Little Letter L

Overview

Children explore the /l/ sound and brainstorm familiar words beginning with the letter L. Through pictures, oral sharing and drawing, they practise listening for an initial sound and contributing ideas to a shared class word bank.

Learning intentions

• WALT listen for the /l/ sound at the beginning of words.
• WALT name words that begin with the letter L.
• WALT share our ideas with the group.
• WALT represent an L word through drawing or early writing.

Success criteria

• I can say the letter name L and its sound /l/.
• I can suggest a word beginning with L.
• I can listen while others share.
• I can draw an L word and have a go at writing L or the word.

Curriculum links

• English — Reading / Word Recognition / Decoding: hearing and noticing the sound represented by a letter.
• English — Writing / Transcription Skills / Spelling: developing early control of letter formation and spelling attempts.
• English — Writing / Composition / Audience, purpose, and language choice: noticing repeated beginning sounds, including alliteration.
• Communication and language learning: taking turns, listening and expressing ideas in a group.

Lesson structure (14 minutes)

1. 0–2 min · Sound hook. Teacher opens with the picture hook slide showing a large, friendly lion and asks, “What sound do you hear at the start of lion?” Stretch the sound slowly: “Llll-ion.” Students watch the mouth, copy /l/, and make a gentle “licking” motion with their tongues behind their teeth.

2. 2–4 min · Letter and picture talk. Teacher uses the letter L and picture slides to introduce uppercase L and lowercase l, modelling the sound rather than adding an extra vowel sound. Students repeat “L, /l/” and identify familiar pictured words such as lion, leaf and lemon, listening for the first sound.

3. 4–8 min · Class brainstorm. Teacher displays the class brainstorm slide and records children’s suggestions in a visible list or simple picture-and-word chart. Accept words in English or, where appropriate, invite children to share a word from another language that begins with a similar sound; students take turns offering L words, with the class repeating each word together.

4. 8–11 min · Draw and mark. Teacher distributes the L-word drawing sheet and explains that children choose one L word from the brainstorm, draw it, and copy or attempt an uppercase L, lowercase l, or the word. Students work independently or with a buddy while the teacher prompts, “What is your word? What sound comes first?”

5. 11–13 min · Share and check. Teacher returns to the sharing prompt slide and invites three or four children to show their drawing and say, “L is for ___.” Students listen for the initial /l/ and give a quiet thumbs-up when they hear an L word.

6. 13–14 min · Plenary chant. Teacher uses the final chant slide to lead: “L says /l/; L is for lion, leaf and lemon!” Students join the chant, then make the letter L in the air with one finger.

Resources

• the L sound and brainstorming slide deck
• the L-word drawing sheet
• Large whiteboard or easel paper
• Thick black marker
• Chunky pencils or crayons
• Optional magnetic or foam letter L
• Carpet space for group gathering

Assessment

• Listen during the hook and picture talk for children who can distinguish /l/ from other initial sounds.
• During the brainstorm, note who can contribute an L word, repeat a modelled word, or needs a picture or verbal prompt.
• Review drawings and mark-making for recognition or attempted formation of L/l and ask individual children to name their picture.

Differentiation

• Support learners with clear picture choices, repetition, mouth modelling, a tactile or magnetic L, and the sentence frame “L is for ___.” Allow pointing, signing or repeating instead of requiring an original spoken response.
• Offer dyslexia-friendly access through large, uncluttered print, a plain sans-serif font, strong contrast, minimal text and oral instructions. Do not require children to read the worksheet independently.
• For children developing English, accept home-language contributions, pair them with a supportive peer, and provide real objects or photographs where possible.
• Provide thicker crayons, pencil grips, extra space and adult scribing for children with fine-motor or communication needs. Avoid correcting every mark; celebrate purposeful attempts.

Extension

• Invite advanced learners to think of two or three additional L words and join them orally in an alliterative phrase, such as “Little lions leap.”
• Ask children who are ready to write to add a lowercase l or the first sound to their drawing, then explain how they know the word begins with L.