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

Class: Pre-School Level 4
Term: Third Term
Week: 4
Age: 5 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Blending CVC sounds and writing simple letters
Topic: LOOK AND COPY THREE-LETTER WORDS
Subject Matter: Looking at and Copying Three-Letter Words: Ant, sat, log, leg

Specific Objectives

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

Cognitive Domain

• Identify and read simple three-letter words.
• Recognise the words “Ant, sat, log, leg”.

Affective Domain

• Show interest in learning to write new words.
• Participate actively in guided writing activities.

Psychomotor Domain

• Build three-letter words using letter cards.
• Copy the three-letter words: Ant, sat, log, leg, with correct letter formation.

Social Domain

• Take turns and share materials during group activities.

Reference Materials

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

Instructional Materials

• Handwriting book
• Pencil
• Eraser
• Letter cards (a, n, t, s, l, o, g, e)
• Word cards (Ant, sat, log, leg)
• Whiteboard or chalkboard
• Markers or chalk

Rationale for the Lesson

This lesson is important for 5-year-olds as it builds on their foundational literacy skills by introducing them to simple three-letter words. Learning to look and copy these words helps develop fine motor skills, strengthens letter recognition, reinforces phonics blending, and prepares them for independent reading and writing, connecting sounds to written symbols.

Prerequisite/Previous Knowledge

Pupils can recognise and form individual letters of the alphabet, know basic letter sounds, and have practised blending simple two-letter sounds or CVC sounds orally.

Lesson Content/Board Summary

Look and Copy Three-Letter Words

Three-letter words are simple words that usually follow a Consonant-Vowel-Consonant (CVC) pattern. Learning to read and write these words helps us build our vocabulary and writing skills.

Blending Sounds to Make Words

We blend sounds together to make a word. For example:

• /a/ + /n/ + /t/ makes “ant”
• /s/ + /a/ + /t/ makes “sat”
• /l/ + /o/ + /g/ makes “log”
• /l/ + /e/ + /g/ makes “leg”

Our Focus Words

Today, we will learn to look at and copy these words:

• Ant
• Sat
• Log
• Leg

When we copy words, we look carefully at each letter, remember how to form it, and write it neatly in our books.

Key Words

• Ant – a small insect.
• Sat – to rest on a seat or ground.
• Log – a piece of a tree trunk or branch.
• Leg – a part of the body used for standing and walking.
• Blend – to mix sounds together to make a word.
• Copy – to write something exactly as you see it.

What the Teacher Should Show or Draw

• Display letter cards for ‘a’, ‘n’, ‘t’, ‘s’, ‘l’, ‘o’, ‘g’, ‘e’.
• Display word cards for “Ant”, “sat”, “log”, “leg”.
• Write each focus word clearly on the whiteboard, demonstrating correct letter formation and spacing.
• Draw a simple picture for each word (e.g., an ant, a child sitting, a log, a leg).

Look and Copy Song

Tune: “Twinkle, Twinkle Little Star”

Look, look, look, and copy words,
Three small letters, like little birds.
A-n-t, ant, so small and neat,
S-a-t, sat, on a little seat.
L-o-g, log, for a fire so bright,
L-e-g, leg, helps us stand upright.
Look, look, look, and copy words,
Writing makes our learning soar!

Actions:

• “Look, look, look”: Point to eyes, then to a book.
• “Three small letters”: Hold up three fingers.
• “A-n-t, ant”: Trace letters in the air, then pretend to crawl like an ant.
• “S-a-t, sat”: Pretend to sit down.
• “L-o-g, log”: Make arms like a log.
• “L-e-g, leg”: Point to leg.
• “Writing makes our learning soar”: Make a writing motion, then raise hands like flying.

How to use the rhyme: Sing the song together after introducing the focus words to reinforce the concept of looking and copying. Repeat it during guided practice to keep pupils engaged.

Watch and Practise Blending

Let’s watch a short video to see how to blend sounds and read three-letter words. This will help us before we copy them.

Teaching Methods/Instructional Techniques

Demonstration, Guided Practice, Songs and Rhymes, Manipulation of Objects (letter cards), Repetition, Picture Talk, Question and Answer, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Pre-assessment

Teacher’s Activity: The teacher greets the pupils and leads a quick review of letter sounds and how to blend two sounds. The teacher asks pupils to orally blend simple CVC words they might already know, e.g., “cat”, “dog”.

Pupils’ Activity: Pupils respond to greetings, participate in the sound blending review, and orally blend simple CVC words.

Learning Point: Pupils recall prior knowledge of letter sounds and blending.

Step 2: Presentation of Topic

Time: 4 minutes

Teaching Skill: Explaining/Introducing

Teacher’s Activity: The teacher introduces the topic: “Look and Copy Three-Letter Words.” The teacher explains that today they will learn to read and write some new three-letter words. The teacher shows word cards for “Ant, sat, log, leg” and says each word clearly.

Pupils’ Activity: Pupils listen attentively, look at the word cards, and repeat the new words after the teacher.

Learning Point: Pupils are introduced to the lesson topic and target words.

Step 3: Building and Blending Words

Time: 6 minutes

Teaching Skill: Demonstrating/Guiding

Teacher’s Activity: The teacher guides pupils to build the focus words using letter cards. For example, the teacher takes ‘a’, ‘n’, ‘t’ cards, places them together, and blends the sounds /a/ /n/ /t/ to say “ant.” The teacher repeats this for “sat, log, leg,” encouraging pupils to blend the sounds orally.

Pupils’ Activity: Pupils observe the teacher building words with letter cards and orally blend the sounds to form the words as guided.

Learning Point: Pupils understand how individual sounds combine to form three-letter words.

Step 4: Reading Words and Reinforcement

Time: 4 minutes

Teaching Skill: Reinforcing/Visual Aid

Teacher’s Activity: The teacher displays the word cards “Ant, sat, log, leg” again. The teacher leads pupils in reading each word together. The teacher then plays the short video on blending CVC words to reinforce reading.

Pupils’ Activity: Pupils read the words from the cards with the teacher and watch the video, repeating sounds and words as prompted.

Learning Point: Pupils practise reading the target words and reinforce blending skills visually and aurally.

Step 5: Demonstration of Copying

Time: 5 minutes

Teaching Skill: Modelling/Demonstrating

Teacher’s Activity: The teacher demonstrates on the whiteboard how to copy each word (“Ant, sat, log, leg”). The teacher shows correct pencil grip, sitting posture, and how to form each letter, connecting them to make a word. Emphasis is placed on starting point and direction for each letter.

Pupils’ Activity: Pupils observe the teacher’s demonstration carefully, paying attention to letter formation and spacing. They may air-trace the letters as the teacher writes.

Learning Point: Pupils learn the correct technique for forming and copying the target words.

Step 6: Guided Practice

Time: 4 minutes

Teaching Skill: Facilitating/Supervising

Teacher’s Activity: The teacher distributes handwriting books, pencils, and erasers. The teacher guides pupils to copy the words “Ant, sat, log, leg” in their books, moving around to provide individual assistance and correction. The teacher encourages them to sing the “Look and Copy Song” softly as they write.

Pupils’ Activity: Pupils carefully copy the words into their handwriting books, applying the demonstrated techniques. They sing along with the rhyme.

Learning Point: Pupils practise copying three-letter words with teacher support.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. Show me the word “ant” from the word cards.
2. Read the word “log” for me.
3. Copy the word “sat” on your slate/paper.
4. What are the letters in the word “leg”?

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (pointing, reading, copying, naming letters).

Learning Point: Pupils demonstrate understanding of the lesson by identifying, reading, and copying the target words.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarising/Assigning

Teacher’s Activity: The teacher praises the pupils for their effort and summarises the lesson, reminding them how important it is to look carefully and copy neatly. The teacher assigns a simple homework task, such as copying the words “Ant, sat, log, leg” two more times at home.

Pupils’ Activity: Pupils listen to the summary and receive their homework assignment.

Learning Point: Pupils consolidate their learning and prepare for continued practice.

Lesson Keywords

• Ant – a small insect.
• Sat – to rest on a seat or ground.
• Log – a piece of a tree trunk or branch.
• Leg – a part of the body used for standing and walking.
• Copy – to write something exactly as you see it.

Differentiation

• Support: For pupils who are struggling, the teacher can provide pre-written words for them to trace over, offer hand-over-hand guidance for letter formation, or focus on copying just one or two words instead of all four. Use larger print for easier visibility.
• Extension: For pupils who quickly grasp the concept, the teacher can challenge them to identify other familiar three-letter words (e.g., “cat,” “dog,” “run”) or try to write a very simple sentence using one of the words, such as “An ant.”

Note for teachers using this lesson plan

Before the lesson, ensure you have all instructional materials ready, especially clear letter and word cards, and a clean whiteboard. Pay close attention to pupils’ pencil grip and sitting posture during the copying activity, as these are crucial for developing good handwriting habits. Emphasise starting points and correct stroke order for each letter. Encourage oral blending and reading before moving to copying to build confidence. Some pupils may rush; remind them to take their time and focus on neatness. Observe which pupils struggle with specific letter formations and provide targeted support. Praise effort and improvement, not just perfection, to keep pupils motivated. Understanding can be observed through their ability to correctly form letters, space words appropriately, and identify/read the words they have copied.