Tracing and Writing S – Z (Lowercase) for Pre-School Level 3

Class: Pre-School Level 3
Term: Third Term
Week: 6
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Tracing and Writing Lowercase Letters (e.g., k-r)
Topic: TRACING AND WRITING S – Z (LOWERCASE)
Subject Matter: TRACING AND WRITING s – z (Lowercase).

Specific Objectives

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

Cognitive Domain

• Identify the lowercase letters s, t, u, v, w, x, y, z.
• Recognise the correct formation of each letter.

Affective Domain

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

Psychomotor Domain

• Trace the lowercase letters s, t, u, v, w, x, y, z accurately in their workbooks.
• Attempt to copy and write the lowercase letters s, t, u, v, w, x, y, z independently.

Social Domain

• Participate in group tracing exercises.
• Share tracing materials with classmates.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3
• Relevant Early Childhood Care and Education resources
• Approved early-years handwriting workbooks/tracing books

Instructional Materials

• Handwriting workbooks/Tracing books
• Pencils
• Crayons
• Large letter cards for lowercase s, t, u, v, w, x, y, z
• Chart showing correct letter formation
• Whiteboard/Chalkboard

Rationale for the Lesson

This lesson is important for 4-year-olds as it builds foundational handwriting skills and reinforces letter recognition. Practising tracing and writing lowercase letters s-z helps to develop fine motor control, hand-eye coordination, and prepares children for more complex writing tasks in primary school. These skills are essential for literacy development and effective communication.

Prerequisite/Previous Knowledge

Pupils can already identify some uppercase and lowercase letters of the alphabet. They have also practised tracing pre-writing patterns and other simple letters.

Lesson Content/Board Summary

TRACING AND WRITING S – Z (LOWERCASE)

Today, we will learn to trace and write the lowercase letters from s to z.

Letter Formation Guide:

• s: Start at the middle, curve left, then curve right.
• t: Start at the top, straight line down, then a small line across the middle.
• u: Start at the middle, curve down and up, then a small line down.
• v: Start at the middle, slant down right, then slant up right.
• w: Start at the middle, slant down, slant up, slant down, slant up.
• x: Start at the middle, slant down right, then lift and slant down left.
• y: Start at the middle, slant down right, then a longer slant down left from the middle.
• z: Start at the middle, line across, slant down left, then line across.

Handwriting Rhyme:

Tune: “Twinkle, Twinkle Little Star”

Letters s to z, let’s all see,
Trace them carefully, just like me.
Down and round, then up we go,
Make each letter, nice and slow.
s, t, u, v, w, x, y, z,
Writing letters, in our heads!

Actions:

• Point to letters on a chart.
• Use fingers to trace letters in the air.
• Mimic writing actions for each letter.

Watch and Practise

https://www.youtube.com/watch?v=F_f8N28vWn4

Key Words

• Trace – to draw over a line or shape that is already there.
• Write – to make letters or words on paper using a pencil or crayon.
• Lowercase – the small form of letters (like a, b, c, not A, B, C).

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and briefly reviews some previously learned lowercase letters (e.g., k, l, m). The teacher then introduces the new letters for the day: s, t, u, v, w, x, y, z (lowercase).

Pupils’ Activity: Pupils respond to greetings and identify some familiar letters. They listen attentively as the teacher introduces the new letters.

Learning Point: Pupils are engaged and prepared for the new lesson.

Step 2: Introduction and Tracing of ‘s’ and ‘t’

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher shows the letter cards for ‘s’ and ‘t’ (lowercase). The teacher demonstrates how to trace ‘s’ and ‘t’ on the board, emphasizing the starting point and direction. Pupils are guided to trace ‘s’ and ‘t’ in the air with their fingers.

Pupils’ Activity: Pupils identify letters ‘s’ and ‘t’. They watch the teacher’s demonstration and trace the letters in the air with their fingers, repeating the letter names.

Learning Point: Pupils learn the correct formation of lowercase ‘s’ and ‘t’.

Step 3: Introduction and Tracing of ‘u’ and ‘v’

Time: 4 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher introduces lowercase ‘u’ and ‘v’ using letter cards. The teacher demonstrates tracing these letters on the board. Pupils are then guided to trace ‘u’ and ‘v’ in their tracing books or workbooks, with teacher supervision.

Pupils’ Activity: Pupils identify letters ‘u’ and ‘v’. They watch the demonstration and then trace ‘u’ and ‘v’ in their books with pencils.

Learning Point: Pupils practise tracing lowercase ‘u’ and ‘v’ with guidance.

Step 4: Introduction and Tracing of ‘w’ and ‘x’

Time: 4 minutes

Teaching Skill: Demonstration/Repetition

Teacher’s Activity: The teacher presents lowercase ‘w’ and ‘x’. The teacher demonstrates the formation on the board and asks pupils to trace them in the air multiple times. The teacher then guides pupils to trace ‘w’ and ‘x’ in their workbooks.

Pupils’ Activity: Pupils identify ‘w’ and ‘x’, trace them in the air, and then trace them in their workbooks.

Learning Point: Pupils reinforce tracing skills for ‘w’ and ‘x’.

Step 5: Introduction and Tracing of ‘y’ and ‘z’

Time: 4 minutes

Teaching Skill: Demonstration/Application

Teacher’s Activity: The teacher introduces lowercase ‘y’ and ‘z’. The teacher demonstrates the tracing on the board and then plays the short video to reinforce the formation of s-z. After the video, pupils are asked to trace ‘y’ and ‘z’ in their workbooks.

Pupils’ Activity: Pupils identify ‘y’ and ‘z’, watch the video, and then trace ‘y’ and ‘z’ in their workbooks.

Learning Point: Pupils learn and practise tracing the final lowercase letters ‘y’ and ‘z’ with visual aid.

Step 6: Guided Tracing and Writing Exercise

Time: 4 minutes

Teaching Skill: Practical Application/Reinforcement

Teacher’s Activity: The teacher distributes handwriting workbooks or tracing books to all pupils. The teacher walks around, providing individual assistance and correction as pupils trace and attempt to write ‘s’ through ‘z’ (lowercase). The teacher leads the class in singing the handwriting rhyme again.

Pupils’ Activity: Pupils actively engage in tracing and writing the letters s-z in their books. They sing the rhyme along with the teacher.

Learning Point: Pupils apply their tracing skills and begin to develop independent writing of the 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 ‘s’ on the chart.”
2. “Show me how you trace ‘t’ in the air.”
3. “Which letter comes after ‘u’?”
4. “Trace the letter ‘z’ 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 reviews the letters s-z (lowercase) and praises pupils for their effort. The teacher reminds them to keep practising. A simple homework assignment might be given, such as tracing the letters again at home.

Pupils’ Activity: Pupils listen to the summary and receive encouragement. They acknowledge the homework.

Learning Point: The lesson is concluded, and pupils are encouraged to continue practising.

Lesson Keywords

• Trace – to draw over an existing line or shape.
• Write – to form letters or words on a surface.
• Lowercase – the small letters of the alphabet.
• Formation – the way a letter is made or shaped.

Differentiation

• Support: For pupils struggling with fine motor control, provide larger tracing templates or use hand-over-hand guidance. Allow them to trace with crayons first, which are easier to grip. Focus on one or two letters at a time rather than all of them.
• Extension: For pupils who quickly master tracing, encourage them to attempt writing the letters independently on a blank line. Ask them to identify simple words that start with s, t, u, v, w, x, y, or z.