Copy the Sentence I Like Mum and Dad for Pre-School Level 4

Class: Pre-School Level 4
Term: Third Term
Week: 9
Age: 5 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Copy the Sentence Mum Can Cook
Topic: Copy the Sentence: I Like Mum and Dad
Subject Matter: Copy this sentence: I like mum and dad. Weekly focus: Copy the Sentence: I Like Mum and Dad.

Specific Objectives

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

Cognitive Domain

• Identify the words in the sentence “I like mum and dad”.
• Read the sentence “I like mum and dad” correctly.

Affective Domain

• Show appreciation for their mum and dad.
• Participate actively in sentence building and copying activities.

Psychomotor Domain

• Construct the sentence “I like mum and dad” using word cards.
• Copy the sentence “I like mum and dad” neatly in their handwriting books.
• Write the sentence “I like mum and dad” from dictation (guided).

Social Domain

• Take turns and share materials during group activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4.
• Early Childhood Care and Education resources.
• Age-appropriate handwriting workbooks.

Instructional Materials

• Handwriting book
• Pencil
• Eraser
• Whiteboard or chalkboard
• Markers or chalk
• Sentence strips with “I”, “like”, “mum”, “and”, “dad”, “.”
• Individual writing sheets or exercise books
• Picture cards of a mum and a dad

Rationale for the Lesson

This lesson is important for 5-year-olds as it builds foundational handwriting skills by focusing on copying a complete, meaningful sentence. It helps children practice letter formation, spacing between words, and the use of a full stop, while also reinforcing sight words and expressing positive feelings about family.

Prerequisite/Previous Knowledge

Pupils can recognise and form individual letters of the alphabet, know some basic sight words, and have some experience with tracing short words.

Lesson Content/Board Summary

Copy the Sentence: I Like Mum and Dad

Today, we are learning to write a very special sentence: I like mum and dad.

Writing sentences helps us to share our thoughts and feelings. When we write, we must make sure our letters are clear, and there is a little space between each word so they don’t get mixed up. We also put a full stop (.) at the end of a sentence.

Steps for Copying a Sentence

1. Read the sentence: Say “I like mum and dad.”
2. Look carefully: See how each word is written and the space between them.
3. Start with a capital letter: The first letter ‘I’ is always a capital.
4. Write each word: Form each letter carefully.
5. Leave space: Put a small finger space between each word.
6. Add a full stop: Put a tiny dot (.) at the very end of the sentence.

Key Words

• Copy – to write something exactly as you see it.
• Sentence – a group of words that tells a complete thought.
• Handwriting – the way we write letters and words with our hands.
• Space – the small gap between words.
• Full stop – a dot (.) used at the end of a sentence.

What the Teacher Should Show or Draw

The teacher will write the sentence clearly on the whiteboard or chart paper, demonstrating correct letter formation, spacing, and the full stop.

I like mum and dad.

Writing Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

“I like mum and dad,” I write,
Letters clear and shining bright.
Big ‘I’ starts, then words so neat,
Spacing out, a lovely treat.
Full stop at the very end,
My sweet sentence, my dear friend!

Actions: Point to self for “I”, make heart shape for “like”, point to imaginary mum/dad, pretend to write in the air, show spacing with hands, make a dot with finger for full stop.

How to use the rhyme: Sing the rhyme while demonstrating the actions. Repeat several times to help pupils remember the steps for writing a sentence.

Video Demonstration

Watch this video to see how to write simple sentences.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Practical Activity, Manipulation of Objects.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Greeting/Motivation

Teacher’s Activity: The teacher greets the pupils, sings a short song about family, and asks pupils who they love most in their family. The teacher introduces the topic: writing a sentence about loving mum and dad.

Pupils’ Activity: Pupils respond to greetings, sing along, and share who they love in their family.

Learning Point: Pupils are motivated and introduced to the lesson’s theme.

Step 2: Presentation (Sentence Building and Reading)

Time: 5 minutes

Teaching Skill: Word recognition/Sentence construction

Teacher’s Activity: The teacher displays word cards (“I”, “like”, “mum”, “and”, “dad”, “.”) and guides pupils to arrange them to form the sentence “I like mum and dad.” The teacher then points to each word as the class reads the sentence together.

Pupils’ Activity: Pupils help arrange the word cards and read the sentence aloud with the teacher.

Learning Point: Pupils construct and read the target sentence.

Step 3: Teacher Demonstration (Writing the Sentence)

Time: 5 minutes

Teaching Skill: Modelling/Handwriting demonstration

Teacher’s Activity: The teacher writes “I like mum and dad.” clearly on the whiteboard. The teacher explains and demonstrates correct letter formation for each word, emphasizing starting points, direction, spacing between words, and placing the full stop at the end.

Pupils’ Activity: Pupils observe carefully, paying attention to letter shapes, spacing, and the full stop. They may air-trace the letters as the teacher writes.

Learning Point: Pupils observe the correct way to write the sentence.

Step 4: Guided Practice (Tracing and Air Writing)

Time: 5 minutes

Teaching Skill: Guided practice/Tracing

Teacher’s Activity: The teacher provides worksheets with the sentence “I like mum and dad.” for tracing. The teacher guides pupils to trace the sentence, reminding them about spacing and the full stop. The teacher also leads pupils in air-writing the sentence.

Pupils’ Activity: Pupils air-write the sentence and then carefully trace the sentence on their worksheets, using their pencils correctly.

Learning Point: Pupils practice the motor skills needed to write the sentence.

Step 5: Reinforcement (Rhyme and Discussion)

Time: 3 minutes

Teaching Skill: Reinforcement/Discussion

Teacher’s Activity: The teacher leads the class in singing the “Writing Rhyme” with actions. The teacher asks pupils why it’s important to write neatly and leave spaces.

Pupils’ Activity: Pupils sing the rhyme with actions and share their ideas about neat writing and spacing.

Learning Point: Pupils reinforce the concepts of neatness, spacing, and sentence structure.

Step 6: Pupil Application (Independent Copying)

Time: 5 minutes

Teaching Skill: Independent application/Supervision

Teacher’s Activity: The teacher instructs pupils to open their handwriting books or use blank sheets. The teacher writes the sentence “I like mum and dad.” on the board again for pupils to copy. The teacher walks around, offering individual help and encouragement.

Pupils’ Activity: Pupils independently copy the sentence “I like mum and dad.” into their books, trying their best to write neatly with correct spacing and a full stop.

Learning Point: Pupils apply their learning by copying the sentence independently.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. Ask pupils to read the sentence “I like mum and dad” from the board.
2. Ask pupils to point to the full stop in the sentence.
3. Ask pupils to show their copied sentence in their books.
4. Dictate the sentence “I like mum and dad” slowly for pupils to write (guided).

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate, reading the sentence, pointing to the full stop, showing their work, and attempting to write from dictation.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarizing/Praise

Teacher’s Activity: The teacher praises pupils for their effort and neat writing. The teacher reminds them to always try their best when writing. The teacher may assign homework to copy the sentence again at home.

Pupils’ Activity: Pupils listen to the teacher and tidy up their materials.

Learning Point: Pupils consolidate their learning and feel encouraged.

Lesson Keywords

• Copy – to write something exactly as you see it.
• Sentence – a group of words that tells a complete thought.
• Handwriting – the way we write letters and words with our hands.
• Space – the small gap between words.
• Full stop – a dot (.) used at the end of a sentence.

Differentiation

• Support: For pupils who struggle, the teacher can provide larger print sentences for tracing, offer hand-over-hand guidance, or allow them to copy only parts of the sentence first (e.g., “I like mum”). Peer support can also be encouraged.
• Extension: For pupils who quickly master copying, the teacher can challenge them to draw a picture of their mum and dad and then write the sentence “I like mum and dad” below it without tracing. They could also try to write another simple sentence they know.

Note for teachers using this lesson plan

Before the lesson, ensure you have clear word cards, sentence strips, and enough handwriting books or worksheets for each pupil. Pay close attention to pencil grip and sitting posture during writing activities. Emphasize the importance of spacing between words and the full stop from the beginning, as these are common areas of difficulty for young learners. Walk around the classroom frequently to provide individual feedback and encouragement. Observe what pupils can DO – can they read the sentence, can they copy it with reasonable neatness and spacing, and can they attempt to write it from dictation? This will show their understanding.