Note for teachers using this lesson plan

Before this lesson, ensure you have enough sand trays with fine, clean sand and writing books with crayons or pencils for every child. The central idea is to encourage pupils to freely explore making marks without pressure to form specific letters. Observe their developing pencil grip and fine motor control as they engage in this creative pre-writing activity.

Class: Pre-School Level 2
Term: First Term
Week: 2
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Basic hand and finger exercises
Topic: Free Writing Practice on Sand Trays and in Writing Books
Subject Matter: Pre-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

Identify sand trays and writing books as tools for making marks.
Recognise crayons or fingers as instruments for free writing.

Affective Domain

Show enthusiasm for making different kinds of marks.
Enjoy the process of scribbling freely on sand and paper.

Psychomotor Domain

Hold a crayon or pencil with a developing grip.
Make various scribbles and marks on sand trays.
Make various scribbles and marks in their writing books.

Share writing materials with peers when necessary.
Participate actively in the free writing activities.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 2
Early Childhood Care and Education resources

Instructional Materials

Sand trays (one per child or small groups)
Fine, clean sand
Writing books (blank or with simple lines)
Crayons or short pencils
Picture cards showing children scribbling

Rationale for the Lesson

This lesson is crucial for 3-year-olds as it introduces them to the foundational skills of writing through playful exploration. Free writing, or scribbling, helps develop fine motor skills, hand-eye coordination, and pre-writing muscles, preparing children for more formal letter formation later on. It also encourages self-expression and creativity, making learning enjoyable and meaningful.

Prerequisite/Previous Knowledge

Pupils can hold small objects, make simple hand movements, and follow basic instructions.

Lesson Content/Board Summary

FREE WRITING PRACTICE ON SAND TRAYS AND IN WRITING BOOKS

Free writing is when you make marks, lines, and scribbles using your fingers or crayons. It’s like drawing without trying to make a specific picture or letter. It helps your hands get strong and ready for writing.

How to Free Write:

On Sand Trays: Use your finger to draw lines, circles, and squiggles in the sand. You can make big marks or small marks.
In Writing Books: Use a crayon or pencil to make marks on the paper. You can draw lines, dots, zig-zags, or anything you like!

It’s all about exploring and having fun with your hands and tools!

Key Words

Scribble – to make quick, messy marks.
Trace – to draw over something.
Sand – tiny grains found on beaches or in trays.
Book – where we write and draw.
Crayon – a colourful stick for drawing.

Scribble, Scribble Song

Tune: Twinkle, Twinkle Little Star

Lyrics:

Scribble, scribble, round and round,
On the sand, without a sound.
Scribble, scribble, up and down,
Best free writing in the town!
Scribble, scribble, in my book,
See the pretty marks I took!

Actions: Pupils make circular motions with fingers in the air, then on imaginary sand, then up and down, then pretend to write in a book.

Watch and Practise

https://www.youtube.com/watch?v=F0S22k-H53o

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce free writing as a fun way to make marks. Emphasize that there are no right or wrong ways to scribble. Show pupils the sand tray and the writing book. Explain that they will use their fingers in the sand and crayons in their books.

What to show or demonstrate: Demonstrate making various scribbles (circles, lines, zig-zags) with your finger in a sand tray. Then, demonstrate making similar marks with a crayon in a writing book. Model a relaxed grip for the crayon.

How to use the rhyme/song: Sing the “Scribble, Scribble Song” several times with the pupils, encouraging them to perform the actions. Use it as a transition or a fun break between activities.

How to use the video: Introduce the video as a way to see other children having fun with sand writing. After watching, encourage pupils to try some of the movements or ideas they saw in the video on their own sand trays.

What to watch for: Observe pupils’ engagement and enthusiasm. Check for their developing pencil grip (even if it’s not perfect yet). Encourage those who are hesitant and praise all efforts, focusing on the process rather than the product.

Teaching Methods/Instructional Techniques

Play-based Learning
Demonstration
Guided Practice
Songs and Rhymes
Practical Activity
Observation

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Motivation

Teacher’s Activity: The teacher greets the pupils, leads a short warm-up activity like wiggling fingers, and introduces the idea of making marks and drawings for fun. “Today, we are going to make beautiful marks with our fingers and crayons!”

Pupils’ Activity: Pupils greet the teacher, wiggle their fingers, and listen attentively.

Learning Point: Pupils are engaged and ready to learn about making marks.

Step 2: Demonstration of Free Writing on Sand Trays

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher shows a sand tray and demonstrates how to use a finger to make various scribbles (circles, lines, zig-zags) in the sand. “See how I make marks with my finger? It’s like drawing in the sand!” The teacher then smooths the sand to show it can be used again.

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

Learning Point: Pupils observe how to make marks on a sand tray.

Step 3: Guided Practice on Sand Trays

Time: 7 minutes

Teaching Skill: Guided Practice/Support

Teacher’s Activity: The teacher distributes sand trays to pupils and encourages them to try making their own marks with their fingers. The teacher walks around, offering gentle guidance and praise. “Now it’s your turn! Make your own special marks in the sand.”

Pupils’ Activity: Pupils use their fingers to scribble freely on their individual sand trays.

Learning Point: Pupils develop fine motor skills and explore mark-making on sand.

Step 4: Demonstration of Free Writing in Writing Books

Time: 4 minutes

Teaching Skill: Demonstration/Instruction

Teacher’s Activity: The teacher collects the sand trays and introduces writing books and crayons. The teacher demonstrates holding a crayon and making various scribbles in a writing book. “Now we will use crayons to make marks in our books. Hold your crayon like this.”

Pupils’ Activity: Pupils observe the teacher’s demonstration of using crayons in a book.

Learning Point: Pupils learn how to use crayons for mark-making in a book.

Step 5: Guided Practice in Writing Books

Time: 5 minutes

Teaching Skill: Guided Practice/Supervision

Teacher’s Activity: The teacher distributes writing books and crayons. Pupils are encouraged to scribble freely in their books. The teacher provides individual support, reminding them to hold their crayons and praising their efforts. “Make your own beautiful scribbles in your book!”

Pupils’ Activity: Pupils use crayons to scribble freely in their writing books.

Learning Point: Pupils practise fine motor skills and mark-making on paper.

Step 6: Reinforcement with Song and Video

Time: 3 minutes

Teaching Skill: Reinforcement/Integration

Teacher’s Activity: The teacher leads the pupils in singing the “Scribble, Scribble Song” again with actions. The teacher then plays the short video on sand writing, asking pupils to watch how the children make marks. “Let’s sing our song again, and then watch a video about sand writing!”

Pupils’ Activity: Pupils sing along with actions and watch the video, observing the different ways to make marks.

Learning Point: Pupils reinforce their understanding of free writing through song and visual examples.

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.

“What did we use to make marks today?” (Point to sand tray/book/crayon).
“Can you show me a scribble you made in your book?”
“Can you show me with your finger how you would make a mark in the sand?”
“Did you have fun making marks?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarising/Praise

Teacher’s Activity: The teacher praises all pupils for their efforts in free writing and encourages them to continue making marks at home. “You all did a wonderful job scribbling today! Keep practising your beautiful marks!”

Pupils’ Activity: Pupils listen and respond to the teacher’s praise.

Learning Point: Pupils feel encouraged and motivated to continue their pre-writing practice.

Lesson Keywords

Scribble – to make quick, messy marks.
Trace – to draw over something.
Sand – tiny grains found on beaches or in trays.
Book – where we write and draw.
Crayon – a colourful stick for drawing.

Differentiation

Support: For pupils who are hesitant, the teacher can provide hand-over-hand guidance for making marks on the sand tray or with a crayon. Offer larger, chunkier crayons for easier grip. Provide verbal encouragement and praise for any attempt at mark-making.
Extension: For pupils who are already confident, encourage them to make different types of marks (e.g., wavy lines, spirals, dots) or to try naming the colours they are using. Ask them to make a “story” with their scribbles.