Tracing and Writing Letters g and h for Pre-School Level 4

Class: Pre-School Level 4
Term: First Term
Week: 4
Age: 5 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Tracing and writing other letters (e.g., ‘e’ and ‘f’)
Topic: Tracing and Writing Letters g and h
Subject Matter: Tracing and Writing Letters: g, h. Weekly focus: Tracing and Writing Letters g and h.

Specific Objectives

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

Cognitive Domain

• Identify the sounds of letters ‘g’ and ‘h’.
• Recognise the lowercase forms of letters ‘g’ and ‘h’.
• Recall the correct starting points and strokes for forming ‘g’ and ‘h’.

Affective Domain

• Show enthusiasm for learning new letters.
• Listen attentively to teacher’s instructions.
• Participate actively in tracing and writing activities.

Psychomotor Domain

• Demonstrate the tripod finger grip for holding a pencil.
• Trace the letters ‘g’ and ‘h’ accurately.
• Write the letters ‘g’ and ‘h’ independently in their books.

Social Domain

• Share writing materials respectfully.
• Follow classroom rules during writing practice.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education resources
• Approved early-years handwriting workbook

Instructional Materials

• Handwriting charts showing letters ‘g’ and ‘h’ (lowercase)
• Picture cards with words starting with ‘g’ (e.g., goat, girl, grape) and ‘h’ (e.g., house, hen, hat)
• Writing books/exercise books
• Pencils
• Crayons
• Whiteboard/Chalkboard and markers/chalk

Rationale for the Lesson

This lesson is important for 5-year-olds as it builds foundational handwriting skills, enabling them to recognise and form two new letters, ‘g’ and ‘h’. Mastering correct pencil grip and letter formation at this age supports early literacy development, preparing them for reading and writing simple words and sentences in the future. It also enhances their fine motor control and hand-eye coordination.

Prerequisite/Previous Knowledge

Pupils can hold a pencil with some control, trace simple patterns, recognise some other letters of the alphabet, and identify their sounds.

Lesson Content/Board Summary

Tracing and Writing Letters g and h

Today, we are learning to trace and write two new letters: g and h.

The Letter ‘g’

• Sound: The letter ‘g’ makes the /g/ sound, like in “goat” or “girl”. (Show picture of a goat/girl).
• Formation:
  • Start in the middle, go round like ‘c’.
  • Go up to meet the starting point.
  • Then go straight down and make a little hook to the left.

The Letter ‘h’

• Sound: The letter ‘h’ makes the /h/ sound, like in “house” or “hen”. (Show picture of a house/hen).
• Formation:
  • Start at the top, go straight down.
  • Go back up to the middle line.
  • Make a curve over and down to the bottom line.

Pencil Grip: The Tripod Finger Grip

Remember to hold your pencil with the tripod grip:

• Your thumb, index finger, and middle finger work together.
• The pencil rests on your middle finger.
• Your thumb and index finger hold the pencil firmly.

Key Words

• g – The letter ‘g’ (lowercase).
• h – The letter ‘h’ (lowercase).
• Sound – The noise a letter makes.
• Trace – To draw over lines already made.
• Tripod grip – The correct way to hold a pencil using three fingers.

What the Teacher Should Show or Draw

The teacher will draw large examples of lowercase ‘g’ and ‘h’ on the board, showing the correct starting points and stroke directions with arrows.

Example:

g: (start in middle) -> curve left and up -> down with a hook left
h: (start at top) -> straight down -> up to middle -> curve over and down

Letter Formation Rhyme

Tune: “Twinkle, Twinkle Little Star”

“G” for goat, “g” for girl,
Round and down, then give a twirl.
“H” for house, “h” for hen,
Down and up, then curve again.
Letters “g” and “h” we write,
Making them neat and bright!

Actions: Pupils make air-tracing movements for ‘g’ and ‘h’ as they sing, then point to pictures of words starting with ‘g’ and ‘h’.

How to use the rhyme: Sing the rhyme together after demonstrating each letter. It helps reinforce the sound and formation in a fun way.

Watch and Practise

Let’s watch a short video to see how to form letters ‘g’ and ‘h’ correctly and practise with it.

https://www.youtube.com/watch?v=1F_454F2L2M

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Imitation, Manipulation of Objects, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Review/Engagement

Teacher’s Activity: The teacher greets pupils and starts with a quick revision of previously learned letters and their sounds. The teacher asks pupils to identify some familiar letter sounds.

Pupils’ Activity: Pupils respond to greetings and identify familiar letter sounds when asked.

Learning Point: Pupils recall previous knowledge and get ready for the new lesson.

Step 2: Presentation of Letters ‘g’ and ‘h’ Sounds

Time: 5 minutes

Teaching Skill: Introduction/Sound Association

Teacher’s Activity: The teacher introduces the letters ‘g’ and ‘h’ by showing picture cards (e.g., goat, girl, house, hen). The teacher says the words and emphasizes the initial sounds /g/ and /h/. Pupils repeat the sounds and words.

Pupils’ Activity: Pupils look at the picture cards, listen to the teacher, and repeat the sounds /g/ and /h/ and the example words.

Learning Point: Pupils identify the sounds associated with letters ‘g’ and ‘h’.

Step 3: Demonstration of Letter ‘g’ Formation and Grip

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates the correct tripod finger grip using a pencil. Then, the teacher shows how to form lowercase ‘g’ on the board, explaining each stroke clearly (start in the middle, round like ‘c’, up, then down with a hook). Pupils air-trace the letter ‘g’ following the teacher’s movements.

Pupils’ Activity: Pupils observe the teacher’s pencil grip and letter formation. They practise air-tracing the letter ‘g’ in the air.

Learning Point: Pupils learn the correct pencil grip and the strokes for forming letter ‘g’.

Step 4: Guided Practice for Letter ‘g’

Time: 4 minutes

Teaching Skill: Guided Practice/Supervision

Teacher’s Activity: The teacher distributes handwriting books or prepared worksheets with dotted lines for ‘g’. The teacher guides pupils to trace the letter ‘g’ carefully, reminding them of the correct grip and stroke direction. The teacher provides individual support.

Pupils’ Activity: Pupils hold their pencils with the tripod grip and trace the letter ‘g’ on their worksheets or in their books.

Learning Point: Pupils practise tracing letter ‘g’ with guidance.

Step 5: Demonstration and Guided Practice for Letter ‘h’

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher demonstrates how to form lowercase ‘h’ on the board (start at the top, straight down, up to middle, curve over and down). Pupils air-trace ‘h’. The teacher then guides pupils to trace ‘h’ in their books, ensuring correct grip and strokes.

Pupils’ Activity: Pupils air-trace ‘h’, then trace the letter ‘h’ in their books/worksheets under supervision.

Learning Point: Pupils learn and practise tracing letter ‘h’.

Step 6: Reinforcement and Application

Time: 4 minutes

Teaching Skill: Reinforcement/Application

Teacher’s Activity: The teacher leads the class in singing the “Letter Formation Rhyme” (from the Board Summary). The teacher encourages pupils to attempt writing ‘g’ and ‘h’ independently below their traced lines if they are ready, providing encouragement.

Pupils’ Activity: Pupils sing the rhyme and practise writing ‘g’ and ‘h’ independently in their books.

Learning Point: Pupils reinforce their learning through song and apply their skills in independent writing attempts.

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. “What sound does this letter make?” (Teacher points to ‘g’ on the chart).
2. “Show me how you hold your pencil.”
3. “Trace the letter ‘h’ with your finger on the table.”
4. “Can you show me the 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: 2 minutes

Teaching Skill: Summary/Closure

Teacher’s Activity: The teacher praises pupils for their effort and good work. The teacher reminds them to keep practising their letters and sounds at home. The teacher collects their books.

Pupils’ Activity: Pupils tidy up their materials and listen to the teacher’s closing remarks.

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

Lesson Keywords

• g – The letter ‘g’ (lowercase).
• h – The letter ‘h’ (lowercase).
• Sound – The noise a letter makes, like /g/ or /h/.
• Trace – To draw over a faint line or dot.
• Write – To form letters on paper.
• Tripod grip – Holding a pencil with the thumb, index, and middle fingers.

Differentiation

• Support: For pupils who struggle, provide larger tracing letters, hand-over-hand guidance for pencil grip and tracing, more verbal prompts for stroke direction, and extra practice with air tracing. Focus on one letter at a time if needed.
• Extension: For pupils who quickly grasp the concept, encourage them to write words that start with ‘g’ and ‘h’ (e.g., “go”, “hi”) with teacher guidance, or identify objects in the classroom that begin with these sounds.

Note for teachers using this lesson plan

Before the lesson, ensure you have large, clear charts of lowercase ‘g’ and ‘h’, along with picture cards for words starting with these letters. Prepare individual worksheets or ensure pupils have their handwriting books ready. Emphasize the tripod finger grip repeatedly, as it is crucial for developing good handwriting habits. Observe each child’s grip and offer gentle corrections. When demonstrating letter formation, use clear, simple language like “start here,” “go down,” “make a curve.” Encourage pupils to say the sound as they trace. Patience and positive reinforcement are key. Look for pupils who can identify the sounds and form the letters correctly as an indicator of understanding.