Look and Copy Sounds with Legs for Pre-School Level 4

Class: Pre-School Level 4
Term: Third Term
Week: 2
Age: 5 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Tracing and copying letters within the lines.
Topic: Look and Copy Sounds with Legs
Subject Matter: Look and Copy Sounds with Legs (g, q, p, y)

Specific Objectives

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

Cognitive Domain

• Identify letters g, q, p, and y as letters with “legs” or descenders.
• Recognise the correct starting points for forming letters g, q, p, and y.

Affective Domain

• Participate actively in tracing and copying activities.
• Show interest in forming letters correctly.

Psychomotor Domain

• Form letters g, q, p, and y correctly, ensuring the “legs” go below the baseline.
• Trace and copy letters g, q, p, and y neatly in their handwriting books.

Social Domain

• Share writing materials respectfully with classmates.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Relevant Early Childhood Care and Education resources
• Approved Early Years Handwriting Workbook

Instructional Materials

• Chalkboard and chalk
• Large letter cards for g, q, p, y
• Handwriting books with lines
• Pencils
• Erasers
• Picture cards of objects starting with g, q, p, y (e.g., goat, queen, pen, yam)

Rationale for the Lesson

This lesson is important for 5-year-old pupils as it introduces them to letters that extend below the writing line, known as descenders or “legs”. Understanding and correctly forming these letters is crucial for developing legible handwriting and a strong foundation for future writing skills.

Prerequisite/Previous Knowledge

Pupils can recognise some uppercase and lowercase letters, hold a pencil correctly, and have practised tracing and copying simple patterns and letters that stay within the lines.

Lesson Content/Board Summary

Look and Copy Sounds with Legs (g, q, p, y)

Some letters have parts that go below the writing line. We call these parts “legs” because they stretch down, just like our legs help us stand and move!

Today, we will learn to look and copy letters with legs: g, q, p, y.

What are “Legs” in Letters?

• The part of a letter that goes *below* the main writing line.
• It helps us make our writing clear and neat.

How to Form Letters with Legs:

Remember to start at the right place and make the “leg” go down!

• Letter ‘g’:
  • Start like ‘c’, go round up to close the circle.
  • Then, from the top of the circle, draw a straight line down and curve it to the left, below the line.
• Letter ‘q’:
  • Start like ‘o’, go round up to close the circle.
  • Then, draw a straight line down from the right side of the circle, below the line.
• Letter ‘p’:
  • Start with a straight line down, below the line.
  • Then, go back up to the middle and draw a curve to the right to meet the middle.
• Letter ‘y’:
  • Start with a small slanting line down.
  • Then, from the top again, draw a longer slanting line that crosses the first one and goes down, below the line.

Key Words

• Legs – The part of a letter that goes below the writing line.
• Copy – To write something exactly as you see it.
• g – A letter with a leg.
• q – A letter with a leg.
• p – A letter with a leg.
• y – A letter with a leg.

What the Teacher Should Show or Draw

The teacher will draw a clear set of writing lines on the chalkboard. Then, demonstrate how to form each letter (g, q, p, y) one by one, clearly showing how the “leg” portion extends below the main line. Use different coloured chalk to highlight the “leg” part.

(Imagine a four-line writing guide here)

Letters with Legs Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Letters with legs, down they go,
Under the line, watch them grow.
‘g’ and ‘q’, ‘p’ and ‘y’,
Down they reach, way from high.
Make them neat, make them clear,
Handwriting fun is always here!

Actions: Pupils point down with their finger for “down they go” and “under the line”. They can air-trace the letters as they are called out.

How to use the rhyme: Sing the rhyme after demonstrating each pair of letters (g, q and then p, y) to reinforce the concept of the “legs” going below the line.

Watch and Practise

Watch this video to see how letters with “legs” are formed. Pay attention to how they go below the line.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and starts with a quick warm-up song. The teacher asks pupils to show how they hold their pencils and reminds them about writing neatly within the lines. The teacher then asks if they remember any letters that look a bit different, perhaps going “down” more than others.

Pupils’ Activity: Pupils greet the teacher, sing along, show their pencil grip, and try to recall letters they know.

Learning Point: Pupils are engaged and ready to learn, recalling prior knowledge of letter formation.

Step 2: Presentation of “Legs” Letters

Time: 5 minutes

Teaching Skill: Introduction/Visualisation

Teacher’s Activity: The teacher introduces the topic: “Look and Copy Sounds with Legs.” The teacher shows large letter cards for ‘g’, ‘q’, ‘p’, ‘y’ and points out the “legs” of each letter, explaining that these parts go below the main writing line. The teacher uses picture cards to show words starting with these letters (e.g., goat, queen, pen, yam) and says the sounds.

Pupils’ Activity: Pupils observe the letter cards, listen to the teacher, and repeat the letter names and sounds.

Learning Point: Pupils identify the target letters and understand the concept of “legs” in letters.

Step 3: Teacher Demonstration (g, q)

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates how to form ‘g’ and ‘q’ on the chalkboard, using clear, slow strokes. The teacher emphasizes the starting point and how the “leg” goes below the line. The teacher encourages pupils to air-trace along.

Pupils’ Activity: Pupils watch carefully, listen to the instructions, and air-trace ‘g’ and ‘q’ with their fingers.

Learning Point: Pupils observe the correct formation of ‘g’ and ‘q’, focusing on the descenders.

Step 4: Guided Practice (g, q)

Time: 5 minutes

Teaching Skill: Guided Practice/Reinforcement

Teacher’s Activity: The teacher guides pupils to trace ‘g’ and ‘q’ in their handwriting books or on practice paper. The teacher walks around, offering individual help and correcting pencil grip or formation where needed. The class sings the “Letters with Legs Rhyme”.

Pupils’ Activity: Pupils trace ‘g’ and ‘q’ in their books, following the teacher’s guidance. They sing the rhyme.

Learning Point: Pupils practise forming ‘g’ and ‘q’ with teacher support.

Step 5: Teacher Demonstration (p, y)

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates how to form ‘p’ and ‘y’ on the chalkboard, again emphasizing the starting point and the “leg” going below the line. The teacher encourages pupils to air-trace along.

Pupils’ Activity: Pupils watch carefully, listen to the instructions, and air-trace ‘p’ and ‘y’ with their fingers.

Learning Point: Pupils observe the correct formation of ‘p’ and ‘y’, focusing on the descenders.

Step 6: Guided Practice (p, y)

Time: 5 minutes

Teaching Skill: Guided Practice/Reinforcement

Teacher’s Activity: The teacher guides pupils to trace ‘p’ and ‘y’ in their handwriting books or on practice paper. The teacher provides individual support and encourages neatness. The class sings the “Letters with Legs Rhyme” again.

Pupils’ Activity: Pupils trace ‘p’ and ‘y’ in their books, following the teacher’s guidance. They sing the rhyme.

Learning Point: Pupils practise forming ‘p’ and ‘y’ with teacher support.

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. This can be an open class activity where pupils show their work or demonstrate on the board.

1. “Point to a letter with a ‘leg’ on the board.”
2. “Show me how you would write the letter ‘g’ in the air.”
3. “Copy the letter ‘p’ in your book.”
4. “Which part of the letter ‘y’ goes below the line?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate, including individual work on writing letters with legs in their books.

Learning Point: Pupils demonstrate understanding of the lesson by identifying and forming letters with legs.

Step 8: Conclusion

Time: 3 minutes

Teaching Skill: Summary/Closure

Teacher’s Activity: The teacher praises the pupils for their effort and reminds them to always make the “legs” of letters go below the line for neat writing. The teacher collects their books for review.

Pupils’ Activity: Pupils listen to the teacher’s summary and pack up their materials.

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

Lesson Keywords

• Legs – The part of a letter that goes below the main writing line.
• Descender – Another name for the “leg” of a letter.
• g – A letter with a descender.
• q – A letter with a descender.
• p – A letter with a descender.
• y – A letter with a descender.

Differentiation

• Support: For pupils who are struggling, provide larger tracing templates or use hand-over-hand guidance. Focus on one or two letters at a time. Encourage air-tracing multiple times before writing in books.
• Extension: For pupils who quickly grasp the concept, encourage them to identify other letters that have “legs” (e.g., ‘j’, ‘f’) or to write simple words that contain the target letters (e.g., “go”, “play”).

Note for teachers using this lesson plan

Before the lesson, ensure you have clear, lined paper or a chalkboard with visible lines to demonstrate letter formation. Emphasize the “baseline” (the line letters sit on) and the importance of the “legs” extending below it. A common mistake is for pupils to write the whole letter above the baseline, or to make the “leg” too short. Use consistent verbal cues like “down, down, down, under the line” when demonstrating. Observe pupils’ pencil grip and posture throughout the lesson. Repeat the rhyme and air-tracing activities often to reinforce the motor memory. Judge pupils’ understanding by their ability to correctly form the letters, not just by verbal recall. Praise effort and neatness to build confidence.