More Slanting Line Writing Practice for Pre-School Level 2

Class: Pre-School Level 2
Term: First Term
Week: 9
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Introduction to Slanting Lines
Topic: MORE SLANTING LINE WRITING PRACTICE
Subject Matter: Writing Slanting Lines E.g. Weekly focus: More Slanting Line Writing Practice.

Specific Objectives

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

Cognitive Domain

• Identify slanting lines on a chart.
• Recall the proper way to hold a pencil.

Affective Domain

• Show interest in practising slanting lines.
• Listen attentively to the teacher’s instructions.

Psychomotor Domain

• Demonstrate the proper sitting posture for writing.
• Trace slanting lines in the air and on paper.
• Attempt to copy slanting lines in their writing books.

Social Domain

• Participate in group activities like singing and air tracing.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 2.
• Early Childhood Care and Education resources.
• Suitable early-years handwriting workbook.

Instructional Materials

• Writing Book
• Pencil
• Eraser
• Chart showing different slanting lines (e.g., / and )
• Whiteboard or chalkboard
• Large sheets of paper or sand tray for tracing

Rationale for the Lesson

This lesson is crucial for 3-year-olds as it refines their fine motor skills and hand-eye coordination, which are foundational for future writing. Practising slanting lines helps children develop control over their hand movements, preparing them for forming letters and numbers in later stages of their learning journey.

Prerequisite/Previous Knowledge

Pupils may have previously practised basic pre-writing strokes like standing lines and sleeping lines, and are familiar with holding a pencil for scribbling or drawing.

Lesson Content/Board Summary

MORE SLANTING LINE WRITING PRACTICE

Slanting lines are lines that go diagonally, not straight up and down or straight across. They look like a slide or the side of a roof.

• Slanting Line Example 1: Goes from the top-left corner down to the bottom-right corner. (Like this: / )
• Slanting Line Example 2: Goes from the top-right corner down to the bottom-left corner. (Like this: )

Proper Writing Posture and Pencil Grip

• Sitting Position: Sit up straight, feet flat on the floor, back against the chair.
• Paper Position: Place your writing book slightly tilted in front of you.
• Pencil Grip: Hold the pencil with your thumb and first two fingers (tripod grip), not too tightly, not too loosely.

Slanting Line Song

Tune: Twinkle, Twinkle Little Star

Slant, slant, lines we make,
Down the page, for goodness sake.
From the top, go down, down, down,
Making slanting lines all around.
Slant, slant, lines we make,
Learning how to write, for goodness sake!

Actions: Use fingers to trace slanting lines in the air while singing. Point from top-left to bottom-right, then top-right to bottom-left.

Watch and Practise

https://www.youtube.com/watch?v=F07_G6q9_1M

Key Words

• Slant – to go in a diagonal direction.
• Line – a long, narrow mark.
• Grip – how you hold something, especially a pencil.
• Trace – to draw over a line or shape.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils warmly and asks them if they remember the lines they practised last time (standing and sleeping lines). The teacher then introduces today’s topic: “More Slanting Line Writing Practice.”

Pupils’ Activity: Pupils respond to greetings, recall previous lines, and listen attentively to the new topic.

Learning Point: Pupils are engaged and ready for the lesson, connecting to prior knowledge.

Step 2: Proper Posture and Pencil Grip

Time: 4 minutes

Teaching Skill: Demonstration/Guidance

Teacher’s Activity: The teacher demonstrates the correct sitting posture (sit up straight, feet flat) and the proper way to hold a pencil (tripod grip). The teacher guides pupils to imitate the posture and grip their pencils correctly.

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

Learning Point: Pupils learn and practise good writing habits for posture and grip.

Step 3: Introduction to Slanting Lines

Time: 4 minutes

Teaching Skill: Visual Aid/Explanation

Teacher’s Activity: The teacher displays the chart showing different slanting lines. The teacher explains that slanting lines go diagonally, like a slide. The teacher demonstrates air-tracing slanting lines in both directions ( / and ) with a large arm movement.

Pupils’ Activity: Pupils observe the chart, listen to the explanation, and imitate the teacher’s air-tracing movements.

Learning Point: Pupils recognise slanting lines and understand their direction.

Step 4: Guided Tracing on Large Surfaces

Time: 5 minutes

Teaching Skill: Guided Practice/Support

Teacher’s Activity: The teacher draws large slanting lines on the whiteboard or large paper. The teacher then guides pupils to trace these lines with their fingers, emphasizing starting from the top and moving diagonally downwards. The teacher provides individual assistance.

Pupils’ Activity: Pupils take turns or collectively trace the large slanting lines with their fingers, following the teacher’s guidance.

Learning Point: Pupils develop motor control and directionality for slanting lines through guided practice.

Step 5: Rhyme and Video Reinforcement

Time: 5 minutes

Teaching Skill: Creative Reinforcement/Media Integration

Teacher’s Activity: The teacher leads the pupils in singing the “Slanting Line Song” with actions, encouraging them to air-trace as they sing. The teacher then plays the educational video on slanting lines, asking pupils to watch and air-trace along.

Pupils’ Activity: Pupils sing the song with actions, watch the video, and air-trace slanting lines as demonstrated.

Learning Point: Pupils reinforce their understanding and motor memory of slanting lines through song and visual media.

Step 6: Workbook Practice

Time: 6 minutes

Teaching Skill: Application/Supervision

Teacher’s Activity: The teacher distributes writing books, pencils, and erasers. The teacher instructs pupils to trace and then attempt to copy slanting lines in their books. The teacher moves around, offering praise, encouragement, and gentle correction on grip and formation.

Pupils’ Activity: Pupils open their books, hold their pencils, and attempt to trace and copy slanting lines as guided by the teacher.

Learning Point: Pupils apply their learning by practising slanting lines independently in their books.

Step 7: Evaluation/Review

Time: 2 minutes

Teaching Skill: Questioning/Assessment

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

1. “Show me a slanting line with your finger in the air.”
2. “What is the correct way to hold your pencil?”
3. “Can you point to a slanting line on the chart?”

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: Summary/Encouragement

Teacher’s Activity: The teacher praises the pupils for their hard work and effort in practising slanting lines. The teacher reminds them to continue practising at home.

Pupils’ Activity: Pupils listen to the teacher’s praise and encouragement.

Learning Point: Pupils feel encouraged and motivated to continue their learning.

Lesson Keywords

• Slant – to go in a diagonal direction, like a ramp.
• Line – a continuous mark, like a straight path.
• Grip – how you hold your pencil.
• Trace – to draw over a faint line or shape.

Differentiation

• Support: For pupils struggling with motor control, provide hand-over-hand guidance for tracing. Draw larger, bolder slanting lines in their books for easier tracing. Offer more verbal prompts and one-on-one attention.
• Extension: For pupils who quickly master slanting lines, encourage them to draw simple objects that contain slanting lines, such as a roof of a house or a triangle. They can also try connecting two slanting lines to make a letter ‘A’ without the crossbar.