Read and Copy Two-Letter Words of, me, my, we for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 7
Age: 5 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Tracing and copying simple letters and pre-writing patterns.
Topic: READ AND COPY TWO-LETTER WORDS: OF, ME, MY, WE
Subject Matter: READ AND COPY: “of, me, my, we.”

Specific Objectives

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

Cognitive Domain

• Recognise and read the two-letter words: of, me, my, we.
• Identify the letters that form each of the target words.

Affective Domain

• Show interest in learning new words.
• Participate actively in reading and copying activities.

Psychomotor Domain

• Trace the two-letter words: of, me, my, we.
• Copy the two-letter words: of, me, my, we correctly into their handwriting books.

Social Domain

• Share instructional materials like pencils and erasers respectfully.
• Take turns when reading or demonstrating.

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

• Handwriting books
• Pencils and erasers
• Flashcards with the words: “of”, “me”, “my”, “we”
• Whiteboard/chalkboard and markers/chalk
• Chart showing correct letter formation for ‘o’, ‘f’, ‘m’, ‘e’, ‘y’, ‘w’.

Rationale for the Lesson

This lesson is important because it introduces pupils to common two-letter sight words which are fundamental for early reading and writing. Developing correct handwriting skills for these simple words builds a strong foundation for future literacy and fine motor control.

Prerequisite/Previous Knowledge

Pupils can recognise some individual letters of the alphabet, have basic pencil control, and have practised tracing simple lines and patterns. They may also have been introduced to a few other simple sight words.

Lesson Content/Board Summary

READ AND COPY TWO-LETTER WORDS: OF, ME, MY, WE

Sight words are words we learn to recognise quickly, just by looking at them, without sounding them out. They are very common in English.

Today, we will learn to read and copy four important two-letter words:

• of
• me
• my
• we

Reading the Words

• of: This word sounds like ‘ov’. It tells us about something belonging to something else, e.g., “a cup of tea”.
• me: This word refers to yourself, e.g., “Give it to me.”
• my: This word shows that something belongs to you, e.g., “This is my book.”
• we: This word refers to you and other people, e.g., “We are friends.”

Copying the Words

When we copy words, we must remember:

1. Hold your pencil correctly.
2. Sit properly at your desk.
3. Start each letter in the right place (top to bottom, left to right).
4. Make sure the letters are formed correctly and neatly.
5. Leave a small space between words if copying more than one.

What the Teacher Should Show or Draw

• Display large flashcards for “of”, “me”, “my”, “we”.
• Write each word clearly on the whiteboard, demonstrating the correct formation for each letter.
• Show how to connect the letters within each word smoothly.

Sight Word Rhyme

Tune: “Twinkle, Twinkle Little Star”

Of, me, my, we, so small,
Easy words for one and all.
Read them, write them, every day,
Learning words in a fun way.
Of, me, my, we, so small,
Learning words for one and all!

Actions:

• “Of, me, my, we, so small,” – show two fingers for two letters, then pinch fingers together.
• “Easy words for one and all.” – nod head, sweep hands to include everyone.
• “Read them, write them, every day,” – pretend to read a book, then pretend to write.
• “Learning words in a fun way.” – clap hands.
• Repeat actions for the second verse.

How to use the rhyme: Sing the rhyme after introducing the words to reinforce recognition and encourage participation. Repeat it during guided practice.

Watch and Practise

Let’s watch a short video to see and hear these two-letter words, and how they are used.

https://www.youtube.com/watch?v=F0106jX0g0c

Key Words

• Of – a word that connects things, like “a piece of cake.”
• Me – refers to yourself.
• My – shows something belongs to you.
• We – refers to you and other people.
• Read – to look at words and understand their meaning.
• Copy – to write something exactly as you see it.

Teaching Methods/Instructional Techniques

Demonstration, Guided Practice, Repetition, Songs and Rhymes, Play-based Learning, Question and Answer, Visual Aids.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recap

Teacher’s Activity: The teacher greets the pupils and asks them to recall some letters they have learned to write. The teacher shows flashcards of simple letters (e.g., ‘o’, ‘m’, ‘w’) and asks pupils to identify them. The teacher then introduces the topic of reading and copying two-letter words.

Pupils’ Activity: Pupils respond to greetings, identify letters shown by the teacher, and listen attentively to the new topic.

Learning Point: Pupils recall previous knowledge and are prepared for the new lesson.

Step 2: Presentation (Reading the Words)

Time: 5 minutes

Teaching Skill: Explanation/Oral Practice

Teacher’s Activity: The teacher displays flashcards of the words “of”, “me”, “my”, “we” one by one. The teacher reads each word clearly, asks pupils to repeat after her, and briefly explains the meaning of each word using simple examples. The teacher sings the “Sight Word Rhyme” with actions.

Pupils’ Activity: Pupils look at the flashcards, repeat each word after the teacher several times, listen to the explanations, and sing along with the rhyme and actions.

Learning Point: Pupils recognise and pronounce the target two-letter words.

Step 3: Demonstration (Copying the Words)

Time: 5 minutes

Teaching Skill: Modelling/Instruction

Teacher’s Activity: The teacher demonstrates how to write each word (“of”, “me”, “my”, “we”) on the whiteboard or a large chart. The teacher emphasizes correct pencil grip, starting points for each letter, and the direction of strokes (e.g., ‘o’ starts from the top, ‘f’ starts from the top, ‘m’ starts from the top, etc.).

Pupils’ Activity: Pupils observe carefully how the teacher forms each letter and word, paying attention to the pencil movements and sitting posture.

Learning Point: Pupils understand the correct formation of the target words.

Step 4: Guided Practice (Air Tracing and Tracing)

Time: 5 minutes

Teaching Skill: Guided Practice/Correction

Teacher’s Activity: The teacher guides pupils to air-trace each word several times. Then, the teacher provides practice sheets or guides pupils to trace the words in their handwriting books (if pre-written). The teacher walks around, observes pupils’ pencil grip and tracing, and provides individual assistance and corrections.

Pupils’ Activity: Pupils air-trace the words, then trace the words in their books or on practice sheets, following the teacher’s guidance. They correct their grip or strokes as advised.

Learning Point: Pupils develop muscle memory for forming the words correctly.

Step 5: Reinforcement (Word Recognition Game)

Time: 3 minutes

Teaching Skill: Game-based Learning/Reinforcement

Teacher’s Activity: The teacher plays a quick “Show Me” game. The teacher calls out a word (e.g., “Show me ‘my’!”) and pupils quickly point to the correct flashcard or the word written on the board. The teacher can also ask pupils to say a word when she points to it.

Pupils’ Activity: Pupils actively participate by pointing to the correct word or saying the word when prompted.

Learning Point: Pupils reinforce their ability to recognise the target words quickly.

Step 6: Application (Independent Copying)

Time: 4 minutes

Teaching Skill: Independent Practice/Application

Teacher’s Activity: The teacher instructs pupils to copy each of the four words (“of”, “me”, “my”, “we”) at least three times in their handwriting books. The teacher continues to monitor and provide support where needed, encouraging neatness.

Pupils’ Activity: Pupils independently copy the words into their handwriting books, applying the learned formation techniques.

Learning Point: Pupils demonstrate their ability to copy the words correctly and neatly.

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 “me” from the flashcards.
2. Read the word I am pointing to (pointing to “of”, “my”, “we” randomly).
3. Show me your handwriting book where you copied the word “of”.
4. Which word means “you and I”? (Expected answer: “we”).

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate, showing their books or pointing to words.

Learning Point: Pupils demonstrate understanding of the lesson by reading and showing copied words.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summary/Wrap-up

Teacher’s Activity: The teacher praises the pupils for their effort and good work. She reminds them to keep practising reading and writing the new words. She may assign a simple homework task, like copying the words once more at home.

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

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

Lesson Keywords

• Of – Used to show connection or belonging.
• Me – A pronoun for oneself.
• My – A possessive pronoun showing ownership.
• We – A pronoun for a group including the speaker.
• Sight words – Words recognised instantly without sounding out.
• Copy – To reproduce text by hand.

Differentiation

• Support: For pupils who are struggling, provide larger print words for tracing, use hand-over-hand guidance for pencil control, or focus on only one or two words at a time with more repetition. Use fewer words for copying.
• Extension: For pupils who grasp the concept quickly, encourage them to write the words in a simple sentence (e.g., “This is my pen.”), or identify these words in a simple storybook. They can also try to write the words from memory.

Note for teachers using this lesson plan

Before the lesson, ensure you have clear, large flashcards for “of, me, my, we” and that the whiteboard is clean. Prepare practice sheets if you prefer tracing before independent copying. Emphasize correct pencil grip and sitting posture throughout the handwriting activities, as these are crucial for developing good habits. Be patient and provide ample opportunities for repetition, both for reading and writing. Observe each child’s progress closely, offering individualised support. For evaluation, focus on whether the child can recognise the words and make a reasonable attempt at forming the letters, rather than perfect neatness at this early stage. The “open class work” mentioned in the seed can be integrated as a quick oral review or flashcard activity at the beginning of the lesson (Step 1). The individual activity of reading and copying words (Step 6 and 7) is the core assessment for this lesson.