Tracing and Writing N, M, W, V H, L, S for Pre-School Level 3

Class: Pre-School Level 3
Term: Second Term
Week: 10
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Tracing and writing other basic letter patterns and shapes.
Topic: TRACING AND WRITING N, M, W, V H, L, S
Subject Matter: TRACING AND WRITING n, m, w, v h, l, s.

Specific Objectives

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

Cognitive Domain

• Identify and recognise the lowercase letters n, m, w, v, h, l, s.
• Say the sounds associated with the letters n, m, w, v, h, l, s.

Affective Domain

• Show enthusiasm for tracing and writing letters.
• Participate actively in tracing and drawing exercises.

Psychomotor Domain

• Trace the lowercase letters n, m, w, v, h, l, s correctly.
• Attempt to write the lowercase letters n, m, w, v, h, l, s on their own.

Social Domain

• Share tracing materials and take turns during activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3.
• Relevant Early Childhood Care and Education resources.
• Handwriting workbook.
• Tracing Book.

Instructional Materials

• Large letter cards or chart showing lowercase letters n, m, w, v, h, l, s.
• Handwriting workbooks.
• Tracing books.
• Pencils.
• Crayons.
• Plain paper.
• Pictures of objects starting with the target letters (e.g., nose, mouth, water, van, hand, leg, sun).

Rationale for the Lesson

This lesson is important for 4-year-olds as it builds foundational handwriting skills. Learning to trace and write specific letters helps develop fine motor control, hand-eye coordination, and letter recognition, which are crucial for early literacy and future academic success. Practising these letters helps pupils understand letter formation and associate letters with their sounds, preparing them for reading and writing simple words.

Prerequisite/Previous Knowledge

Pupils can hold a pencil correctly, trace simple lines and shapes, and recognise some basic letters of the alphabet.

Lesson Content/Board Summary

TRACING AND WRITING n, m, w, v, h, l, s

Today, we will learn to trace and write some special letters: n, m, w, v, h, l, s.

Letter Recognition and Sounds

• n: Say /n/ as in nose. (Show picture of a nose)
• m: Say /m/ as in mouth. (Show picture of a mouth)
• w: Say /w/ as in water. (Show picture of water)
• v: Say /v/ as in van. (Show picture of a van)
• h: Say /h/ as in hand. (Show picture of a hand)
• l: Say /l/ as in leg. (Show picture of a leg)
• s: Say /s/ as in sun. (Show picture of a sun)

How to Form the Letters (Lowercase)

• n: Start at the top, draw a straight line down, then go back up to the middle and draw a curve over to the right, touching the bottom line.
• m: Start at the top, draw a straight line down, then go back up to the middle and draw a curve over to the right, then another curve over to the right, touching the bottom line each time.
• w: Start at the top, slant down to the right, slant up to the middle, slant down to the right, then slant up to the right. It looks like two ‘v’s joined.
• v: Start at the top, slant down to the right, then slant up to the right.
• h: Start at the top, draw a straight line down, then go back up to the middle and draw a curve over to the right, touching the bottom line. (Like ‘n’ but taller initial stroke)
• l: Start at the top, draw a straight line all the way down.
• s: Start from the middle, curve to the left, then curve back to the right, making a wavy shape.

Tracing and Writing Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Letters n, m, w, v, h, l, s,
Let’s trace them now, no time to stress.
Down and up, and round we go,
Making letters, watch them grow.
n, m, w, v, h, l, s,
We’re learning letters, yes, oh yes!

Actions: Pupils use their fingers to trace the letters in the air as the teacher calls them out, following the rhythm of the song.

Watch and Practise

https://www.youtube.com/watch?v=0k05F8u-qgI

Key Words

• Letter – A symbol used in writing to represent a sound.
• Sound – What we hear when we say a letter.
• Trace – To draw over lines or shapes that are already there.
• Write – To make letters or words on a surface.

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/Motivation

Teacher’s Activity: The teacher greets the pupils warmly and leads a quick warm-up song. The teacher then tells pupils they will learn to trace and write some new letters today.

Pupils’ Activity: Pupils respond to greetings, participate in the warm-up song, and listen attentively.

Learning Point: Pupils are prepared and motivated for the lesson.

Step 2: Letter Recognition and Sound Association

Time: 5 minutes

Teaching Skill: Presentation/Observation

Teacher’s Activity: The teacher introduces each lowercase letter (n, m, w, v, h, l, s) using large letter cards. For each letter, the teacher says its sound clearly and shows a picture of an object starting with that sound (e.g., “n” for nose). Pupils are encouraged to repeat the sound and word.

Pupils’ Activity: Pupils look at the letter cards and pictures, listen to the sounds, and repeat the sounds and words after the teacher.

Learning Point: Pupils recognise the letters and associate them with their sounds.

Step 3: Air Tracing and Finger Tracing

Time: 4 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher demonstrates how to form each letter (n, m, w, v, h, l, s) by tracing it largely in the air, explaining the starting point and stroke direction. The teacher then asks pupils to use their fingers to trace the letters on their palms or on their desks.

Pupils’ Activity: Pupils watch the teacher’s demonstration, then imitate by tracing the letters in the air and on their palms/desks with their fingers.

Learning Point: Pupils understand the correct formation of each letter through gross motor practice.

Step 4: Guided Tracing on Large Format

Time: 4 minutes

Teaching Skill: Demonstration/Supervision

Teacher’s Activity: The teacher uses a large chart or whiteboard with pre-drawn dotted letters (n, m, w, v, h, l, s). The teacher demonstrates tracing each letter carefully, emphasising the correct path. Pupils are then given large printouts of the letters to trace with their fingers or crayons.

Pupils’ Activity: Pupils observe the teacher’s demonstration, then trace the large letters on their printouts with their fingers or crayons.

Learning Point: Pupils practise guided tracing on a larger scale, reinforcing letter formation.

Step 5: Rhyme Reinforcement

Time: 3 minutes

Teaching Skill: Song/Repetition

Teacher’s Activity: The teacher leads the pupils in singing the “Tracing and Writing Rhyme,” encouraging them to perform the air-tracing actions for each letter mentioned in the song. The rhyme is repeated twice.

Pupils’ Activity: Pupils sing along with the teacher and perform the air-tracing actions, reinforcing the letter formations.

Learning Point: Pupils enjoy learning and remember letter shapes through a fun, repetitive song.

Step 6: Workbook Tracing and Writing

Time: 7 minutes

Teaching Skill: Individual Support/Correction

Teacher’s Activity: The teacher distributes handwriting workbooks or tracing books and pencils. The teacher guides pupils to trace the letters n, m, w, v, h, l, s in their books. The teacher walks around, observes pupils’ work, and provides individual assistance and gentle correction for pencil grip and stroke formation.

Pupils’ Activity: Pupils hold their pencils correctly and carefully trace the letters in their workbooks or tracing books. They attempt to write some letters independently.

Learning Point: Pupils develop fine motor skills and practise tracing and writing the target letters.

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 letter ‘n’ on the chart.”
2. “What sound does the letter ‘s’ make?”
3. “Show me how you would trace the letter ‘m’ in the air.”
4. “Trace the letter ‘v’ 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: Summary/Encouragement

Teacher’s Activity: The teacher praises the pupils for their hard work in tracing and writing the letters. The teacher reminds them to keep practising. The teacher may assign a simple tracing activity for homework.

Pupils’ Activity: Pupils listen to the teacher’s summary and encouragement.

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

Lesson Keywords

• n – The letter ‘n’ which makes the /n/ sound.
• m – The letter ‘m’ which makes the /m/ sound.
• w – The letter ‘w’ which makes the /w/ sound.
• v – The letter ‘v’ which makes the /v/ sound.
• h – The letter ‘h’ which makes the /h/ sound.
• l – The letter ‘l’ which makes the /l/ sound.
• s – The letter ‘s’ which makes the /s/ sound.
• Trace – To draw over an existing line or shape.
• Write – To form letters with a pen or pencil.

Differentiation

• Support: For pupils struggling with pencil grip or letter formation, provide hand-over-hand guidance. Use larger dotted letters for tracing. Allow them to trace with crayons first, which are easier to hold, before moving to pencils. Provide extra oral practice for letter sounds and use more visual cues.
• Extension: For pupils who quickly master tracing, encourage them to write the letters independently on plain paper without tracing lines. Ask them to identify other words that start with the target letters. They can also try to write simple words using the letters they have learned (e.g., “man,” “sun”).