Look and Copy Five-Letter Words for Pre-School Level 4

Class: Pre-School Level 4
Term: Third Term
Week: 6
Age: 5 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Forming and copying three-letter words.
Topic: Look and Copy Five-Letter Words
Subject Matter: Look and copy five-letter words (brush, queen, broom).

Specific Objectives

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

Cognitive Domain

• Identify and recognise given five-letter words.
• Blend sounds to form five-letter words.
• Read familiar five-letter words.

Affective Domain

• Show interest in learning new words.
• Listen attentively to instructions for writing.

Psychomotor Domain

• Demonstrate correct pencil grip and sitting posture for writing.
• Look at and accurately copy five-letter words.
• Attempt to write five-letter words dictated by the teacher.

Social Domain

• Participate actively in class activities.
• Share materials respectfully with classmates.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4.
• Relevant Early Childhood Care and Education resources.
• An age-appropriate handwriting workbook.

Instructional Materials

• Whiteboard or chalkboard
• Markers or chalk
• Flashcards with five-letter words (e.g., brush, queen, broom)
• Handwriting books or exercise books
• Pencils
• Erasers
• Picture cards of a brush, a queen, and a broom

Rationale for the Lesson

This lesson is important for 5-year-olds as it builds on their early literacy skills by introducing longer words. Learning to look and copy five-letter words strengthens fine motor skills, improves hand-eye coordination, and reinforces letter recognition and word formation, which are crucial for developing fluent reading and writing.

Prerequisite/Previous Knowledge

Pupils can recognise and form individual letters of the alphabet, blend sounds to read three-letter words, and copy simple words. They also know how to hold a pencil correctly and sit properly for writing.

Lesson Content/Board Summary

LOOK AND COPY FIVE-LETTER WORDS

Five-letter words are words that have five letters. We will learn to read and write some new five-letter words today.

Our Five-Letter Words:

• brush
• queen
• broom

How to look and copy words:

1. Look at the word carefully.
2. Say the word aloud.
3. Look at each letter in the word.
4. Remember how each letter is formed.
5. Write the word slowly and neatly in your book.
6. Check your written word against the original.

Key Words

• Blend – to put sounds together to make a word.
• Copy – to write something exactly as you see it.
• Word – a group of letters that has a meaning.

What the Teacher Should Show or Draw

The teacher will write the words “brush,” “queen,” and “broom” clearly on the whiteboard or flashcards. The teacher will also demonstrate the correct formation of each letter within the words.

Writing Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

Look and see, then write it down,
Words with letters, all around.
Five small letters, side by side,
In our books, we watch and guide.
Pencil ready, hand so neat,
Writing words, oh what a treat!

Actions: Point to eyes, then to hand writing, count five fingers, pretend to write in a book, show neat hands.

How to use the rhyme: Sing the rhyme as pupils prepare to write or during guided practice to remind them to look carefully and write neatly.

Watch and Practise

The teacher will show a short video demonstrating how to write words, focusing on clear letter formation and proper technique. Pupils will watch and air-trace along with the video.

https://www.youtube.com/watch?v=0k5q08-8e6g

Teaching Methods/Instructional Techniques

Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Review/Engagement

Teacher’s Activity: The teacher greets the pupils and reviews previous knowledge by asking them to identify and read some three-letter words from flashcards. The teacher then introduces the topic for the day: “Look and Copy Five-Letter Words.”

Pupils’ Activity: Pupils greet the teacher, identify and read three-letter words, and listen attentively to the new topic.

Learning Point: Pupils recall previous learning and are introduced to the new lesson.

Step 2: Word Building and Blending

Time: 5 minutes

Teaching Skill: Phonics/Demonstration

Teacher’s Activity: The teacher introduces the first five-letter word, e.g., “brush.” The teacher shows a picture of a brush, says the word, and guides pupils to blend the sounds /b/ /r/ /u/ /sh/ to form “brush.” This is repeated for “queen” and “broom.”

Pupils’ Activity: Pupils look at the pictures, listen to the teacher, repeat the words, and practice blending the sounds to form the words.

Learning Point: Pupils learn to recognise and blend sounds for new five-letter words.

Step 3: Reading Practice

Time: 4 minutes

Teaching Skill: Reading/Repetition

Teacher’s Activity: The teacher displays the flashcards of “brush,” “queen,” and “broom.” The teacher points to each word and guides the pupils to read them together and individually. The teacher praises correct reading.

Pupils’ Activity: Pupils read the five-letter words from the flashcards, repeating after the teacher and trying to read independently.

Learning Point: Pupils gain confidence in reading five-letter words.

Step 4: Demonstration of Copying

Time: 5 minutes

Teaching Skill: Modelling/Instruction

Teacher’s Activity: The teacher demonstrates the correct sitting posture, pencil grip, and how to carefully look at a word and copy it neatly on the whiteboard. The teacher writes “brush,” “queen,” and “broom,” explaining the starting point and direction for each letter.

Pupils’ Activity: Pupils observe the teacher’s demonstration, adjust their sitting posture, and practice holding their pencils correctly.

Learning Point: Pupils understand the proper technique for looking and copying words.

Step 5: Guided Practice (Tracing/Copying)

Time: 5 minutes

Teaching Skill: Guided Practice/Reinforcement

Teacher’s Activity: The teacher distributes handwriting books and pencils. Pupils air-trace the words “brush,” “queen,” and “broom.” The teacher then guides pupils to trace the words in their books (if pre-written) or copy them from the board onto their books. The writing rhyme is sung here.

Pupils’ Activity: Pupils air-trace the words, then carefully trace or copy the words into their handwriting books with teacher guidance. They sing along with the rhyme.

Learning Point: Pupils practice forming the five-letter words with support.

Step 6: Independent Practice

Time: 4 minutes

Teaching Skill: Application/Observation

Teacher’s Activity: The teacher asks pupils to continue copying the words “brush,” “queen,” and “broom” several times in their books. The teacher walks around, observing pupils’ work, providing individual assistance, and encouraging neatness. The teacher also dictates one of the words for pupils to “listen and write.”

Pupils’ Activity: Pupils independently copy the five-letter words in their books and attempt to write a dictated word, focusing on neatness and correct formation.

Learning Point: Pupils apply their learning to independently copy and write five-letter words.

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.

1. Show me the word “queen” on the flashcard.
2. Read the word “broom” for me.
3. Copy the word “brush” one more time in your book.
4. What are the letters in the word “queen”?

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: Summarisation/Closure

Teacher’s Activity: The teacher praises the pupils for their effort and good work. The teacher reminds them to keep practicing writing new words and assigns a simple homework task, such as copying the words again at home. The teacher dismisses the class.

Pupils’ Activity: Pupils listen to the teacher, pack up their materials, and respond to the dismissal.

Learning Point: Pupils consolidate their learning and are encouraged to continue practicing.

Lesson Keywords

• Brush – an object with bristles used for cleaning or painting.
• Queen – a female monarch or the wife of a king.
• Broom – a tool with a long handle and bristles, used for sweeping.
• Copy – to write exactly what you see.
• Word – a group of letters that means something.

Differentiation

• Support: For pupils who are struggling, provide larger print words for copying, offer hand-over-hand guidance, or allow them to trace over dotted lines before independent copying. Focus on one word at a time.
• Extension: For pupils who quickly grasp the concept, encourage them to write the words without looking after seeing them once, or ask them to orally use the words in a simple sentence. They could also try to identify other five-letter words from a chart.

Note for teachers using this lesson plan

Prepare all instructional materials, especially flashcards and picture cards, before the lesson begins. Ensure the whiteboard or chart paper is clean and ready for writing demonstrations. Emphasise correct pencil grip and sitting posture throughout the lesson, as these are fundamental for good handwriting. Encourage pupils to say the letters as they write them to reinforce letter-sound correspondence. Repetition is key for young learners, so repeat the words and the copying process multiple times. Observe individual pupils closely during independent practice to identify those needing extra support or those ready for extension. Praise effort and neatness to build confidence. Understanding can be observed through pupils’ ability to correctly form the letters, space the words, and read the words they have copied.