Tracing and Reading Two-Letter Words, it, if, in, is for Pre-School Level 1

Class: Pre-School Level 1

Term: Third Term

Week: 2

Age: 2 years

Duration: 30 minutes

Subject: Handwriting

Curriculum Theme: Handwriting

Previous Lesson: Not specifically stated in the scheme.

Topic: Tracing Letters

Subject Matter: Tracing and reading the following words: it, if, in, is.

Specific Objectives

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

Cognitive Domain

• Recognise the two-letter words ‘it’, ‘if’, ‘in’, ‘is’ when shown.
• Say the words ‘it’, ‘if’, ‘in’, ‘is’ after the teacher.

Affective Domain

• Show interest in tracing activities.
• Listen attentively to the teacher’s instructions.

Psychomotor Domain

• Hold a pencil with a proper grip.
• Attempt to trace the words ‘it’, ‘if’, ‘in’, ‘is’ with guidance.

Social Domain

• Participate in group tracing activities.
• Take turns when using shared materials like sand trays (if available).

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 1.
• Relevant Early Childhood Care and Education resources.

Instructional Materials

• Writing book
• Pencil
• Eraser
• Large flashcards or charts with the words ‘it’, ‘if’, ‘in’, ‘is’
• Sand tray or sensory materials for finger tracing (optional)

Rationale for the Lesson

This lesson is crucial for Pre-School Level 1 pupils as it introduces foundational pre-writing skills and early literacy concepts. Learning to trace simple two-letter words like ‘it’, ‘if’, ‘in’, ‘is’ helps develop fine motor control, hand-eye coordination, and visual discrimination, which are essential for future handwriting and reading success. It also familiarises children with basic word recognition in a fun, activity-based manner.

Prerequisite/Previous Knowledge

Pupils can recognise some single letters of the alphabet and have attempted basic scribbling or drawing simple lines.

Lesson Content/Board Summary

TRACING AND READING TWO-LETTER WORDS: it, if, in, is

Proper Sitting Posture and Pencil Grip

• Sit up straight with feet flat on the floor.
• Hold the pencil gently between the thumb and index finger, resting on the middle finger.

The Words We Will Trace and Read

We will learn to trace and say these words:

• it: “It is a ball.”
• if: “If you are happy.”
• in: “The pen is in the box.”
• is: “Is that a cat?”

How to Trace

We trace from left to right, following the lines carefully.

• it: Start at the top for ‘i’, then dot. Start at the top for ‘t’, then cross.
• if: Start at the top for ‘i’, then dot. Start at the top for ‘f’, then cross.
• in: Start at the top for ‘i’, then dot. Start at the top for ‘n’.
• is: Start at the top for ‘i’, then dot. Start at the top for ‘s’.

Key Words

• it – a word used to talk about a thing or animal.
• if – a word used when something might happen.
• in – a word meaning inside something.
• is – a word used to describe something or someone.

Tracing Rhyme

Tune: “Twinkle, Twinkle Little Star”

Pencil in my hand so tight,
Tracing words with all my might.
‘It’, ‘if’, ‘in’, ‘is’ I see,
Left to right, for you and me.
Little words, so small and clear,
Let’s trace them all right here!

Actions: Pupils pretend to hold a pencil and trace in the air as they sing, pointing to the words on a chart when they are mentioned.

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Repetition, Songs and Rhymes, Picture Talk, Manipulation of Objects (pencils, writing books).

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Warm-up

Teacher’s Activity: The teacher greets the pupils warmly and leads them in a short “Hello” song. The teacher then tells them they will learn to trace and read some small, important words today.

Pupils’ Activity: Pupils respond to greetings and sing along with the teacher. They listen attentively to the introduction.

Learning Point: Pupils are settled and ready to learn.

Step 2: Proper Posture and Pencil Grip

Time: 4 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates the correct way to sit at a table and hold a pencil properly. “See how I sit straight? See how I hold my pencil with these two fingers and rest it here?” The teacher walks around, gently guiding pupils to adopt the correct posture and grip.

Pupils’ Activity: Pupils observe the teacher’s demonstration and try to imitate the correct sitting posture and pencil grip with their own pencils.

Learning Point: Pupils learn the correct physical setup for writing.

Step 3: Introduction of Words (‘it’, ‘if’, ‘in’, ‘is’)

Time: 5 minutes

Teaching Skill: Visual Aid/Oral Repetition

Teacher’s Activity: The teacher shows large flashcards for ‘it’, ‘if’, ‘in’, ‘is’ one by one. For each word, the teacher says it clearly and uses a very simple sentence. “This is ‘it’. Say ‘it’. ‘It is a ball’.” Pupils repeat the word and sentence.

Pupils’ Activity: Pupils look at the flashcards, listen to the teacher, and repeat the words and simple sentences.

Learning Point: Pupils begin to recognise and say the target words.

Step 4: Teacher Demonstration of Tracing

Time: 4 minutes

Teaching Skill: Step-by-step Demonstration

Teacher’s Activity: Using a large chart or whiteboard, the teacher demonstrates how to trace the word ‘it’ slowly and carefully, explaining the strokes. “Down for ‘i’, then a dot. Down for ‘t’, then cross.” The teacher then demonstrates ‘if’ similarly.

Pupils’ Activity: Pupils watch the teacher’s demonstration closely, observing the direction and movement of the tracing.

Learning Point: Pupils observe the correct method and direction for tracing the words.

Step 5: Guided Practice (Tracing ‘it’, ‘if’)

Time: 5 minutes

Teaching Skill: Guided Practice/Individual Support

Teacher’s Activity: The teacher asks pupils to open their writing books to a page with pre-drawn tracing lines for ‘it’ and ‘if’. The teacher guides pupils, providing hand-over-hand support or verbal cues as they attempt to trace ‘it’ and ‘if’. “Start at the top, go down.”

Pupils’ Activity: Pupils attempt to trace the words ‘it’ and ‘if’ in their writing books, following the teacher’s guidance and pre-drawn lines.

Learning Point: Pupils practice tracing the first two words with support.

Step 6: Reinforcement (Tracing ‘in’, ‘is’ and Rhyme)

Time: 5 minutes

Teaching Skill: Reinforcement/Activity Integration

Teacher’s Activity: The teacher repeats the process for ‘in’ and ‘is’, demonstrating and then guiding pupils to trace them. The teacher then leads the pupils in singing the “Tracing Rhyme” again, encouraging them to do the actions.

Pupils’ Activity: Pupils continue tracing ‘in’ and ‘is’ in their books. They sing the “Tracing Rhyme” and perform the actions.

Learning Point: Pupils reinforce tracing skills and word recognition through repetition and song.

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.

1. “Point to the word ‘it’ on the chart.”
2. “Say the word I am pointing to (e.g., ‘if’).”
3. “Show me how you hold your pencil.”
4. “Try to trace ‘in’ in the air with your finger.”

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: Closure/Encouragement

Teacher’s Activity: The teacher praises the pupils for their efforts in tracing and reading the words. The teacher reminds them to keep practising and leads them in a goodbye song.

Pupils’ Activity: Pupils respond to the teacher’s praise and sing the goodbye song.

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

Lesson Keywords

• it – a word used to talk about a thing.
• if – a word for a possible situation.
• in – a word meaning inside.
• is – a word that describes.

Differentiation

• Support: For pupils who find tracing difficult, provide hand-over-hand guidance, use larger print words, or allow them to trace in a sand tray or on a textured surface with their finger before using a pencil. Focus on one word at a time.
• Extension: For pupils who quickly grasp the concept, encourage them to identify the words ‘it’, ‘if’, ‘in’, ‘is’ in simple picture books or on other classroom materials. They can also try to say a simple sentence using one of the words.