Note for teachers using this lesson plan

Before this lesson, prepare flashcards for each of the words ‘on’, ‘ox’, ‘of’, and ‘or’ in large, clear print. Ensure each pupil has their writing book, a pencil, and an eraser. The central idea is for pupils to visually recognise these simple two-letter words, hear them, and begin to develop fine motor skills by tracing their shapes. Observe pupils’ ability to hold the pencil, attempt tracing, and repeat the words after you.

Class: Pre-School Level 1

Term: Third Term

Week: 7

Age: 2 years

Duration: 30 minutes

Subject: Handwriting

Curriculum Theme: Handwriting

Previous Lesson: Tracing and identifying basic pre-writing strokes (e.g., vertical, horizontal lines, circles).

Topic: TWO-LETTER WORDS

Subject Matter: TWO-LETTER WORDS; Tracing and reading the following words: on, ox, of, or. Weekly focus: Tracing and Reading on, ox, of and or.

Specific Objectives

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

Cognitive Domain

Recognise the words ‘on’, ‘ox’, ‘of’, and ‘or’ when shown.
Say the words ‘on’, ‘ox’, ‘of’, and ‘or’ after the teacher.

Affective Domain

Participate actively in tracing activities.
Show interest in learning new words.

Psychomotor Domain

Hold a pencil correctly for tracing.
Attempt to trace the words ‘on’, ‘ox’, ‘of’, and ‘or’ with guidance.

Listen attentively to the teacher’s instructions.
Follow simple directions during group activities.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 1.
Early Childhood Care and Education resources.
Suitable early-years handwriting workbooks.

Instructional Materials

Writing book
Pencil
Eraser
Large flashcards with the words ‘on’, ‘ox’, ‘of’, ‘or’
Whiteboard or chalkboard
Chalk or marker

Rationale for the Lesson

This lesson introduces 2-year-olds to simple two-letter words through tracing and oral repetition. It is crucial for developing early literacy skills by associating visual word forms with their sounds and meanings, while simultaneously enhancing fine motor control and hand-eye coordination essential for future writing.

Prerequisite/Previous Knowledge

Pupils can identify some letters of the alphabet and have practised tracing basic pre-writing patterns like lines and curves.

Lesson Content/Board Summary

TWO-LETTER WORDS: Tracing and Reading ‘on, ox, of, or’

Two-letter words are very short words made up of only two letters. We use them often when we talk.

Let’s learn these words:

on: (e.g., “The book is on the table.”)
ox: (e.g., “An ox is a big farm animal.”)
of: (e.g., “A cup of water.”)
or: (e.g., “Do you want an apple or a banana?”)

Tracing Practice:

We will trace these words to learn how to write them. Remember to hold your pencil gently and move your fingers to make the shapes of the letters.

Tracing and Reading Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Little words, we learn to trace,
‘On’ and ‘ox’ in their right place.
‘Of’ and ‘or’, so small and neat,
Tracing makes our learning sweet!
Up and down, and round we go,
Learning words, watch our pencils flow!

Actions:

“Little words, we learn to trace”: Wiggle fingers as if tracing in the air.
“‘On’ and ‘ox’ in their right place”: Point to the ‘on’ and ‘ox’ flashcards.
“‘Of’ and ‘or’, so small and neat”: Point to the ‘of’ and ‘or’ flashcards.
“Tracing makes our learning sweet!”: Smile and nod.
“Up and down, and round we go”: Make tracing motions in the air.
“Learning words, watch our pencils flow!”: Pretend to write with a pencil.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce each word ‘on’, ‘ox’, ‘of’, ‘or’ using the large flashcards. Say each word clearly and slowly, asking pupils to repeat it. Provide a very simple, concrete example for each word, using gestures or real objects where possible (e.g., place a pencil ‘on’ a book, show a picture of an ‘ox’).

What to show or demonstrate: Write each word clearly on the board, showing the correct starting points and direction for each letter. Demonstrate air tracing for each word, then trace it on the board. Emphasize the connection between the spoken word and its written form.

How to use the rhyme/song: Sing the “Tracing and Reading Rhyme” together with the pupils. Use the suggested actions to make it engaging and help them remember the words and the idea of tracing. Repeat the rhyme several times throughout the lesson, especially during tracing activities.

What to watch for: Observe pupils’ pencil grip and their attempt to follow the tracing lines. Provide gentle hand-over-hand guidance for those struggling. Encourage all pupils to try saying the words, even if softly.

Teaching Methods/Instructional Techniques

Demonstration
Guided Practice
Repetition
Songs and Rhymes
Picture Talk
Question and Answer
Manipulation of Objects (e.g., placing objects ‘on’ another)

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: Greet pupils warmly. Sing a familiar short song about learning. Ask pupils if they remember any letters or simple lines they traced before.

Pupils’ Activity: Pupils greet the teacher, sing along, and may point to letters or make air-tracing motions.

Learning Point: Pupils are settled and ready to learn, recalling previous pre-writing activities.

Step 2: Presentation of Words

Time: 5 minutes

Teaching Skill: Introduction/Vocabulary

Teacher’s Activity: Introduce the idea of “little words.” Show the flashcard for ‘on’. Say “This is ‘on’.” Give a simple example (e.g., “Put your hand ‘on’ your head.”). Ask pupils to repeat “on”. Repeat for ‘ox’, ‘of’, and ‘or’, using simple examples or pictures for each.

Pupils’ Activity: Pupils look at the flashcards, listen to the teacher, and repeat each word after the teacher.

Learning Point: Pupils begin to recognise and say the words ‘on’, ‘ox’, ‘of’, ‘or’.

Step 3: Teacher Demonstration of Tracing

Time: 5 minutes

Teaching Skill: Modelling/Instruction

Teacher’s Activity: Hold a piece of chalk or marker correctly. On the board, clearly demonstrate how to trace the word ‘on’, explaining the direction of each letter (e.g., “Start at the top, go round for ‘o’, then down for ‘n'”). Repeat for ‘ox’.

Pupils’ Activity: Pupils watch the teacher’s demonstration carefully, observing the pencil grip and tracing movement.

Learning Point: Pupils understand how to hold a pencil and the basic movement for tracing the words.

Step 4: Guided Tracing Practice (Part 1)

Time: 6 minutes

Teaching Skill: Guided Practice/Support

Teacher’s Activity: Ask pupils to pick up their pencils. Guide them to air-trace ‘on’ and ‘ox’ with their fingers. Then, instruct them to open their writing books to the page with the words ‘on’ and ‘ox’ (pre-written by teacher or in a workbook). Provide hand-over-hand guidance as needed while they trace ‘on’ and ‘ox’.

Pupils’ Activity: Pupils air-trace the words, then attempt to trace ‘on’ and ‘ox’ in their books with teacher’s guidance.

Learning Point: Pupils practise tracing the first two words, developing fine motor skills and letter formation.

Step 5: Rhyme and Reinforcement

Time: 4 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: Lead pupils in singing the “Tracing and Reading Rhyme” again with actions. Show the flashcards for ‘of’ and ‘or’. Repeat the words and their simple examples. Demonstrate tracing ‘of’ and ‘or’ on the board.

Pupils’ Activity: Pupils sing the rhyme, repeat ‘of’ and ‘or’, and watch the teacher’s tracing demonstration.

Learning Point: Pupils reinforce their memory of the words and prepare for tracing ‘of’ and ‘or’.

Step 6: Guided Tracing Practice (Part 2)

Time: 4 minutes

Teaching Skill: Application/Supervision

Teacher’s Activity: Guide pupils to trace ‘of’ and ‘or’ in their writing books. Circulate around the classroom, offering individual support, encouragement, and correcting pencil grip or tracing direction where necessary.

Pupils’ Activity: Pupils continue tracing the words ‘of’ and ‘or’ in their books, attempting to follow the lines.

Learning Point: Pupils apply their tracing skills to the remaining two words, 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.

Show the flashcard for ‘on’. Ask: “What word is this?”
Ask pupils to point to the word ‘ox’ in their book.
Ask pupils to say the word ‘of’.
Ask pupils to attempt air-tracing the word ‘or’.

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: Summary/Praise

Teacher’s Activity: Praise pupils for their effort in tracing and saying the words. Briefly recap that they learned four new little words today. Encourage them to practice. Sing a goodbye song.

Pupils’ Activity: Pupils receive praise, listen to the recap, and sing the goodbye song.

Learning Point: Pupils feel accomplished and motivated to continue learning.

Lesson Keywords

on – a word used to say something is placed on top of another.
ox – a large animal, like a cow.
of – a word used to show belonging or quantity (e.g., a cup of tea).
or – a word used when you have a choice between two things.

Differentiation

Support: For pupils struggling with pencil grip or tracing, provide more hand-over-hand assistance. Use larger print for the words or allow them to trace with their fingers in sand or on a tray of flour before using a pencil. Focus on one word at a time for those who need more time.
Extension: For pupils who quickly grasp the tracing and recognition, encourage them to identify the words in a simple picture book or point to the letters that make up each word. They can also try to say the words without prompting after seeing the flashcard.