Letter Writing: Pre-writing strokes and formation of letters A- F for Primary 1

Class: Primary One
Term: First Term
Week: 1
Age: 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Writing
Focal competence: Writing legibly
Key competencies/values: Communication; ICT and Digital Competencies; Collaboration; Respect
Skills:

• Writing legibly

Previous Lesson: Nouns and Pronouns: Names of familiar people and objects and I, you, he and she
Topic: Writing Of Letters (A-Z)
Subject Matter: Pre-writing strokes, formation of letters AF

Specific Objectives

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

Cognitive Domain

• Identify basic pre-writing strokes.
• Recognise capital letters A-F.

Affective Domain

• Show willingness to practice writing strokes and letters.
• Appreciate the importance of neat and legible handwriting.

Psychomotor Domain

• Demonstrate correct pre-writing skills.
• Form capital letters A-F legibly.

Social Domain

• Collaborate with peers during guided practice.

Reference Materials

The following resources were used in planning this lesson:

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

Instructional Materials

The teacher will teach this lesson with the aid of:

• Word building materials (e.g. magnetic letters, letter tiles)
• Letter, word and picture cards
• Whiteboard or chalkboard
• Markers or chalk
• Exercise books and pencils

Rationale for the Lesson

This lesson is essential for Primary 1 pupils as it lays the foundation for all future writing. Mastering pre-writing strokes and correct letter formation ensures pupils develop legible handwriting, which is crucial for effective communication and academic success.

Prerequisite/Previous Knowledge

Pupils are expected to have basic motor skills such as holding a pencil and drawing simple lines or shapes.

Lesson Content/Board Summary

Writing Of Letters (A-Z): Pre-writing strokes and formation of letters A-F

Pre-writing Strokes

Pre-writing strokes are the basic lines and curves that form the foundation for writing letters. Practising these strokes helps to develop hand control and coordination necessary for legible handwriting.

The following are common pre-writing strokes:

1. Standing Line: A straight line drawn from top to bottom ( | ).
2. Sleeping Line: A straight line drawn from left to right ( — ).
3. Slanting Line: A straight line drawn diagonally ( / or ).
4. Right Curve: A curved line opening to the right ( ).
5. Left Curve: A curved line opening to the left ( ( ).
6. Upward Curve: A curved line opening upwards ( U ).
7. Downward Curve: A curved line opening downwards ( ∩ ).
8. Circle: A continuous round stroke ( O ).

Formation of Capital Letters A-F

Correct formation of letters involves starting at the right point and using the appropriate strokes. Good spacing between letters and words is also important for legible handwriting.

1. Letter A:
   1. Draw a slanting line from top-right to bottom-left.
   2. Draw another slanting line from top-left to bottom-right, meeting the first line at the top.
   3. Draw a sleeping line across the middle.
2. Letter B:
   1. Draw a standing line from top to bottom.
   2. Draw a right curve from the top of the standing line to the middle.
   3. Draw another right curve from the middle to the bottom of the standing line.
3. Letter C:
   1. Start near the top-right and draw a large left curve, moving down and then curving up towards the middle-right.
4. Letter D:
   1. Draw a standing line from top to bottom.
   2. Draw a large right curve from the top of the standing line to the bottom, meeting the standing line.
5. Letter E:
   1. Draw a standing line from top to bottom.
   2. Draw a sleeping line at the top.
   3. Draw another sleeping line in the middle.
   4. Draw a third sleeping line at the bottom.
6. Letter F:
   1. Draw a standing line from top to bottom.
   2. Draw a sleeping line at the top.
   3. Draw another sleeping line in the middle, shorter than the top one.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and asks them how they hold their pencils. The teacher then asks pupils to draw some simple lines (standing, sleeping) on their rough books or in the air.

Pupils’ Activity: Pupils respond to greetings, demonstrate how they hold their pencils, and draw lines as instructed.

Learning Point: Prior knowledge activation

Step 2: Demonstration of Pre-writing Strokes

Time: 7 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher explains what pre-writing strokes are and demonstrates clearly on the board how to form standing lines, sleeping lines, slanting lines, and curves. The teacher emphasises starting points and direction.

Pupils’ Activity: Pupils observe the teacher’s demonstration carefully and identify the different strokes.

Learning Point: Basic writing strokes

Step 3: Guided Practice of Pre-writing Strokes

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher guides pupils to practice drawing the pre-writing strokes in their exercise books. The teacher walks around, observing and correcting pupils’ pencil grip and stroke formation.

Pupils’ Activity: Pupils practice drawing standing lines, sleeping lines, slanting lines, and curves in their exercise books.

Learning Point: Stroke formation practice

Step 4: Demonstration of Letters A, B, C

Time: 7 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates the correct formation of capital letters A, B, and C on the board, linking them to the pre-writing strokes learned. The teacher pays attention to starting points, direction, and spacing.

Pupils’ Activity: Pupils watch attentively as the teacher demonstrates the formation of letters A, B, and C.

Learning Point: Letters A-C formation

Step 5: Guided Practice of Letters A, B, C

Time: 5 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher guides pupils to practice writing capital letters A, B, and C in their exercise books. The teacher provides individual support and correction as needed.

Pupils’ Activity: Pupils practice writing capital letters A, B, and C, focusing on correct formation and neatness.

Learning Point: A-C writing practice

Step 6: Demonstration and Practice of Letters D, E, F

Time: 5 minutes

Teaching Skill: Demonstration/Individual Practice

Teacher’s Activity: The teacher demonstrates the formation of capital letters D, E, and F on the board. After demonstration, the teacher instructs pupils to practice these letters independently in their books, while providing support.

Pupils’ Activity: Pupils observe the demonstration and then practice writing capital letters D, E, and F in their exercise books.

Learning Point: Letters D-F formation

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. What is a standing line?
2. Show me how to form the capital letter ‘A’.
3. Show me how to form the capital letter ‘F’.
4. Why is it important to write neatly?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Letter formation assessment

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 on pre-writing strokes and the formation of letters A-F into their notebooks.

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

Learning Point: Correct letter formation notes

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher reminds pupils that regular practice makes writing perfect and encourages them to always try to write neatly. The teacher praises their effort and encourages them to continue practicing at home.

Pupils’ Activity: Pupils listen and acknowledge the importance of continuous practice.

Learning Point: Handwriting importance

Continuous Assessment/Further Study

Type: Homework / Practice Exercise

Instruction: Practice writing the capital letters A-F in your exercise book. Remember to write neatly and leave good spaces.

1. Write capital letter ‘A’ five times.
2. Write capital letter ‘B’ five times.
3. Write capital letter ‘C’ five times.
4. Write capital letter ‘D’ five times.
5. Write capital letter ‘E’ five times.

Lesson Keywords

• Strokes – Basic lines and curves used to form letters.
• Formation – The way letters are correctly made.
• Legible – Clear enough to read easily.
• Spacing – The distance between letters and words.
• Capital letters – Large letters used at the beginning of sentences or names.

Differentiation

For pupils who are struggling, provide extra tracing activities using dotted letters or larger print. Offer more individual guidance and demonstrate repeatedly. For faster learners, encourage them to attempt writing simple words using the learned capital letters, or introduce the formation of small letters a-f.

Suggested Lesson Videos

For visual demonstrations of letter formation, search on YouTube for: Primary 1 letter formation A-F

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have all instructional materials ready, especially a clear board and good writing tools. Begin by engaging pupils with simple drawing activities to warm up their hands. Demonstrate each pre-writing stroke and letter (A-F) slowly and clearly, explaining the starting points and direction of movement. Encourage pupils to mimic your movements in the air before writing in their books. Circulate the classroom during practice sessions to observe individual pupils, correct pencil grip, and provide immediate feedback on letter formation and spacing. Emphasise neatness and consistency. Pupils should copy the Board Summary notes after the main teaching and practice activities are completed, typically towards the end of the lesson, to reinforce what they have learned.