences between the p and the d. One is a tall letter and the other is
a tail letter as it goes down past the line when you write it. Model standing up tall as
you say d and dangling an arm down low like a tail as you say p.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify it. Emphasize the initial sound.

Show the children how to trace letters p and P with their finger, sounding them out
as you do. Encourage the children to trace over the letters in Activity 2 with crayons
or pencils.

Ask the children to paint the letters in Activity 3. Emphasize correct letter formation,
even when painting.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 20: Q and q TEACHER’S NOTES

Key Language

· queen, quilt

Materials

small squares of colored paper; large sheet of paper; markers; two pieces of yarn with
knots tied at one end for each child; a quilt or a photograph of a quilt

What to Do

Draw a large lowercase q and an uppercase Q on the board. Invite a child to come to
the front and trace over the letter. Repeat with other children. Show the children how
to trace the letter in the air, sounding it out as you do.

Ask the children if they know what a quilt is. Show them a quilt or a photograph of
a quilt. Tell the children they will be making their own q quilt. Hand out two or four
pieces of square paper to each child – depending on the number of children in the
class. On each piece, children write a large lowercase q or uppercase Q in the center
of the square, using the markers. Around the letter, they can draw a patterned border.
Collect all the squares and paste them onto a large piece of paper to create a quilt.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify it in Language 1. Then say queen, emphasizing the
initial sound. Ask the children to repeat.

Show the children how to trace letters q and Q with their finger, sounding them out
as you do. Encourage the children to trace over the letters in Activity 2 with crayons
or pencils.

Show the children how to use a pencil to create holes on all the dots in Activity 3.
Then help them to thread yarn through the holes to form the letters. Help them to tie
a knot at the end of each letter, to prevent the yarn from unraveling.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 21: R and r TEACHER’S NOTES

Key Language

· rainbow

Key Language Review

· raincoat, blue, green, orange, purple, red, yellow

Materials

large sheets of paper; water color paints; paintbrushes; objects beginning with r

What to Do

Draw a large lowercase r and an uppercase R on large sheets of paper. Hand out the
paintbrushes and invite one child to paint over your letters using different colored
watercolor paints. After each child has had a turn, the letters should look like a
rainbow. Show the children how to trace the letter in the air, sounding it out as you do.

Look at the objects that start with the r sound. Ask the children to name the objects
in Language 1. Say the words in English, emphasizing the initial sound. Ask the
children to repeat.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify it.

Show the children how to trace letters r and R with their finger, sounding them out
as you do. Encourage the children to trace over the letters in Activity 2 with crayons
or pencils.

Point to the picture in Activity 3 and say rainbow, emphasizing the initial sound.
Have the children repeat. Ask the children to color the ovals the colors of the
rainbow (starting from the left: red, orange, yellow, green, blue-green, blue, purple.)
Have them look for and circle the letters r and R on the rainbow.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 22: S and s TEACHER’S NOTES

Key Language Review

· scarf, socks

Materials

large sheet of paper with socks drawn on it; objects beginning with s; two pieces of string
for each child; glue

What to Do

Draw a large lowercase s and an uppercase S on the board. Show the children how to
trace the letter in the air, sounding it out as you do.

Show the children the large piece of paper with the socks on it and ask the children
to tell you what they are. Emphasize the initial letter. Ask the children to write letters
s and S on the socks. They can spread out and write the letters all over the socks.

Look at the objects that start with the s sound. Ask the children to name the objects
in Language 1. Say the words in English, emphasizing the initial sound. Ask the
children to repeat.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify it.

Show the children how to trace letters s and S with their finger, sounding them out
as you do. Encourage the children to trace over the letters in Activity 2 with crayons
or pencils.

Ask the children to trace the letters in Activity 3 with their finger and say the sound.
Then have them glue the string onto the letters in the same direction as they would
write them.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 23: T and t TEACHER’S NOTES

Key Language Review

· table

Materials

stick; circles of tissue paper; glue; objects beginning with t

What to Do

Draw a large lowercase t and an uppercase T on the board. Go outside and use a
stick to scratch the letters t and T on some sand or the ground. Give each child a
turn to do the same. Show the children how to trace the letter in the air, sounding it
out as you do.

Look at the objects that start with the t sound. Ask the children to name the objects
in Language 1. Say the words in English, emphasizing the initial sound. Ask the
children to repeat.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify it.

Show the children how to trace letters t and T with their finger, sounding them out as
you do. Encourage the children to trace over the letters in Activity 2 with crayons or
pencils.

Ask the children to first trace the letters in Activity 3 with their fingers. Then have
them roll the circles of tissue paper into balls between their fingers and paste them
onto the letters t and T, following the correct formation.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 2 4 : REVIEW TEACHER’S NOTES

Materials

scissors

What to Do

Provide each child with copies of the worksheets. Help the children to cut out all the
puzzle pieces in Activity 1. After mixing the pieces up, the children need to match
the pieces together again. Each time they make a match they should trace over the
letters with their fingers and say the sound the letter represents.

© Macmillan Education Limited 2022

WORKSHEET 25: U and u TEACHER’S NOTES

Key Language Review

· umbrella

Materials

large sheet of paper; smaller sheets of paper for children; watered-down paint;
paintbrushes; white crayons for each child; objects beginning with u; yarn

What to Do

Draw a large lowercase u and an uppercase U on the board. Show the children how
to trace the letter in the air, sounding it out as you do.

On the large sheet of paper, write a large lowercase u and an uppercase U with a
white crayon. Ask the children if they can see the letters. Paint over the whole sheet
of paper with the watered-down paint. As you do so, ask the children to trace the
letter in the air. “Magically” your letter will appear, as the wax resists the paint. Hand
out the smaller pieces of paper and a white crayon to each child and so they can
repeat the “magic.”

Have the children look at the objects that start with the u sound. Ask the children
to name the objects in Language 1. Say the words in English, emphasizing the initial
sound. Ask the children to repeat.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify it.

Show the children how to trace letters u and U with their finger, sounding them out
as you do. Encourage the children to trace over the letters in Activity 2 with crayons
or pencils.

Ask the children to first trace the letters in Activity 3 with their fingers. Then have
them use the yarn to form the letters.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 26: V and v TEACHER’S NOTES

Key Language

· vase, vegetables

Materials

clipboard with paper for each child; music; objects beginning with v

What to Do

Draw a large lowercase v and an uppercase V on the board. Show the children how
to trace the letter in the air, sounding it out as you do.

Play a game of “Musical Chairs” to reinforce the formation of all the letters learned
up to now: place all the chairs in a circle, and place a letter and a colored marker on
each chair. Start the music. While the music plays, have the children march around
the circle holding a clipboard with paper. When the music stops, the children must
find the closest chair, take the letter and colored marker and write that letter on their
paper. With each new round, remove a chair, so there will always be one less chair for
the number of children. The game ends when there is only one player left.

Look at the objects that start with the v sound. Ask the children to name the objects
in Language 1. Say the words in English, emphasizing the initial sound. Ask the
children to repeat.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify it in Language 1. Say vegetables, emphasizing the v
sound, and have the children repeat.

Show the children how to trace letters v and V with their finger, sounding them out
as you do. Encourage the children to trace over the letters in Activity 2 with crayons
or pencils.

Ask the children to trace all the letters v in Activity 3. Then ask them to draw flowers
to turn them into vases. Point to one and say vase, and have the children repeat,
emphasizing the v sound.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 27: W and w TEACHER’S NOTES

Key Language

· wall

Key Language Review

· wake up, walk, wash, white

Materials

large sheet of paper with bricks drawn on it to represent a wall; thick markers; objects
beginning with w

What to Do

Draw a large lowercase w and an uppercase W on the board. Show the children how
to trace the letter in the air, sounding it out as you do.

Tell the children you are going to create a w and W wall. Show the paper with the
bricks, say wall, emphasizing the w sound, and ask the children to repeat. Divide the
children into small groups and have them take turns to write a W and a w on a brick
with a marker. Explain that all the letters should face the same way.

Look at the objects that start with the w sound. Ask the children to name the objects
in Language 1. Say the words in English, emphasizing the initial sound. Ask the
children to repeat.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify it.

Show the children how to trace letters w and W with their finger, sounding them out
as you do. Encourage the children to trace over the letters in Activity 2 with crayons
or pencils.

Point to the pictures in Activity 3 and ask the children to identify them. Have them
write in the letter w to complete each word.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 28: X and x TEACHER’S NOTES

Key Language Review

· mix, toy box

Materials

fine sand; flat polystyrene trays or plastic container lids

What to Do

Draw a large lowercase x and an uppercase X on the board. Show the children how
to trace the letter in the air, sounding it out as you do.

Hand out a polystyrene tray to all the children. Add some sand to the trays. Ask the
children to use a finger to practice writing the letters.

Provide each child with copies of the worksheets. Look at the picture in Activity 1
and ask the children to identify the action. Say the word again and ask the children
where in the word they hear the x sound.

Show the children how to trace letters x and X with their finger, sounding them out
as you do. Encourage the children to trace over the letters in Activity 2 with crayons
or pencils.

Ask the children to trace the letters in Activity 3 to help the boy get to the toy box.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 29: REVIEW TEACHER’S NOTES

Key Language Review

· apple, carrot, dog, grapes, jump, orange, pear, queen, scarf, table, umbrella, walk

What to Do

Provide each child with copies of the worksheets. Practice each letter together by
tracing it in the air first, then writing it with a pencil. Emphasize correct formation
and sound.

Point to a picture in Activity 2 and ask the children to identify it, emphasizing the
initial sound. Draw their attention to the letter next to it and ask them whether it is
correct. Have them color the check or color the cross according to their answer. If
it is incorrect, ask them to say the correct letter and sound. Continue with the other
pictures.

© Macmillan Education Limited 2022

WORKSHEET 30: Y and y TEACHER’S NOTES

Key Language Review

· yellow

Materials

paint in a tray; large sheets of paper; small sheets of paper; cookie cutters; objects
beginning with y

What to Do

Draw a large lowercase y and an uppercase Y on the board. Show the children how
to trace the letter in the air, sounding it out as you do.

On a large sheet of paper, draw a lowercase y and an uppercase Y. Ask the children
to trace around the letters with their finger, saying the sound each time. Take a
cookie cutter and dip it into paint. Show the children how to use the cutter as a
stamp to go around the outline the letters. Hand out smaller sheets of paper and ask
the children to draw their own letter y. Then invite them to use their cookie cutters
as stamps to go around the outline of the letter.

Look at the objects that start with the y sound. Ask the children to name the objects
in Language 1. Say the words in English, emphasizing the initial sound. Ask the
children to repeat.

Provide each child with copies of the worksheets. Look at the paint splodge in
Activity 1 and ask the children to color it yellow. Then invite them to point and say
the color.

Show the children how to trace letters y and Y with their finger, sounding them out
as you do. Encourage the children to trace over the letters in Activity 2 with crayons
or pencils.

Ask the children to look carefully at the incomplete letters in Activity 3. Ask the
children to tell you whether each one is an uppercase Y or a lowercase y, then have
them complete the letters with a pencil.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 31: Z and z TEACHER’S NOTES

Key Language Review

· zoo

Materials

airtight plastic bag filled with liquid soap; masking tape; objects beginning with z

What to Do

Draw a large lowercase z and an uppercase Z on the board. Show the children how
to trace the letter in the air, sounding it out as you do.

Use masking tape to create a large z on the floor. Get children to pretend they are
animals at a zoo and to stomp, fly, and jump over the letter, reinforcing the letter
formation.

Fill an airtight plastic bag with liquid soap (even glue or shaving cream will work).
Seal the bag well to avoid a mess. Invite the children to use a finger to write the
letter z on the bag.

Look at the objects that start with the z sound. Ask the children to name the objects
in Language 1. Say the words in English, emphasizing the initial sound. Ask the
children to repeat.

Provide each child with a copies the worksheets. Look at the picture in Activity 1 and
ask the children to identify it.

Show the children how to trace letters z and Z with their finger, sounding them out
as you do. Encourage the children to trace over the letters in Activity 2 with crayons
or pencils.

Ask the children to color all the parts of the picture in Activity 3 that contain a letter
z, to reveal the hidden letter. Have them point and say the letter.

Ask the children to trace over the letters in Activity 4 and write their own letters
using a crayon or pencil.

© Macmillan Education Limited 2022

WORKSHEET 32: REVIEW TEACHER’S NOTES

Materials

dice; counters; a tray of fine sand for each group of children

What to Do

Provide each child with a copy of the worksheets. Practice each letter together by
tracing it in the air first, then tracing it with a pencil. Emphasize correct formation
and sound.

Invite the children to write their own name at the top of the page in Activity 2.

Divide the children into groups of four. Have them use one worksheet for each group
to play the game in Activity 3. Place a sand tray next to each group. Ask the children
to throw the die and move the allocated number of spaces. When they land on a
letter, they should name it, say the sound it makes, and write it in the sand tray. The
game ends when a player reaches the finish circle.

© Macmillan Education Limited 2022