Note for teachers using this lesson plan
Before this lesson, ensure you have prepared a chart displaying the words ‘lo, no, go, so’ clearly, along with individual flashcards for each word. Also, prepare a sand tray or finger paint for sensory tracing. The central idea is for pupils to visually recognise, orally repeat, and attempt guided tracing of these simple two-letter words. Successful learning will be observed when pupils can point to the words and make an effort to trace them with proper direction.
Class: Pre-School Level 1
Term: Third Term
Week: 9
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Two-Letter Words lo, no, go and so
Topic: TWO-LETTER WORDS
Subject Matter: Tracing and Reading ‘lo, no, go, so’
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recognise the visual form of the words ‘lo, no, go, so’.
- Say the words ‘lo, no, go, so’ when prompted.
Affective Domain
- Show interest in learning to trace simple words.
- Listen attentively to the teacher’s instructions and demonstrations.
Psychomotor Domain
- Attempt to hold a pencil with some control.
- Trace the words ‘lo, no, go, so’ with teacher guidance.
Social Domain
- Participate in group oral repetition of the words.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Writing book
- Pencil
- Eraser
- Chart displaying ‘lo, no, go, so’
- Flashcards with ‘lo’, ‘no’, ‘go’, ‘so’
- Sand tray or finger paint for sensory tracing
Rationale for the Lesson
This lesson is crucial for 2-year-olds as it introduces early literacy skills through concrete activities. Tracing simple two-letter words like ‘lo, no, go, so’ helps develop fine motor skills, hand-eye coordination, and pre-reading abilities. It also builds a foundation for letter recognition and the understanding that letters combine to form words, which is essential for future reading and writing development.Prerequisite/Previous Knowledge
Pupils can hold a pencil or crayon and have engaged in basic scribbling activities. They may also be familiar with recognising some individual letters or simple shapes.Lesson Content/Board Summary
TWO-LETTER WORDS: Tracing and Reading ‘lo, no, go, so’
Today, we are learning to trace and read some very short words!
Our New Words
- lo (as in “low”)
- no (as in “no”)
- go (as in “go”)
- so (as in “so”)
These are two-letter words. They are made of two letters joined together to make a sound.
How to Trace
We start tracing from the top and move down, or from left to right, following the lines carefully.
- For ‘l’: Start at the top, draw a straight line down.
- For ‘o’: Start at the top, go round and close the circle.
- For ‘n’: Start at the top, draw a line down, then go up and make a hump.
- For ‘g’: Start at the top, go round like ‘c’, then go up a little, then down with a hook.
- For ‘s’: Start at the top, curve down and then curve back.
When we trace the words ‘lo’, ‘no’, ‘go’, ‘so’, we join the letters together neatly.
Key Words
- lo – a short word made of ‘l’ and ‘o’.
- no – a short word made of ‘n’ and ‘o’.
- go – a short word made of ‘g’ and ‘o’.
- so – a short word made of ‘s’ and ‘o’.
- trace – to draw over lines or letters that are already there.
- read – to look at words and say them out loud.
Tracing and Reading Rhyme
Tune: “Twinkle, Twinkle Little Star”
Tracing words, so much fun,
‘Lo, no, go, so,’ everyone.
See the letters, make them neat,
Tracing words, can’t be beat!
‘Lo, no, go, so,’ we all say,
Learning new words every day!
Actions: Pupils can make tracing motions in the air with their fingers as they sing, and point to the words on a chart when they are mentioned.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing the chart with ‘lo, no, go, so’. Point to each word, say it clearly, and have pupils repeat. Emphasise that these are short words. Explain what “trace” means using your finger on the chart.
What to show or demonstrate: Demonstrate tracing each word (‘lo’, ‘no’, ‘go’, ‘so’) on the whiteboard or a large chart, using different colours for emphasis. Show the correct starting point and direction for each letter and how they join to form the word. Use individual flashcards for each word for recognition practice.
How to use the rhyme/song: Sing the “Tracing and Reading Rhyme” together with the pupils multiple times. Encourage them to perform the actions of air tracing as they sing. This helps reinforce the concept in a fun, active way.
How to use the video: Introduce the video as a fun way to see how words are traced and read. Play the video. After watching, guide pupils to imitate the tracing actions shown in the video and repeat the words they hear.
What to watch for: Observe pupils’ pencil grip (if using pencils), their ability to follow the tracing lines, and their oral repetition of the words. Provide hand-over-hand guidance for tracing where needed and correct pronunciation gently.
Teaching Methods/Instructional Techniques
- Demonstration
- Guided Practice
- Repetition
- Songs and Rhymes
- Play-based Learning (sand tray/finger paint)
- Picture Talk (using charts/flashcards)
- Question and Answer
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils warmly and leads them in a familiar welcome song. The teacher then asks pupils if they remember how to hold their pencils or make lines.
Pupils’ Activity: Pupils respond to greetings, sing along, and show how they hold a pencil or make a line.
Learning Point: Pupils are engaged and ready for the lesson, recalling prior skills.
Step 2: Presentation of Words
Time: 5 minutes
Teaching Skill: Introduction/Recognition
Teacher’s Activity: The teacher displays the chart with ‘lo, no, go, so’. The teacher points to ‘lo’, says it clearly, and asks pupils to repeat. This is done for all four words. The teacher explains that these are short, two-letter words.
Pupils’ Activity: Pupils look at the chart, listen to the teacher, and repeat each word ‘lo, no, go, so’ several times.
Learning Point: Pupils begin to recognise and orally repeat the target words.
Step 3: Teacher Demonstration (Tracing)
Time: 5 minutes
Teaching Skill: Modelling/Demonstration
Teacher’s Activity: The teacher demonstrates how to trace each word (‘lo’, ‘no’, ‘go’, ‘so’) on the whiteboard or a large chart. The teacher shows the correct starting point and direction for each letter and how they join to form the word, saying the word as they trace.
Pupils’ Activity: Pupils watch the teacher’s demonstration carefully, observing the movements and listening to the words.
Learning Point: Pupils understand the visual formation and tracing direction of the words.
Step 4: Guided Practice (Sensory and Air Tracing)
Time: 5 minutes
Teaching Skill: Guided Practice/Sensory Learning
Teacher’s Activity: The teacher guides pupils to first air trace the words with their fingers. Then, the teacher provides a sand tray or finger paint and guides pupils to trace the words ‘lo, no, go, so’ using their fingers in the sensory material.
Pupils’ Activity: Pupils air trace the words with their fingers, then trace the words in the sand tray or with finger paint, repeating the words as they trace.
Learning Point: Pupils engage in multi-sensory practice of tracing the words, developing fine motor skills.
Step 5: Rhyme Reinforcement
Time: 3 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads the pupils in singing the “Tracing and Reading Rhyme” from the Board Summary. The teacher encourages pupils to perform the associated actions of air tracing and pointing to the words on the chart.
Pupils’ Activity: Pupils sing the rhyme, perform the air tracing actions, and point to the words on the chart.
Learning Point: The rhyme reinforces the words and tracing concept in a fun, memorable way.
Step 6: Guided Practice (Writing Book & Video)
Time: 5 minutes
Teaching Skill: Application/Visual Learning
Teacher’s Activity: The teacher plays the educational video on tracing simple words. After the video, the teacher distributes writing books with pre-drawn ‘lo, no, go, so’ outlines. The teacher supervises and provides hand-over-hand guidance as pupils attempt to trace the words with their pencils.
Pupils’ Activity: Pupils watch the video, then attempt to trace the words ‘lo, no, go, so’ in their writing books with teacher support, repeating the words as they trace.
Learning Point: Pupils apply tracing skills to their writing books and reinforce word recognition.
Step 7: Evaluation/Review
Time: 4 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 ‘go’ on the chart?”
- “What is this word? (pointing to ‘no’)”
- “Let’s all say ‘lo’ together!”
- “Show me how you would trace ‘so’ in the air.”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate by pointing, saying, or air tracing.
Learning Point: Pupils demonstrate understanding of the lesson by recognising and attempting to trace the words.
Step 8: Conclusion
Time: 2 minutes
Teaching Skill: Closure/Praise
Teacher’s Activity: The teacher praises the pupils for their efforts in tracing and saying the words. The teacher reminds them to keep practising and encourages them to look for these words around them. The teacher leads a closing song.
Pupils’ Activity: Pupils listen to the teacher, acknowledge the encouragement, and sing the closing song.
Learning Point: Pupils feel a sense of accomplishment and are motivated to continue learning.
Lesson Keywords
- lo – a short word.
- no – a short word.
- go – a short word.
- so – a short word.
- trace – to draw over lines.
- read – to say words out loud.
Differentiation
- Support: For pupils who struggle, provide more hand-over-hand guidance during tracing. Use larger print outlines in their books or on separate sheets. Focus on only one or two words at a time, with more oral repetition and sensory tracing.
- Extension: For pupils who grasp the concept quickly, encourage them to identify the words ‘lo, no, go, so’ on different flashcards or in simple picture books. They can also try to match the words to corresponding pictures (e.g., a picture of someone saying “no”).
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