Tracing and Writing a – I (Lowercase) for Pre-School Level 3

Class: Pre-School Level 3
Term: Third Term
Week: 1
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Pre-writing patterns and holding a pencil correctly.
Topic: TRACING AND WRITING A – I (LOWERCASE)
Subject Matter: Identifying, tracing, copying, and writing lowercase letters a – i.

Specific Objectives

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

Cognitive Domain

• Identify lowercase letters a, b, c, d, e, f, g, h, i.
• Recognise basic numbers (1-5).
• State the correct starting point for tracing each letter (a-i).

Affective Domain

• Show enthusiasm for tracing and writing activities.
• Listen attentively to instructions for letter formation.

Psychomotor Domain

• Trace lowercase letters a-i accurately in a tracing book or workbook.
• Attempt to copy and write lowercase letters a-i independently.
• Hold a pencil with a correct grip during writing activities.

Social Domain

• Participate actively in classroom tracing and writing exercises.
• Share writing materials respectfully with classmates.

Reference Materials

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

Instructional Materials

• Handwriting workbooks or tracing books
• Pencils
• Crayons
• Paper with lines
• Chart showing lowercase letters a-i with directional arrows
• Flashcards of lowercase letters a-i
• Number flashcards (1-5)

Rationale for the Lesson

This lesson is crucial for 4-year-olds as it lays the foundational skills for legible handwriting. Learning to trace and write lowercase letters a-i helps develop fine motor control, hand-eye coordination, and letter recognition, which are essential for early literacy and communication. Practising these skills at this age prepares them for more complex writing tasks in primary school.

Prerequisite/Previous Knowledge

Pupils can hold a pencil, make basic scribbles, and have been introduced to simple pre-writing patterns like lines and curves.

Lesson Content/Board Summary

TRACING AND WRITING a – i (LOWERCASE)

Learning to trace and write lowercase letters is an important step in handwriting. We will learn the correct way to form letters a, b, c, d, e, f, g, h, and i.

Correct Pencil Grip and Posture

• Hold your pencil gently with your thumb and first two fingers.
• Sit up straight with your feet flat on the floor.
• Place your paper slightly slanted in front of you.

Forming Lowercase Letters a – i

Each letter has a special way to be written. We start at a certain point and follow the lines.

• a: Start near the middle line, go round to the left, up, then down.
• b: Start from the top, straight down, then a curve to the right.
• c: Start near the middle line, curve round to the left.
• d: Start near the middle line, go round to the left, up to the top, then straight down.
• e: Start near the middle line, across, then curve up and round.
• f: Start from the top, curve down to the left, then a small line across the middle.
• g: Start near the middle line, go round to the left, up, down below the line, and curve left.
• h: Start from the top, straight down, up to the middle, then curve over and down.
• i: Start near the middle line, straight down, then a small dot above.

Key Words

• Letter – a symbol used in writing.
• Trace – to draw over an outline.
• Write – to form letters or words on a surface.
• Lowercase – the small letters of the alphabet (e.g., a, b, c).
• Pencil – a tool used for writing or drawing.
• Paper – the material we write on.

Our Tracing Rhyme

Tune: “Twinkle, Twinkle Little Star”

Pencil in my hand so tight,
Making letters, what a sight.
Down and round, and up and down,
Tracing letters all around.
a, b, c, d, e, f, g,
h, i, for you and me!

Actions: Mimic holding a pencil, make tracing motions in the air for each letter mentioned.

Watch and Practise

https://www.youtube.com/watch?v=F01y1v_I21I

Teaching Methods/Instructional Techniques

• Demonstration
• Guided Practice
• Repetition
• Songs and Rhymes
• Picture Talk
• Practical Activity
• Question and Answer

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils, leads a short welcome song, and asks them to show how they hold a pencil. The teacher reminds them of some numbers they know (e.g., 1, 2, 3).

Pupils’ Activity: Pupils greet the teacher, sing along, and demonstrate holding a pencil. They call out numbers they know.

Learning Point: Pupils are settled and reminded of prior knowledge related to writing tools and numbers.

Step 2: Identification of Lowercase Letters a-i

Time: 5 minutes

Teaching Skill: Recognition/Visual Learning

Teacher’s Activity: The teacher displays flashcards or a chart of lowercase letters a-i. The teacher points to each letter, says its name, and asks pupils to repeat. The teacher also shows simple number flashcards (1-5) and asks pupils to identify them.

Pupils’ Activity: Pupils look at the letters and numbers, listen to the teacher, and repeat the names of the letters and numbers.

Learning Point: Pupils recognise and identify lowercase letters a-i and numbers 1-5.

Step 3: Air Tracing and Demonstration of Letter Formation

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates the correct formation of each lowercase letter (a-i) on a large chart or whiteboard, explaining the starting point and stroke direction for each. The teacher then guides pupils to air-trace each letter together.

Pupils’ Activity: Pupils watch the teacher’s demonstration carefully and air-trace each letter (a-i) as guided.

Learning Point: Pupils understand the correct stroke order and direction for forming letters a-i.

Step 4: Guided Tracing in Workbooks/Tracing Books

Time: 7 minutes

Teaching Skill: Guided Practice/Fine Motor Development

Teacher’s Activity: The teacher distributes handwriting workbooks or tracing books and pencils. The teacher walks around, providing individual guidance and support as pupils begin to trace the lowercase letters a-i in their books. The teacher reminds them of correct posture and pencil grip.

Pupils’ Activity: Pupils trace lowercase letters a-i in their workbooks or tracing books, following the teacher’s instructions and guidance.

Learning Point: Pupils practise tracing letters a-i, developing fine motor skills and hand-eye coordination.

Step 5: Reinforcement with Rhyme and Video

Time: 4 minutes

Teaching Skill: Reinforcement/Auditory & Visual Learning

Teacher’s Activity: The teacher leads the class in singing “Our Tracing Rhyme” with actions. The teacher then plays the verified video showing how to form lowercase letters a-i, asking pupils to watch closely.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, trying to follow the letter formations.

Learning Point: Pupils reinforce letter recognition and formation through song and visual demonstration.

Step 6: Guided Writing/Copying

Time: 3 minutes

Teaching Skill: Application/Independent Practice

Teacher’s Activity: The teacher encourages pupils to attempt to copy or write the letters a-i on a clean part of their paper or workbook, providing light guidance where needed. The teacher praises effort and correct attempts.

Pupils’ Activity: Pupils attempt to copy and write lowercase letters a-i, applying what they have learned.

Learning Point: Pupils apply their tracing skills to independent writing attempts.

Step 7: Evaluation/Review

Time: 2 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “Point to letter ‘c’ on the chart.”
2. “Show me how you trace letter ‘g’ in the air.”
3. “Can you show me your best-traced letter ‘a’ in your book?”
4. “What number is this?” (showing a number flashcard like ‘3’)

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

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summary/Closure

Teacher’s Activity: The teacher praises the pupils for their hard work in tracing and writing. The teacher reminds them to keep practising and encourages them to show their work to their parents at home.

Pupils’ Activity: Pupils respond to the teacher’s praise and pack up their materials.

Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue practising.

Lesson Keywords

• Letter – A symbol used to write words.
• Trace – To draw over lines that are already there.
• Write – To make letters on paper.
• Lowercase – The small letters, like ‘a’ or ‘b’.
• Pencil – A tool for writing.

Differentiation

• Support: For pupils struggling with fine motor control, provide larger tracing outlines, use hand-over-hand guidance, or allow them to trace with their fingers in sand or on a tray of rice before using a pencil. Provide more verbal prompts for letter formation.
• Extension: For pupils who quickly master tracing, encourage them to write the letters a-i independently without tracing lines. Ask them to identify familiar objects or names that start with these letters.