Note for teachers using this lesson plan

Before the lesson, ensure sand trays are prepared with a thin, even layer of clean sand and that each pupil has a writing book and a crayon or pencil. The central idea for pupils aged 2 is to explore making marks freely, without pressure to form specific shapes. Observe their engagement and enjoyment as they experiment with different movements and tools.

Class: Pre-School Level 1

Term: First Term

Week: 2

Age: 2 years

Duration: 30 minutes

Subject: Handwriting

Curriculum Theme: Handwriting

Previous Lesson: Not separately stated in the scheme.

Topic: PRE TRACING AND WRITING SKILLS (FREE WRITING)

Subject Matter: Pre tracing and writing skills (Free writing). Weekly focus: Free Writing Practice on Sand Trays and in Writing Books.

Specific Objectives

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

Cognitive Domain

Recognise that they can make marks on different surfaces.

Affective Domain

Show interest and enjoyment in scribbling freely on sand and in books.

Psychomotor Domain

Scribble freely using their fingers on sand trays.
Scribble freely using crayons or pencils in their writing books.

Participate in guided free writing activities with their peers.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 1
Relevant Early Childhood Care and Education resources

Instructional Materials

Sand trays
Clean, fine sand
Writing books (blank or with large spaces)
Crayons or thick pencils
Pupils’ fingers

Rationale for the Lesson

This lesson introduces young children to the joy of making marks, which is a foundational step for developing handwriting skills. Free writing helps to build fine motor control, hand-eye coordination, and encourages creativity and self-expression, preparing them for more structured writing activities later on.

Prerequisite/Previous Knowledge

Pupils can hold small objects and have some experience with simple movements like pointing or touching.

Lesson Content/Board Summary

PRE TRACING AND WRITING SKILLS (FREE WRITING)

Free writing, also called scribbling, is when you make marks on sand or in a book without trying to draw anything specific. It’s like playing with your fingers or a crayon to make lines, circles, and dots.

We use our fingers to make marks on the sand.
We use crayons or pencils to make marks in our books.
It helps our hands get strong for writing later.
It’s fun to see all the different marks we can make!

Key Words

Scribble – To make quick, messy marks.
Mark – A line, dot, or shape made on a surface.
Tray – A flat container to hold sand.
Book – Pages where we can write or draw.

Mark-Making Rhyme

Tune: Twinkle, Twinkle Little Star

Scribble, scribble, in the sand,
Making marks with my own hand.
Up and down and round about,
Happy scribbles, let them out!
Scribble, scribble, in my book,
What a lovely mess I took!

Actions:

“Scribble, scribble, in the sand” – Wiggle fingers in the air as if on sand.
“Making marks with my own hand” – Hold up hands and wiggle fingers.
“Up and down and round about” – Move hand up and down, then in circles.
“Happy scribbles, let them out!” – Extend hands forward.
“Scribble, scribble, in my book” – Pretend to scribble in a book.
“What a lovely mess I took!” – Smile and point to imaginary scribbles.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce the sand trays first. Explain that pupils will use their fingers to make any marks they like. Emphasize that there is no right or wrong way to scribble. Transition to writing books by showing them how to hold a crayon/pencil and make marks in their books.

What to show or demonstrate: Demonstrate clearly how to use a finger to make lines, circles, and zigzags on the sand tray. Then, demonstrate holding a crayon/pencil and making similar free marks in a book. Model enthusiasm for making marks.

How to use the rhyme/song: Sing the “Mark-Making Rhyme” several times, encouraging pupils to join in with the actions. Use it as a transition between activities or as a fun break. Repeat it to reinforce the idea of making marks.

What to watch for: Observe if pupils are engaging with the materials, making marks, and showing enjoyment. Provide gentle encouragement and support, especially for those who might be hesitant. Ensure they are not eating the sand or putting crayons in their mouths.

Teaching Methods/Instructional Techniques

Play-based Learning
Demonstration
Guided Practice
Repetition
Songs and Rhymes
Practical Activity
Manipulation of Objects

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Motivation

Teacher’s Activity: The teacher greets the pupils warmly and sings a short, familiar welcome song. The teacher then tells pupils they will have fun making marks today.

Pupils’ Activity: Pupils respond to greetings and sing along with the teacher.

Learning Point: Pupils are settled and ready to learn.

Step 2: Presentation of Free Writing on Sand Trays

Time: 5 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher introduces the sand trays and explains that pupils will use their fingers to make any kind of marks they want on the sand. The teacher demonstrates making lines, circles, and squiggles on a sand tray.

Pupils’ Activity: Pupils watch the teacher’s demonstration with interest.

Learning Point: Pupils understand how to use their fingers to make marks on sand.

Step 3: Guided Practice on Sand Trays

Time: 6 minutes

Teaching Skill: Guided Practice/Observation

Teacher’s Activity: The teacher distributes sand trays to each pupil and encourages them to try making marks with their fingers. The teacher walks around, offering gentle guidance and praise, saying things like, “Wow, look at that line!” or “You are making lovely circles!”

Pupils’ Activity: Pupils actively scribble and make marks on their sand trays using their fingers, exploring different movements.

Learning Point: Pupils develop fine motor control and enjoy tactile exploration.

Step 4: Rhyme Reinforcement

Time: 3 minutes

Teaching Skill: Reinforcement/Singing

Teacher’s Activity: The teacher leads the pupils in singing the “Mark-Making Rhyme” with actions. The teacher encourages pupils to make marks in the air as they sing.

Pupils’ Activity: Pupils sing the rhyme and perform the actions, reinforcing the concept of making marks.

Learning Point: Pupils connect the action of making marks with a fun song.

Step 5: Presentation of Free Writing in Books

Time: 4 minutes

Teaching Skill: Demonstration/Instruction

Teacher’s Activity: The teacher collects the sand trays and introduces writing books and crayons/pencils. The teacher demonstrates how to hold a crayon/pencil and make free marks (scribbles) in the book, emphasizing that any mark is good.

Pupils’ Activity: Pupils observe the teacher’s demonstration of using crayons/pencils in books.

Learning Point: Pupils learn how to use a crayon/pencil to make marks in a book.

Step 6: Guided Practice in Writing Books

Time: 5 minutes

Teaching Skill: Guided Practice/Support

Teacher’s Activity: The teacher distributes writing books and crayons/pencils. The teacher encourages pupils to scribble freely in their books, providing support for holding the crayon/pencil if needed, and praising their efforts.

Pupils’ Activity: Pupils scribble freely in their writing books, experimenting with crayons/pencils.

Learning Point: Pupils practise using writing tools and continue to develop fine motor skills.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

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

“Can you show me a mark you made on your sand tray?” (Teacher points to a sand tray.)
“Show me a scribble you made in your book.” (Teacher points to a writing book.)
“What did we use to make marks on the sand?”
“What did we use to make marks in our books?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., pointing to their marks, saying “fingers” or “crayon”).

Learning Point: Pupils demonstrate understanding of the lesson by showing their marks and naming the tools.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Encouragement/Closure

Teacher’s Activity: The teacher praises pupils for their wonderful efforts and creativity. The teacher reminds them that making marks is fun and helps their hands get strong. The teacher leads pupils in tidying up the materials.

Pupils’ Activity: Pupils feel proud of their work and help to tidy up the classroom.

Learning Point: Pupils conclude the lesson feeling positive about their mark-making experience.

Lesson Keywords

Scribble – To make quick, messy marks with a finger or crayon.
Mark – A line, dot, or shape that you make.
Tray – A flat dish where we put sand to draw.
Book – Pages where we can draw and write.

Differentiation

Support: For pupils who are hesitant, the teacher can provide hand-over-hand guidance to help them make initial marks. Offer larger sand trays or thicker crayons for easier grip. Encourage them to simply touch the sand or paper at first.
Extension: For pupils who are confidently scribbling, encourage them to make different types of marks, such as long lines, short lines, or round-and-round shapes. Ask them to name the colours they are using in their books.