Letter Writing: Writing selected words formed from taught letters for Primary 1

Class: Primary One
Term: First Term
Week: 8
Age: 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Writing
Focal competence: Writing legibly
Key competencies/values: Collaboration; Respect; Communication; Creativity and Innovation; ICT and Digital Competencies
Skills:

• Writing legibly

Previous Lesson: Nouns and Pronouns: Replacing repeated nouns with pronouns
Topic: Writing Of Letters (A-Z)
Subject Matter: Writing selected words formed from taught letters

Specific Objectives

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

Cognitive Domain

• Differentiate text from images in a book.
• Describe left-to-right and top-to-bottom reading direction.
• State the purpose of a title, author, and illustrator.

Affective Domain

• Appreciate the importance of neat and legible handwriting.
• Show willingness to collaborate with peers during writing activities.

Psychomotor Domain

• Form the target letters legibly.
• Write selected words formed from taught letters with correct spacing.
• Apply basic punctuation (full stop) at the end of simple sentences.

Social Domain

• Communicate clearly about their written work and observations.

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:

• Approved publisher-neutral text (e.g., a simple storybook)
• Letter, word, and picture cards
• Exercise books and pencils
• Simple objects in the classroom (e.g., a bag, a pen, a cup)
• Whiteboard/Blackboard and markers/chalk

Rationale for the Lesson

This lesson is important as it builds on pupils’ knowledge of individual letters by teaching them how to combine letters to form meaningful words and simple sentences. Developing legible handwriting, correct spacing, and basic punctuation skills is fundamental for effective written communication. It also introduces pupils to basic book literacy, which is essential for independent reading and learning.

Prerequisite/Previous Knowledge

Pupils should be able to recognise and write all the letters of the alphabet (A-Z) in both capital and small forms. They should also be able to identify some simple objects and their names.

Lesson Content/Board Summary

Writing Selected Words from Taught Letters

1. Legible Handwriting

Legible handwriting means writing neatly and clearly so that others can easily read what you have written. It involves forming letters correctly and keeping your writing clean.

2. Forming Words from Letters

We can put letters together to make words. For example:

1. c + a + t = cat
2. m + a + t = mat
3. f + a + n = fan
4. s + u + n = sun
5. p + e + n = pen

3. Spacing Between Words

It is important to leave a small space between words so that they do not run into each other and become difficult to read. This helps to make your writing clear.

1. Correct: I can write.
2. Incorrect: Icanwrite.

4. Capital Letters and Full Stops

We use capital letters at the beginning of a sentence and for proper names. A full stop (.) is used at the end of a sentence to show that it is complete.

1. The boy is happy.
2. My name is Bola.
3. I like to read.

5. Reading Direction

When we read English, we read from left to right across the page. When we finish a line, we move to the next line below and continue reading from left to right, from top to bottom of the page.

6. Parts of a Book

A book has different parts that help us understand it:

1. Title: This is the name of the book.
2. Author: This is the person who writes the words in the book.
3. Illustrator: This is the person who draws the pictures in the book.
4. Text: These are the words written in the book.
5. Images/Pictures: These are the drawings or photographs in the book.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Recalling/Reviewing

Teacher’s Activity: The teacher greets the pupils and asks them to recite the alphabet (A-Z) both in capital and small letters. The teacher also asks pupils to identify some letters shown on flashcards.

Pupils’ Activity: Pupils recite the alphabet and identify the letters on the flashcards.

Learning Point: Alphabet recognition

Step 2: Forming Simple Words

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains that letters can be put together to form words. Using letter cards, the teacher demonstrates how to combine letters like ‘c’, ‘a’, ‘t’ to form “cat”. The teacher asks pupils to suggest other simple words they know.

Pupils’ Activity: Pupils observe the teacher’s demonstration and suggest simple words.

Learning Point: Word formation

Step 3: Demonstrating Legible Writing and Spacing

Time: 8 minutes

Teaching Skill: Modelling/Guided Practice

Teacher’s Activity: The teacher writes selected simple words (e.g., ‘cat’, ‘mat’, ‘fan’, ‘sun’, ‘pen’) on the board, demonstrating clear letter formation and proper spacing between words. The teacher emphasises neatness and legibility.

Pupils’ Activity: Pupils observe carefully as the teacher writes, paying attention to letter formation and spacing.

Learning Point: Legible writing and spacing

Step 4: Practising Writing Words

Time: 7 minutes

Teaching Skill: Individual Practice

Teacher’s Activity: The teacher instructs pupils to open their exercise books and write the words demonstrated on the board. The teacher moves around the classroom, providing individual guidance and correcting letter formation or spacing where necessary.

Pupils’ Activity: Pupils write the words in their exercise books, focusing on neatness and correct spacing.

Learning Point: Word writing practice

Step 5: Introducing Capital Letters and Full Stops

Time: 5 minutes

Teaching Skill: Explanation/Example

Teacher’s Activity: The teacher introduces the use of capital letters at the beginning of a sentence and for names, and a full stop at the end of a sentence. The teacher writes simple sentences like “The boy is happy.” and “My name is Bola.” on the board, highlighting the capital letter and full stop.

Pupils’ Activity: Pupils observe the examples and listen to the explanation.

Learning Point: Capital letters and full stops

Step 6: Understanding Parts of a Book and Reading Direction

Time: 4 minutes

Teaching Skill: Observation/Discussion

Teacher’s Activity: The teacher uses a simple storybook to show pupils the title, author, illustrator, text, and images. The teacher also demonstrates how to read from left to right and top to bottom on a page.

Pupils’ Activity: Pupils observe the book and identify its parts, then practice tracing the reading direction with their fingers.

Learning Point: Book parts and reading direction

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. Write the word “fan” neatly in your book.
2. What is the difference between “Ilikefood” and “I like food”?
3. When do we use a capital letter?
4. What do we put at the end of a sentence?
5. Who writes the words in a book?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Writing and book knowledge 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 legible handwriting, word formation, spacing, capital letters, and full stops into their notebooks.

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

Learning Point: Key concepts recorded

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher reminds pupils about the importance of writing neatly and clearly, using correct spacing, capital letters, and full stops. The teacher encourages them to practice writing simple words and sentences at home.

Pupils’ Activity: Pupils listen attentively and acknowledge the importance of good writing habits.

Learning Point: Importance of good writing

Continuous Assessment/Further Study

Type: Homework / Practice Exercise

Instruction: Complete the following tasks in your exercise book:

1. Write five simple words formed from letters you know (e.g., dog, run, sit, cup, box).
2. Write two simple sentences, making sure to use a capital letter at the beginning and a full stop at the end.
3. Leave clear spaces between your words.
4. Look at a storybook at home. What is its title? Who is the author?
5. Point to the text and images in your storybook.

Lesson Keywords

• Legible – Easy to read; clear and neat handwriting.
• Spacing – The empty area between words or letters.
• Capital letter – A large letter used at the start of sentences or for names.
• Full stop – A punctuation mark (.) used at the end of a sentence.
• Title – The name of a book.
• Author – The person who writes a book.
• Illustrator – The person who draws pictures for a book.
• Text – The written words in a book.

Differentiation

For weaker learners, provide pre-written words and sentences for tracing before independent writing. Offer more one-on-one guidance on letter formation and spacing. For faster learners, encourage them to write more complex simple words or create their own short sentences using the taught rules. They can also be asked to identify more parts of a book, like the publisher.

Suggested Lesson Videos

Search on YouTube for “Primary 1 writing simple words” or “Parts of a book for kids”.

Teacher Guide for Using This Lesson Plan

Before the lesson, prepare flashcards with individual letters and simple words. Have a clear storybook ready to demonstrate parts of a book and reading direction. Emphasise the importance of neatness and correct letter formation throughout the writing activities. When demonstrating writing, ensure pupils can clearly see your strokes. During individual practice, circulate to provide immediate feedback and support. For the note-taking step (Step 8), ensure the board summary is clear and concise, guiding pupils to copy only the essential points. Encourage pupils to communicate their observations about books and their writing. Pay attention to common errors like poor spacing or missing punctuation and address them patiently.