Look and Copy Tall Sounds for Pre-School Level 4

Class: Pre-School Level 4
Term: Third Term
Week: 1
Age: 5 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Pre-writing patterns and strokes
Topic: Look and Copy Tall Sounds
Subject Matter: Look and Copy Tall Sounds (d, b, h, f, t, l, k)

Specific Objectives

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

Cognitive Domain

• Identify tall letters (d, b, h, f, t, l, k) when shown.
• State the names of some tall letters.

Affective Domain

• Participate actively in tracing and writing activities.
• Show patience while forming letters.

Psychomotor Domain

• Form tall letters (d, b, h, f, t, l, k) in the air and on paper.
• Copy tall letters (d, b, h, f, t, l, k) correctly in their handwriting books.

Social Domain

• Share materials like pencils and erasers respectfully (if applicable).

Reference Materials

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

Instructional Materials

• Handwriting book
• Pencils
• Erasers
• Whiteboard or chart paper
• Chalk or markers
• Picture cards showing objects starting with tall letters (e.g., ‘d’ for drum, ‘b’ for ball, ‘h’ for house)
• Sand tray or finger paint (for tactile letter formation)

Rationale for the Lesson

This lesson introduces Pre-School Level 4 pupils to “tall sounds” or letters, which are fundamental for developing proper letter formation and legible handwriting. Understanding the different heights of letters helps children to write neatly and correctly, preparing them for more advanced writing tasks.

Prerequisite/Previous Knowledge

Pupils can hold a pencil correctly, make basic strokes (vertical, horizontal, slanting), and recognise some common letters of the alphabet.

Lesson Content/Board Summary

Look and Copy Tall Sounds

Tall sounds are letters that reach up to the top line when we write them. They are ‘tall’ like a tall tree or a tall person.

Today, we will learn and practice these tall letters:

• d (as in drum)
• b (as in ball)
• h (as in house)
• f (as in fish)
• t (as in table)
• l (as in lion)
• k (as in kite)

When we write tall letters, we always start from the top or near the top line and move downwards, then add the other parts.

Key Words

• Tall – reaching high up.
• Sounds – the spoken form of letters.
• Copy – to write something exactly as it is shown.
• Form – to make the shape of a letter.
• Letters – symbols used in writing.

What the Teacher Should Show or Draw

The teacher will write each tall letter (d, b, h, f, t, l, k) clearly on the whiteboard or chart paper, demonstrating the correct starting point and stroke direction for each. Use lines to show how the letters reach the top. For example:

| | | | | | | |
| d| b| h| f| t| l| k|
| | | | | | | |

Tall Letters Song

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Tall letters reach up high,
Up to the sky, oh my!
d, b, h, and f,
t, l, k, they’re the best!
Tall letters reach up high,
Up to the sky, oh my!

Actions: Pupils point upwards when singing “reach up high” and “up to the sky”. They can air-trace each letter as it is called out.

How to use the rhyme: Sing the song together to reinforce the concept of tall letters and help pupils remember the letters. Encourage them to do the actions.

Watch and Practise

Let’s watch a video about tall letters and see how they are formed.

After watching, we will practice forming these letters together.

Teaching Methods/Instructional Techniques

Demonstration, Guided Practice, Repetition, Play-based Learning, Songs and Rhymes, Picture Talk, Practical Activity, Question and Answer.

Instructional Procedures

Step 1: Introduction

Time: 2 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and leads a short warm-up song about writing or letters. The teacher then asks pupils what they remember about drawing lines and shapes.

Pupils’ Activity: Pupils respond to greetings, sing along, and share what they remember about drawing.

Learning Point: Pupils are engaged and their prior knowledge is activated.

Step 2: Presentation of Tall Sounds Concept

Time: 5 minutes

Teaching Skill: Explanation/Visual Aid

Teacher’s Activity: The teacher introduces the concept of “tall sounds” or “tall letters” using a chart or whiteboard. “Today, we will learn about special letters called ‘tall letters’ because they reach up high!” The teacher shows picture cards for each tall letter (d, b, h, f, t, l, k) and says their names and sounds.

Pupils’ Activity: Pupils listen attentively, look at the chart/pictures, and repeat the names and sounds of the tall letters after the teacher.

Learning Point: Pupils understand the concept of tall letters and recognise the target letters.

Step 3: Teacher Demonstration of Letter Formation

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates how to form each tall letter (d, b, h, f, t, l, k) on the whiteboard, explaining the starting point and stroke direction for each. “Watch carefully! We start from the top, down, then around.” The teacher can also demonstrate air-tracing.

Pupils’ Activity: Pupils watch the teacher’s demonstration carefully and air-trace the letters along with the teacher.

Learning Point: Pupils observe the correct formation of tall letters.

Step 4: Guided Practice (Tracing)

Time: 6 minutes

Teaching Skill: Guided Practice/Tactile Learning

Teacher’s Activity: The teacher guides pupils to trace the tall letters. First, on a sand tray or using finger paint for tactile experience. Then, the teacher guides them to trace the letters in their handwriting books. The teacher walks around, providing individual assistance and correction on pencil grip and stroke direction.

Pupils’ Activity: Pupils trace the tall letters using sand/paint, then trace the letters in their handwriting books with guidance.

Learning Point: Pupils develop fine motor skills and practice correct letter formation.

Step 5: Rhyme Reinforcement

Time: 3 minutes

Teaching Skill: Reinforcement/Auditory Learning

Teacher’s Activity: The teacher leads the pupils in singing the “Tall Letters Song” from the Lesson Content. The teacher encourages pupils to do the actions and air-trace the letters as they sing.

Pupils’ Activity: Pupils sing the song with enthusiasm, performing the actions and air-tracing the letters.

Learning Point: Pupils reinforce their memory of tall letters through song and movement.

Step 6: Pupil Application (Copying)

Time: 4 minutes

Teaching Skill: Application/Independent Practice

Teacher’s Activity: The teacher instructs pupils to look at the tall letters on the board and copy them into their handwriting books. The teacher reminds them to take their time and try their best. The teacher continues to monitor and provide support.

Pupils’ Activity: Pupils independently attempt to copy the tall letters into their handwriting books.

Learning Point: Pupils apply their learning to copy tall letters correctly.

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. “Can you point to a tall letter on the board?”
2. “Which of these letters goes up high?” (Teacher points to a mix of tall and short letters)
3. “Show me how you write the letter ‘l’ in the air.”
4. The teacher quickly checks pupils’ handwriting books for their copied letters.

Pupils’ Activity: Pupils respond orally, point to letters, and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Closure

Teacher’s Activity: The teacher praises the pupils for their effort and good work. The teacher reminds them to keep practicing their tall letters. “You all did a great job learning about tall letters today!”

Pupils’ Activity: Pupils respond to praise and tidy up their materials.

Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue practicing.

Lesson Keywords

• Tall – Letters that go up to the top line.
• Sounds – The way letters are pronounced.
• Copy – To write something by looking at an example.
• Form – To make the shape of a letter with your hand and pencil.

Differentiation

• Support: For pupils who struggle, the teacher can provide larger tracing templates, use hand-over-hand guidance, or focus on only 2-3 tall letters at a time. They can also use thicker pencils or crayons for easier grip.
• Extension: For pupils who quickly grasp the concept, the teacher can ask them to identify tall letters in simple words, or challenge them to write a simple word that contains a tall letter (e.g., “ball”, “doll”).

Note for teachers using this lesson plan

Before the lesson, ensure you have all instructional materials ready, especially clear examples of the tall letters (d, b, h, f, t, l, k) on a chart or whiteboard. Emphasize proper sitting posture and pencil grip throughout the lesson. Encourage air-tracing and tactile activities (like sand trays) before moving to paper, as this helps develop muscle memory. Be patient and provide plenty of positive reinforcement. Repetition is key for young learners, so revisit the tall letters often. Observe individual pupils’ progress in forming letters correctly; understanding is best shown by their ability to accurately copy the letters.