Tracing and Drawing Different Pre-Writing Patterns for Pre-School Level 3

Class: Pre-School Level 3
Term: Second Term
Week: 1
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Holding and manipulating drawing tools.
Topic: Tracing and Drawing Different Pre-Writing Patterns
Subject Matter: Tracing and Drawing Various Patterns

Specific Objectives

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

Cognitive Domain

• Identify different pre-writing patterns such as vertical lines, horizontal lines, and curves.
• Recognise the correct starting points and directions for tracing patterns.

Affective Domain

• Show enthusiasm for tracing and drawing activities.
• Listen attentively to instructions for proper pencil grip and pattern formation.

Psychomotor Domain

• Demonstrate the correct tripod grip (tall finger, thumb, pointing finger) for holding a pencil.
• Trace various pre-writing patterns accurately in their workbooks or tracing books.
• Attempt to draw simple pre-writing patterns independently.

Social Domain

• Share materials respectfully with classmates.
• Participate actively in classroom activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3
• Relevant Early Childhood Care and Education resources
• Suitable early-years handwriting workbook/textbook

Instructional Materials

• Handwriting workbooks
• Tracing books/sheets with various pre-writing patterns (vertical, horizontal, curves, zigzags)
• Pencils
• Crayons
• Whiteboard or chalkboard
• Markers or chalk
• Large chart showing different pre-writing patterns

Rationale for the Lesson

This lesson is crucial for 4-year-olds as it lays the foundation for developing fine motor skills and proper pencil grip, which are essential for future handwriting. Practising pre-writing patterns helps children develop hand-eye coordination, control over their movements, and the muscle memory needed to form letters and numbers confidently. It also prepares them for formal writing in later stages.

Prerequisite/Previous Knowledge

Pupils have some prior experience holding pencils or crayons for scribbling and colouring. They can also follow simple instructions and recognise basic shapes.

Lesson Content/Board Summary

Tracing and Drawing Different Pre-Writing Patterns

Pre-writing patterns are simple lines and shapes that help our hands get ready to write letters. They help us learn how to hold our pencil correctly and move our hand smoothly.

Correct Pencil Grip

To hold your pencil correctly, use your three special fingers:

• Your **tall finger** (middle finger) rests under the pencil.
• Your **thumb** holds the pencil gently on one side.
• Your **pointing finger** rests on top of the pencil to guide it.

This is called the “tripod grip” and it helps you control your pencil better.

Different Pre-Writing Patterns

We will learn to trace and draw these patterns:

1. Vertical Lines: Straight lines going up and down. (Start from the top, go down.)
2. Horizontal Lines: Straight lines going across, from left to right. (Start from the left, go right.)
3. Curved Lines: Lines that go round like a rainbow or a smile. (Can be C-shapes, U-shapes, or reverse C/U.)
4. Slanting Lines: Straight lines that go diagonally, like a slide. (Can go down-left or down-right.)
5. Zigzag Lines: Lines that go up and down like mountains or teeth. (Combination of slanting lines.)

When tracing, always start at the marked point and follow the arrows or dotted lines carefully.

Tracing Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

Pencil in my hand so tight,
Three fingers hold it, oh so right.
Tall finger, thumb, and pointer too,
Ready now for lines so new.
Up and down, and round we go,
Making patterns, watch them grow!

Actions: Mimic holding a pencil, point to fingers, trace patterns in the air.

Watch and Practise

https://www.youtube.com/watch?v=02w2l22f00Q

Key Words

• Pattern – A design or shape that is repeated.
• Trace – To draw over a line or shape that is already there.
• Draw – To make pictures or lines with a pencil, crayon, or chalk.
• Grip – The way you hold something, especially a pencil.

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Picture Talk
• Question and Answer
• Imitation
• Manipulation of Objects (pencils, crayons)
• Repetition
• Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Warm-up

Teacher’s Activity: The teacher greets pupils and starts with a finger play activity to warm up their hands and fingers, such as wiggling fingers, opening and closing hands, and pretending to hold a pencil.

Pupils’ Activity: Pupils greet the teacher and actively participate in the finger play, wiggling their fingers and moving their hands.

Learning Point: Pupils’ hands and fingers are warmed up and ready for activity.

Step 2: Presentation of Patterns and Grip

Time: 5 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher introduces the topic of pre-writing patterns. Using a large marker, the teacher demonstrates the correct tripod pencil grip, explaining which finger goes where. The teacher then draws and names different pre-writing patterns (vertical lines, horizontal lines, curves) on the board, showing the starting point and direction for each.

Pupils’ Activity: Pupils watch the teacher’s demonstration of pencil grip and the drawing of patterns. They listen to the names of the patterns.

Learning Point: Pupils understand the importance of correct pencil grip and are introduced to various pre-writing patterns.

Step 3: Guided Practice – Air Tracing and Rhyme

Time: 5 minutes

Teaching Skill: Guided Practice/Reinforcement

Teacher’s Activity: The teacher leads pupils in air-tracing each pattern, guiding their hand movements. The teacher then introduces and leads the “Tracing Rhyme,” encouraging pupils to sing along and perform the actions, focusing on the pencil grip and tracing movements.

Pupils’ Activity: Pupils air-trace the patterns along with the teacher. They sing the “Tracing Rhyme” and perform the actions, practising the pencil grip and tracing movements.

Learning Point: Pupils practise hand movements for patterns and reinforce the concept of correct grip through song and action.

Step 4: Guided Practice – Tracing in Workbooks

Time: 7 minutes

Teaching Skill: Individual Support/Observation

Teacher’s Activity: The teacher distributes handwriting workbooks or tracing sheets. The teacher walks around, guiding each pupil to hold their pencil correctly and to trace the first few patterns (e.g., vertical lines) carefully, starting from the top and going down. The teacher provides individual feedback and support.

Pupils’ Activity: Pupils take their pencils, practise the correct grip, and begin tracing the patterns in their workbooks or on tracing sheets under the teacher’s guidance.

Learning Point: Pupils develop fine motor control and practise tracing patterns with proper pencil grip.

Step 5: Video Reinforcement

Time: 4 minutes

Teaching Skill: Visual Reinforcement

Teacher’s Activity: The teacher introduces a short educational video demonstrating various pre-writing patterns. The teacher asks pupils to watch carefully and try to air-trace along with the video if possible.

Pupils’ Activity: Pupils watch the video attentively, observing the patterns and attempting to air-trace them as shown.

Learning Point: Pupils gain visual reinforcement of pre-writing patterns and their formation.

Step 6: Application – Drawing Patterns

Time: 4 minutes

Teaching Skill: Application/Observation

Teacher’s Activity: The teacher encourages pupils to try drawing some of the patterns (e.g., horizontal lines or simple curves) on their own on a blank part of their sheet or in their drawing books. The teacher continues to observe and offer gentle encouragement.

Pupils’ Activity: Pupils attempt to draw simple pre-writing patterns independently, applying what they have learned from tracing.

Learning Point: Pupils begin to apply their tracing skills to independent drawing, building confidence.

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 how you hold your pencil correctly.”
2. “Can you trace a vertical line on your paper?”
3. “What kind of line goes across, from left to right?”
4. “Show me a curved line with your finger in the air.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Recap/Encouragement

Teacher’s Activity: The teacher praises pupils for their effort in tracing and drawing patterns and for holding their pencils correctly. The teacher reminds them that practising these patterns will help them write letters easily. The teacher collects the workbooks.

Pupils’ Activity: Pupils listen to the teacher’s encouragement and tidy up their materials.

Learning Point: Pupils feel encouraged and understand the importance of continued practice.

Lesson Keywords

• Pattern – A repeated design or shape.
• Trace – To draw over an existing line or shape.
• Draw – To create lines or pictures.
• Grip – How you hold a pencil or crayon.
• Vertical – A line that goes straight up and down.
• Horizontal – A line that goes straight across, from left to right.
• Curve – A line that is rounded, not straight.

Differentiation

• Support: For pupils struggling with grip, provide larger pencils or crayons and use hand-over-hand guidance. For those finding tracing difficult, offer tracing sheets with thicker lines or fewer patterns per page. Allow them to use crayons first, as they are easier to grip.
• Extension: For pupils who quickly master tracing, encourage them to draw the patterns without dotted lines on a blank page. Challenge them to combine two different patterns (e.g., a vertical line and a curve) or to identify patterns in classroom objects.