Note for teachers using this lesson plan
Before the lesson, ensure each pupil has access to a sand tray and a clean writing notebook with crayons or a pencil. The central idea is to encourage free, uninhibited mark-making, allowing pupils to explore tools and surfaces without pressure to create specific shapes. Observe their grip, engagement, and the joy they express in making marks, which indicates successful early pre-writing skill development.
Class: Pre-School Level 1
Term: First Term
Week: 1
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: General hand-eye coordination and object manipulation.
Topic: PRE TRACING AND WRITING SKILLS (FREE WRITING)
Subject Matter: Pre-Tracing Skills: Free Writing and Scribbling.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise that making marks (scribbling) is a fun activity.
- Understand that scribbling helps their hands get ready for writing.
Affective Domain
- Show enjoyment while scribbling on sand and paper.
- Be willing to participate in free writing activities.
Psychomotor Domain
- Make free scribbles on a sand tray using their fingers.
- Make free scribbles in their notebooks using crayons or pencils.
Social Domain
- Participate cooperatively in shared classroom activities.
- Share materials respectfully with peers (if applicable).
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Sand trays (small, individual trays or a large communal tray)
- Fine sand (clean, dry)
- Writing notebooks (blank or with wide lines)
- Crayons or thick pencils
Rationale for the Lesson
This lesson introduces pre-tracing skills through free writing and scribbling, which is crucial for 2-year-olds. It helps develop fine motor skills, hand-eye coordination, and finger strength, laying a foundational groundwork for formal writing later on. Engaging in sensory activities like scribbling on sand also enhances tactile learning and makes the learning process enjoyable and developmentally appropriate.
Prerequisite/Previous Knowledge
Pupils have some experience holding objects, using their fingers, and making simple movements with their hands and arms.
Lesson Content/Board Summary
PRE TRACING AND WRITING SKILLS (FREE WRITING)
What is Free Writing/Scribbling?
Free writing or scribbling is when you make marks on a surface without trying to draw a specific picture or letter. It’s about letting your hand move freely and making any kind of mark you want! You can make lines, circles, dots, or squiggles.
Why is Scribbling Important?
- It helps your fingers and hands get strong.
- It helps your eyes and hands work together (hand-eye coordination).
- It helps you learn how to hold a crayon or pencil.
- It’s a fun way to get ready for writing letters later.
We will scribble on:
- Sand trays: Using our fingers to make marks in the sand.
- Notebooks: Using crayons or pencils to make marks on paper.
Key Words
- Scribble – To make quick, messy, or random marks.
- Mark – A line, spot, or shape made on a surface.
- Sand – Tiny grains of rock found on beaches or in deserts.
- Paper – A thin material used for writing or drawing.
Scribble Fun Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Scribble, scribble, up and down,
Making marks all over town!
On the sand and on the page,
Scribbling fun for every age!
Wiggle fingers, move them free,
Happy scribblers, you and me!
Actions:
- “Scribble, scribble, up and down”: Wiggle fingers in the air, moving hand up and down.
- “Making marks all over town!”: Make big circular motions with hand.
- “On the sand and on the page”: Point to an imaginary sand tray, then to an imaginary paper.
- “Scribbling fun for every age!”: Clap hands together.
- “Wiggle fingers, move them free”: Wiggle all fingers.
- “Happy scribblers, you and me!”: Point to self and then to a friend.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce “free writing” as simply “making marks” or “scribbling.” Emphasise that there’s no right or wrong way to scribble. Explain the importance in very simple terms, focusing on fun and getting hands ready. Use lots of encouraging words.
What to show or demonstrate: Clearly demonstrate how to use a finger to make marks in the sand. Show how to hold a crayon or pencil (if appropriate for their grip stage) and make free marks in a notebook. Model enthusiasm for the activity.
How to use the rhyme/song: Sing the “Scribble Fun Rhyme” several times throughout the lesson, especially before and after each scribbling activity (sand and paper). Encourage pupils to join in with the actions and simple words. Repeat it to reinforce the concept of free movement.
What to watch for: Observe how pupils hold their fingers/crayons, their level of engagement, and if they are making marks freely. Look for any signs of frustration and offer gentle assistance or encouragement. The goal is exploration, not perfection.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Practical Activity
- Repetition
- Sensory Exploration
Instructional Procedures
Step 1: Introduction
Time: 2 minutes
Teaching Skill: Engagement/Motivation
Teacher’s Activity: The teacher greets the pupils warmly and sings a short, familiar welcome song. The teacher then introduces the idea of “making marks” and “scribbling” as a fun activity for their hands.
Pupils’ Activity: Pupils respond to greetings, sing along with the welcome song, and listen attentively.
Learning Point: Pupils are settled and ready for the lesson, understanding that they will be doing a fun hand activity.
Step 2: Explanation and Demonstration (Sand Tray)
Time: 5 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher shows a sand tray and explains, “Today, we will use our fingers to make marks in the sand! We can make any shape we like – lines, circles, wiggles!” The teacher demonstrates making various free marks in the sand with their finger.
Pupils’ Activity: Pupils observe the teacher’s demonstration with interest.
Learning Point: Pupils understand how to use their fingers to make marks in the sand.
Step 3: Guided Practice (Sand Tray)
Time: 5 minutes
Teaching Skill: Guided Practice/Encouragement
Teacher’s Activity: The teacher distributes sand trays to pupils (or guides them to a communal tray). The teacher encourages pupils to use their fingers to make free marks in the sand, providing verbal prompts like, “Make a long line!” or “Wiggle your finger!” The teacher offers gentle hand-over-hand guidance if needed.
Pupils’ Activity: Pupils use their fingers to scribble freely in the sand trays, exploring different movements and marks.
Learning Point: Pupils develop fine motor control and tactile sensitivity through sand scribbling.
Step 4: Rhyme Reinforcement
Time: 3 minutes
Teaching Skill: Reinforcement/Singing
Teacher’s Activity: The teacher leads the pupils in singing the “Scribble Fun Rhyme” with actions. The teacher encourages pupils to do the actions as they sing.
Pupils’ Activity: Pupils sing the rhyme and perform the actions, reinforcing the idea of free movement and scribbling.
Learning Point: Pupils enjoy the rhyme and connect it with the scribbling activity, enhancing memory and engagement.
Step 5: Explanation and Demonstration (Notebook)
Time: 5 minutes
Teaching Skill: Demonstration/Transition
Teacher’s Activity: The teacher collects the sand trays and introduces notebooks and crayons/pencils. The teacher explains, “Now we will make marks on paper, just like we did in the sand!” The teacher demonstrates holding a crayon/pencil and making free scribbles in a notebook.
Pupils’ Activity: Pupils transition from sand trays to notebooks, observing the teacher’s demonstration of scribbling on paper.
Learning Point: Pupils understand how to use crayons/pencils to make marks on paper.
Step 6: Guided Practice (Notebook)
Time: 5 minutes
Teaching Skill: Guided Practice/Observation
Teacher’s Activity: The teacher distributes notebooks and crayons/pencils. The teacher encourages pupils to scribble freely in their notebooks, reminding them that any mark is good. The teacher observes their grip and offers support as needed.
Pupils’ Activity: Pupils use crayons/pencils to make free scribbles in their notebooks, exploring colours and paper texture.
Learning Point: Pupils practise holding writing tools and making marks on paper, further developing fine motor skills.
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.
- “Show me the marks you made in your notebook!”
- “What did you use to make marks in the sand?”
- “Can you wiggle your fingers like you were scribbling?”
- “Did you have fun making marks today?”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (e.g., showing their notebooks, wiggling fingers).
Learning Point: Pupils demonstrate understanding of the lesson by showing their work and responding to questions.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Closure/Praise
Teacher’s Activity: The teacher praises all pupils for their effort and participation in scribbling. The teacher reminds them that scribbling is a great way to get their hands ready for writing. The teacher collects materials.
Pupils’ Activity: Pupils listen to the teacher’s praise and help tidy up materials.
Learning Point: Pupils feel a sense of accomplishment and positive association with pre-writing activities.
Lesson Keywords
- Scribble – To make random or messy marks with a pencil or finger.
- Mark – A line or shape made on a surface.
- Sand – Tiny grains of rock, fun for making marks.
- Paper – What we write and draw on.
Differentiation
- Support: For pupils struggling with making marks, provide larger sand trays or thicker crayons. Offer hand-over-hand guidance to help them feel the movement. Use more verbal encouragement and praise for any attempt.
- Extension: Encourage pupils who are already confident to try making different types of marks, such as very long lines, small circles, or fast zigzags. Ask them to name the colours they are using.
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