Concept of Print: Book handling, front/back cover and reading direction for Primary 1

Class: Primary One
Term: First Term
Week: 1
Age: 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Pre-Reading Skills
Focal competence: Handling books properly for reading
Key competencies/values: Communication; ICT and Digital Competencies; Collaboration; Respect
Skills:

• Identifying the various features of a book

Previous Lesson: Phonemic Awareness: letter sounds A-F and sound-letter matching and simple blending
Topic: Concept Of Print
Subject Matter: book handling, front and back cover, reading direction

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Identify the front cover of a book.
• Identify the back cover of a book.
• State the title of a simple book.
• Explain that reading goes from left to right and top to bottom.

Affective Domain

• Appreciate the importance of handling books with care.
• Show respect for books and reading materials.

Psychomotor Domain

• Demonstrate the correct way to hold a book.
• Demonstrate how to turn pages carefully.
• Point to where reading begins on a page.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• A suitable English Studies textbook for Primary 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Several storybooks suitable for Primary 1 pupils
• Word building materials (e.g., magnetic letters, letter tiles)
• Approved publisher-neutral text
• Letter, word and picture cards
• Exercise books and pencils

Rationale for the Lesson

This lesson lays the groundwork for reading by introducing pupils to the basic concepts of print. Understanding how to handle a book and how print is organised on a page helps pupils develop an awareness of written language. This foundational knowledge is essential for successful early literacy development.

Prerequisite/Previous Knowledge

Pupils are expected to have some familiarity with books, perhaps from story time at home or in nursery school. They should also be able to listen and follow simple instructions.

Lesson Content/Board Summary

Concept Of Print

What is a Book?

A book is a collection of pages with words and pictures, joined together on one side. Books help us to learn new things and enjoy stories.

Parts of a Book

A book has different parts that help us use it properly. The main parts are:

1. Front Cover: This is the first part of the book you see. It usually has the book’s title, the author’s name, and a main picture that tells you what the book is about.
2. Back Cover: This is the last part of the book. It often has a short summary of the story or other information about the book.
3. Pages: These are the sheets of paper inside the book where the stories and pictures are printed.

How to Handle a Book Properly

We must handle books carefully to keep them neat and useful. The correct way to hold and handle a book includes:

1. Hold the book gently with both hands.
2. Do not tear the pages.
3. Do not write or draw in the book unless it is your exercise book.
4. Keep the book clean and away from water or dirt.

Opening a Book and Turning Pages

When you open a book, you should do it gently. To turn pages:

1. Open the book from the front cover.
2. Turn pages one by one.
3. Turn pages from the right side to the left side.

Direction of Print and Reading

In English, we read words and sentences in a special way:

1. Left to Right: We read words on a line from the left side to the right side.
2. Top to Bottom: We read lines of text from the top of the page down to the bottom of the page.
3. Starting Point: Reading always begins at the top left corner of a page.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher greets the pupils and asks them if they have seen books before. The teacher then asks them to mention some books they know or have at home.

Pupils’ Activity: Pupils respond to greetings and mention familiar books.

Learning Point: Familiar books

Step 2: Identifying the Front Cover

Time: 7 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher holds up a storybook and points to the front cover. The teacher explains that this is the front of the book and shows the title and main picture. Pupils are encouraged to identify the front cover on their own books (if available) or by pointing to the teacher’s book.

Pupils’ Activity: Pupils observe, listen, and point to the front cover of books.

Learning Point: Front cover identification

Step 3: Identifying the Back Cover

Time: 5 minutes

Teaching Skill: Demonstration/Observation

Teacher’s Activity: The teacher turns the book over and points to the back cover. The teacher explains that this is the back of the book and briefly mentions what can be found there (e.g., a summary). Pupils are asked to show the back cover of their books.

Pupils’ Activity: Pupils observe and point to the back cover of books.

Learning Point: Back cover identification

Step 4: Demonstrating Proper Book Handling and Page Turning

Time: 8 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher demonstrates how to hold a book gently with two hands and how to turn pages one by one from right to left. The teacher reminds pupils not to tear pages. Pupils are guided to practice holding a book and turning a few pages.

Pupils’ Activity: Pupils practice holding books and turning pages carefully.

Learning Point: Proper book handling

Step 5: Explaining Reading Direction (Left to Right)

Time: 6 minutes

Teaching Skill: Explanation/Modelling

Teacher’s Activity: The teacher opens a book to a page with text and uses a finger to trace the words from left to right, explaining that this is how we read. The teacher asks pupils to mimic the movement with their fingers on an imaginary line.

Pupils’ Activity: Pupils observe the teacher and trace the left-to-right movement with their fingers.

Learning Point: Left-to-right reading

Step 6: Explaining Reading Direction (Top to Bottom and Starting Point)

Time: 5 minutes

Teaching Skill: Explanation/Modelling

Teacher’s Activity: The teacher continues to use the book, explaining that after reading one line from left to right, we move down to the next line and read from top to bottom. The teacher also shows that reading starts at the top left corner of the page. Pupils are asked to point to where reading begins on a page.

Pupils’ Activity: Pupils observe, listen, and point to the starting point of reading on a page.

Learning Point: Top-to-bottom reading

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Show me the front cover of this book.
2. Show me the back cover of this book.
3. How should you hold a book?
4. Which way do we read words on a line?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Print features recognition

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes about the parts of a book and reading direction into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Book features knowledge

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher summarises the lesson by reminding pupils about the importance of handling books carefully and understanding how to read them. The teacher encourages them to practice what they have learned with books at home.

Pupils’ Activity: Pupils listen attentively and acknowledge the summary.

Learning Point: Lesson summary

Continuous Assessment/Further Study

Type: Homework / Practice Exercise

Instruction: Ask your child to complete the following tasks at home:

1. Pick any storybook at home and show your parents the front cover and the back cover.
2. Demonstrate to your parents how to hold the book gently.
3. Practice turning the pages of the book one by one.
4. Using your finger, show how you would read words from left to right on a page.
5. Point to where reading begins on any page of the book.

Lesson Keywords

• Book – A collection of pages with words and pictures.
• Front Cover – The first part of a book, showing the title and main picture.
• Back Cover – The last part of a book, often with a summary.
• Pages – The sheets of paper inside a book.
• Reading Direction – The way we move our eyes to read words (left to right, top to bottom).

Differentiation

For weaker learners: Provide more one-on-one guidance during book handling and page-turning activities. Use books with very clear, large print and simple illustrations for easier identification of features. Allow them to simply point to the correct parts rather than verbalising if they struggle with vocabulary.

For stronger learners: Encourage them to identify the book title and author’s name on the front cover. Ask them to explain in their own words why it is important to handle books carefully. They can also demonstrate the reading direction to a peer.

Suggested Lesson Videos

Search YouTube for “Concept of Print for Kids” or “How to Handle a Book Primary 1”.

Teacher Guide for Using This Lesson Plan

Before the lesson, gather several engaging storybooks suitable for Primary 1 pupils. Ensure each pupil, if possible, has a book to interact with during the practical activities. Begin by engaging pupils with familiar books to activate their prior knowledge. Systematically demonstrate each concept: the front cover, back cover, proper book handling, and the direction of print (left to right, top to bottom). Encourage active participation through pointing and mimicking actions. During Step 8 (Note-Taking), guide pupils to copy only the most essential points from the Board Summary to ensure they have a clear, concise record. Constantly check for understanding by asking questions and observing their practical demonstrations. Provide extra support to pupils who struggle with fine motor skills for page turning or understanding directional concepts. Challenge faster learners by asking them to articulate the importance of these concepts or identify additional book features.