Note for teachers using this lesson plan
Before the lesson, ensure you have large letter charts for a-h, individual writing books or sheets with pre-drawn dotted letters a-h, and thick crayons or pencils ready for each child. The central idea is to introduce letter shapes through visual recognition, guided tracing, and repetitive actions. For 2-year-olds, focus on large movements, hand-over-hand guidance, and making the activity fun and engaging. Successful learning will be observed as pupils show interest, attempt to trace with guidance, and participate in the letter rhyme.
Class: Pre-School Level 1
Term: Third Term
Week: 10
Age: 2 years
Duration: 30 minutes
Subject: Literacy / Letter Work
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Identifying letters A-Z
Topic: Tracing and Writing Letters a-h with Rhymes
Subject Matter: Writing: Tracing and Writing Letters a – h; Rhyme: Random rhymes. Weekly focus: Tracing and Writing Letters a-h with Rhymes.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify letters a-h when shown.
- Say the names of letters a-h.
Affective Domain
- Show interest in tracing letter shapes.
- Enjoy participating in letter rhymes and songs.
Psychomotor Domain
- Trace letters a-h with guidance.
- Perform simple actions for a rhyme.
Social Domain
- Participate in group activities with the teacher.
- Listen attentively to instructions.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Large letter charts showing letters a-h (both uppercase and lowercase, with simple associated pictures)
- Individual writing books or sheets with dotted letters a-h for tracing
- Thick crayons or pencils
- MP4 Player (for video/music)
- Rhyme book (for teacher reference)
Rationale for the Lesson
This lesson is crucial for 2-year-olds as it introduces foundational pre-writing skills and letter recognition. Tracing letters a-h helps develop fine motor control, hand-eye coordination, and visual discrimination, which are essential for future literacy development. Integrating rhymes makes learning engaging and reinforces letter shapes and sounds through auditory and kinesthetic experiences.
Prerequisite/Previous Knowledge
Pupils can hold a crayon or pencil, make scribbles, and recognize some basic shapes and colours. They may also be familiar with some letters of the alphabet.
Lesson Content/Board Summary
Tracing and Writing Letters a-h with Rhymes
Today we will learn about letters a, b, c, d, e, f, g, h. We will look at them, say their names, and practise tracing them. Tracing helps our hands learn how to make the letter shapes.
Letters a-h
- a for apple
- b for ball
- c for cat
- d for dog
- e for egg
- f for fish
- g for goat
- h for hat
We trace letters by starting at the top and following the lines carefully.
Our Tracing Rhyme
Tune: Twinkle, Twinkle Little Star
A, B, C, D, let’s all see,
How to trace them, happily.
Up and down and round we go,
Making letters, watch them grow.
E, F, G, H, what a treat,
Tracing letters, oh so neat!
Actions: Point to letters as they are called, make tracing motions in the air with fingers.
Watch and Practise Tracing
Key Words
- Letter – a symbol we use to write words.
- Trace – to draw over lines or shapes that are already there.
- Write – to make letters or words.
- Rhyme – a short song or poem with words that sound alike.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing the letter charts one by one, clearly stating the letter name and a simple associated word (e.g., “This is letter ‘a’, ‘a’ for apple”). Encourage pupils to repeat after you. For tracing, demonstrate on a large chart or whiteboard, using your finger or a thick marker, showing the correct starting point and direction for each letter. Emphasize “start at the top, go down” or “round and round.”
What to show or demonstrate: Display large letter charts for a-h. Physically demonstrate tracing each letter in the air and on a large surface. Show how to hold the crayon correctly (pincer grip, if possible, but focus on comfort and control for this age).
How to use the rhyme/song: Introduce “Our Tracing Rhyme” by singing it slowly and clearly. Encourage pupils to join in and perform the simple actions of pointing and making air-tracing motions. Repeat the rhyme several times throughout the lesson to reinforce the letter names and the idea of tracing.
How to use the video: Introduce the video as a fun way to see how letters are traced. Play the video, asking pupils to watch how the letters are formed. After watching, encourage them to try air-tracing along with the video or to repeat the letter names they heard.
What to watch for: Observe pupils’ engagement and their attempts to trace. For 2-year-olds, focus on participation and effort rather than perfect letter formation. Provide gentle hand-over-hand guidance as needed, especially when they begin tracing in their books. Watch for pupils who might be struggling with pencil grip or direction and offer individual support.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Repetition
- Manipulation of Objects (crayons/pencils)
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Greeting
Teacher’s Activity: The teacher greets the pupils warmly and sings a short welcome song. The teacher then tells pupils they will learn about some special shapes called letters and how to draw them.
Pupils’ Activity: Pupils respond to greetings, sing along, and listen attentively.
Learning Point: Pupils are settled and ready for the lesson.
Step 2: Letter Recognition (a-h)
Time: 5 minutes
Teaching Skill: Visual Recognition/Naming
Teacher’s Activity: The teacher displays large charts of letters a-h one by one. For each letter, the teacher says its name clearly and points to an associated picture (e.g., ‘a’ for apple). The teacher encourages pupils to repeat the letter name.
Pupils’ Activity: Pupils look at the charts, point to the letters, and repeat the letter names after the teacher.
Learning Point: Pupils identify and name letters a-h.
Step 3: Demonstration of Tracing
Time: 4 minutes
Teaching Skill: Modelling/Direction
Teacher’s Activity: The teacher demonstrates how to trace each letter (a-h) on a large chart or whiteboard. The teacher uses a finger or a thick marker, explaining the starting point and direction (e.g., “start at the top, go down, then across”).
Pupils’ Activity: Pupils watch the teacher’s demonstration carefully, observing the tracing movements.
Learning Point: Pupils understand the concept of tracing and the direction of letter formation.
Step 4: Guided Air/Finger Tracing
Time: 5 minutes
Teaching Skill: Guided Practice/Kinesthetic Learning
Teacher’s Activity: The teacher guides pupils to air-trace the letters a-h with their fingers. The teacher walks around, providing hand-over-hand guidance where needed, ensuring pupils attempt the correct movements.
Pupils’ Activity: Pupils air-trace and finger-trace the letters a-h, following the teacher’s guidance and movements.
Learning Point: Pupils practise the motor skills required for tracing.
Step 5: Rhyme Reinforcement
Time: 3 minutes
Teaching Skill: Auditory Reinforcement/Engagement
Teacher’s Activity: The teacher leads pupils in singing “Our Tracing Rhyme” from the Board Summary. The teacher encourages pupils to perform the actions (pointing to letters, making tracing motions) as they sing.
Pupils’ Activity: Pupils sing the rhyme and perform the actions, enjoying the musical reinforcement of the lesson.
Learning Point: Pupils reinforce letter names and the concept of tracing through song and movement.
Step 6: Application – Tracing in Books
Time: 5 minutes
Teaching Skill: Practical Application/Individual Support
Teacher’s Activity: The teacher distributes writing books or sheets with dotted letters a-h. The teacher guides pupils to trace the letters using their crayons or pencils, providing individual hand-over-hand support and encouragement as needed.
Pupils’ Activity: Pupils attempt to trace letters a-h in their writing books, following the dotted lines with their crayons or pencils.
Learning Point: Pupils apply tracing skills to paper with physical tools.
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.
- “Point to letter ‘c’ on the chart.”
- “Which letter is this?” (Teacher points to ‘f’).
- “Show me how you trace letter ‘b’ in the air.”
- “Can you show me your tracing for letter ‘g’ in your book?”
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: Summarization/Closure
Teacher’s Activity: The teacher praises the pupils for their efforts in learning to trace letters a-h and participating in the rhyme. The teacher reminds them to keep practising and sings a goodbye song.
Pupils’ Activity: Pupils respond to praise and sing the goodbye song.
Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue learning.
Lesson Keywords
- Letter – a symbol used to write words.
- Trace – to draw over existing lines.
- Write – to make letters or words on a surface.
- Rhyme – a short song or poem with matching sounds.
Differentiation
- Support: For pupils struggling with tracing, provide more hand-over-hand guidance, use larger dotted letters, or focus on only 2-3 letters at a time. Allow them to use their fingers to trace in sand or on a textured surface before using pencils.
- Extension: For pupils who quickly grasp tracing, encourage them to identify letters a-h in other classroom materials (e.g., picture books, name tags). They can also try to draw a simple object that starts with one of the letters (e.g., a simple apple for ‘a’).
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