Note for teachers using this lesson plan
Before the lesson, ensure you have large flashcards or a chart with the words ‘at’, ‘an’, ‘am’, and ‘as’ clearly written. Prepare individual writing books with pre-drawn tracing lines for each word. The central idea is for pupils to recognise and orally repeat these simple words while developing early fine motor skills through guided tracing. Observe pupils’ ability to hold the pencil (or crayon) and attempt to follow the lines, even if imperfectly, showing engagement and oral participation.
Class: Pre-School Level 1
Term: Third Term
Week: 5
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Identifying and tracing simple pre-writing strokes (e.g., vertical, horizontal lines).
Topic: TWO-LETTER WORDS
Subject Matter: Tracing and reading ‘at, an, am, as’. Weekly focus: Tracing and Reading at, an, am and as.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise the written words ‘at’, ‘an’, ‘am’, and ‘as’.
- Say the words ‘at’, ‘an’, ‘am’, and ‘as’ when prompted.
Affective Domain
- Show interest in learning new words.
- Participate in oral repetition of the words.
Psychomotor Domain
- Attempt to hold a pencil or crayon correctly.
- Make marks to trace the words ‘at’, ‘an’, ‘am’, and ‘as’ with guidance.
Social Domain
- Listen attentively to the teacher’s instructions.
- Take turns during guided practice.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1.
- Relevant Early Childhood Care and Education resources.
- Age-appropriate early-years handwriting workbook.
Instructional Materials
- Writing book with pre-drawn tracing lines for ‘at, an, am, as’.
- Pencils or thick crayons.
- Eraser.
- Large flashcards with ‘at, an, am, as’ written clearly.
- Chart showing the words ‘at, an, am, as’.
Rationale for the Lesson
This lesson introduces two-letter words, which are foundational for early literacy and reading skills. For 2-year-olds, tracing these words helps develop crucial fine motor control, hand-eye coordination, and pre-writing skills. Recognising and saying these simple words also builds early vocabulary and prepares them for blending sounds and reading longer words in the future.Prerequisite/Previous Knowledge
Pupils can recognise some letters of the alphabet and have practised making simple pre-writing strokes like lines and curves. They can also follow simple instructions and repeat short words.Lesson Content/Board Summary
TWO-LETTER WORDS: Tracing and Reading ‘at, an, am, as’
These are small words made of two letters. We will learn to say them and trace them.
The Words We Are Learning:
- at (a-t)
- an (a-n)
- am (a-m)
- as (a-s)
We say these words and then we trace them by following the lines carefully with our pencil.
Tracing Rhyme
Tune: “Twinkle, Twinkle Little Star”
‘At’, ‘an’, ‘am’, and ‘as’, my friends,
Small words we learn, the fun never ends.
See the lines, so straight and clear,
Trace them gently, banish fear.
‘At’, ‘an’, ‘am’, and ‘as’, so bright,
Let’s trace them well with all our might!
Actions: Point to each word on a chart as it is said. Pretend to trace in the air with a finger.
Watch and Practise
Key Words
- at – a small word, like “at home”.
- an – a small word, like “an apple”.
- am – a small word, like “I am happy”.
- as – a small word, like “as big as”.
- trace – to follow a line or shape with a pencil or finger.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce each word (‘at’, ‘an’, ‘am’, ‘as’) one by one using large flashcards or a chart. Say each word clearly and slowly, encouraging pupils to repeat after you. Emphasise the visual shape of each word. For tracing, explain that they need to follow the dotted lines or pre-drawn outlines in their books.
What to show or demonstrate: Display the flashcards. Point to each letter in the word as you say it. Demonstrate tracing each word on a large chart or whiteboard using a thick marker, showing the correct starting point and direction for each letter. Use your finger to trace in the air first.
How to use the rhyme/song: Sing the “Tracing Rhyme” together a few times. Encourage pupils to do the actions (pointing to the words, air tracing) as they sing. This helps reinforce recognition and the concept of tracing.
How to use the video: Introduce the video as a fun way to see and hear the words. Play the video, asking pupils to watch and listen carefully. After watching, encourage them to repeat the words they heard and saw, and to try air-tracing along with the video’s examples. You may pause the video to focus on ‘at, an, am, as’ if other words appear.
What to watch for: Observe how pupils hold their pencils/crayons (a palmar grasp is common and acceptable at this age). Look for their attempts to follow the lines, even if their tracing is wobbly. Praise effort and participation in oral repetition. Provide hand-over-hand guidance for tracing as needed, focusing on one word at a time.
Teaching Methods/Instructional Techniques
- Demonstration
- Guided Practice
- Repetition
- Play-based Learning
- Songs and Rhymes
- Picture Talk
- Manipulation of Objects (pencils/crayons)
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Warm-up
Teacher’s Activity: The teacher greets the pupils warmly and asks them to show their hands. “Good morning, everyone! Let’s get our hands ready for some fun today! Wiggle your fingers!”
Pupils’ Activity: Pupils greet the teacher and wiggle their fingers.
Learning Point: Pupils are engaged and ready for the lesson.
Step 2: Presentation (Word Recognition and Oral Repetition)
Time: 5 minutes
Teaching Skill: Visual Aid Use/Oral Drills
Teacher’s Activity: The teacher displays flashcards for ‘at’, ‘an’, ‘am’, ‘as’ one by one. “Look, children! This word says ‘at’. Can you say ‘at’?” The teacher repeats for each word, encouraging clear pronunciation.
Pupils’ Activity: Pupils look at the flashcards and repeat each word after the teacher: “at”, “an”, “am”, “as”.
Learning Point: Pupils recognise and orally repeat the target two-letter words.
Step 3: Demonstration (Tracing the Words)
Time: 4 minutes
Teaching Skill: Modelling/Direction
Teacher’s Activity: The teacher demonstrates tracing each word (‘at’, ‘an’, ‘am’, ‘as’) on a large chart or whiteboard, showing the correct starting point and direction for each letter. “Watch me! I start here and go down, then across. This is how we trace ‘at’.”
Pupils’ Activity: Pupils watch the teacher’s demonstration carefully.
Learning Point: Pupils observe the correct way to trace the words.
Step 4: Guided Practice (Air Tracing and Finger Tracing)
Time: 4 minutes
Teaching Skill: Guided Imitation
Teacher’s Activity: The teacher asks pupils to stand up and trace the words in the air with their fingers, then on their palms. “Now, let’s trace ‘at’ in the air! Big movements! Now on your hand!” The teacher guides them through each word.
Pupils’ Activity: Pupils stand and trace each word in the air and on their palms, imitating the teacher’s movements.
Learning Point: Pupils practise the motor movements required for tracing.
Step 5: Reinforcement (Rhyme and Video)
Time: 5 minutes
Teaching Skill: Song/Media Integration
Teacher’s Activity: The teacher leads the pupils in singing the “Tracing Rhyme” with actions. Then, the teacher plays the short educational video on two-letter words, asking pupils to watch and listen for ‘at, an, am, as’.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, repeating words they recognise.
Learning Point: Pupils reinforce word recognition and the concept of tracing through song and visual media.
Step 6: Application (Tracing in Writing Books)
Time: 5 minutes
Teaching Skill: Individual Support/Supervision
Teacher’s Activity: The teacher distributes writing books with pre-drawn tracing lines for ‘at, an, am, as’ and pencils/crayons. The teacher moves around, providing individual assistance, hand-over-hand guidance, and encouragement as pupils attempt to trace the words.
Pupils’ Activity: Pupils attempt to trace the words ‘at’, ‘an’, ‘am’, and ‘as’ in their writing books.
Learning Point: Pupils apply their tracing skills to written work with support.
Step 7: Evaluation/Review
Time: 3 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “Can you point to the word ‘at’ on the chart?”
- “What word is this?” (Teacher points to ‘an’ on a flashcard).
- “Show me how you trace ‘am’ in the air.”
- “Who can say the word ‘as’?”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (pointing, saying, air-tracing).
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Recap/Praise
Teacher’s Activity: The teacher praises the pupils for their efforts. “You all did a wonderful job tracing and saying our new words today! Keep practising!”
Pupils’ Activity: Pupils listen and feel proud of their work.
Learning Point: Pupils feel encouraged and motivated to continue learning.
Lesson Keywords
- at – a small word, like “at school”.
- an – a small word, like “an orange”.
- am – a small word, like “I am a child”.
- as – a small word, like “as fast as”.
- trace – to draw over lines or shapes.
Differentiation
- Support: For pupils struggling with pencil grip or tracing, provide thicker crayons or finger paint for larger, more sensory tracing experiences. Offer hand-over-hand guidance for tracing. Focus on one word at a time, providing extra repetition and oral cues.
- Extension: For pupils who quickly grasp the tracing, encourage them to identify the words in a simple picture book or on classroom labels. Ask them to try saying a short sentence using one of the words (e.g., “I am happy”).
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