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

Class: Pre-School Level 3
Term: Third Term
Week: 7
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Tracing and writing other uppercase letters and pre-writing patterns.
Topic: TRACING AND WRITING S – Z (UPPERCASE)
Subject Matter: TRACING AND WRITING S – Z (Uppercase)

Specific Objectives

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

Cognitive Domain

• Identify uppercase letters S, T, U, V, W, X, Y, Z.
• Recall the correct starting points and strokes for forming these letters.

Affective Domain

• Show enthusiasm for tracing and writing activities.
• Develop patience and focus while practising letter formation.

Psychomotor Domain

• Trace uppercase letters S, T, U, V, W, X, Y, Z accurately.
• Copy uppercase letters S, T, U, V, W, X, Y, Z independently.

Social Domain

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

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3.
• Early Childhood Care and Education Handwriting Resources.
• Approved Pre-School Level 3 Handwriting Workbook.

Instructional Materials

• Large letter cards (S, T, U, V, W, X, Y, Z)
• Handwriting workbook
• Tracing books/worksheets with dotted uppercase S-Z
• Pencils
• Plain paper
• Sand tray or whiteboard for air/finger tracing

Rationale for the Lesson

This lesson is crucial for 4-year-olds as it builds on foundational pre-writing skills, preparing them for formal writing. Practising tracing and writing uppercase letters S-Z helps develop fine motor control, hand-eye coordination, and letter recognition, which are essential for literacy development and school readiness.

Prerequisite/Previous Knowledge

Pupils have had prior experience with pre-writing patterns, finger tracing, and identifying and tracing other uppercase letters of the alphabet.

Lesson Content/Board Summary

TRACING AND WRITING S – Z (UPPERCASE)

Today we will learn to identify, trace, and write the uppercase letters S, T, U, V, W, X, Y, Z.

How to form the letters:

• S: Start at the top, curve down and back, then curve forward.
• T: Straight line across the top, then a straight line down from the middle.
• U: Start at the top, straight line down, curve up, then straight line up.
• V: Start at the top left, slant down to the middle, then slant up to the top right.
• W: Start at the top left, slant down, slant up, slant down, then slant up.
• X: Start at the top left, slant down to the bottom right. Lift. Start at the top right, slant down to the bottom left.
• Y: Start at the top left, slant down to the middle. Lift. Start at the top right, slant down to meet the first line in the middle, then a straight line down.
• Z: Straight line across the top, slant down to the bottom left, then a straight line across the bottom.

Tracing and Writing Practice

We will use our fingers, pencils, and workbooks to practise tracing and then writing these letters.

Letter Tracing Rhyme

Tune: “Twinkle, Twinkle Little Star”

S, T, U, V, W, X, Y, Z,
Letters we will learn to write.
Start at the top, go down with care,
Make each curve and line just right.
S, T, U, V, W, X, Y, Z,
Writing letters, oh what fun!

Actions: Pupils can trace the letters in the air with their fingers as they sing along.

Watch and Practise

https://www.youtube.com/watch?v=0h0D8_T4W_Q

Key Words

• S, T, U, V, W, X, Y, Z – The uppercase letters we are learning today.
• Trace – To draw over a line or shape, usually a dotted line.
• Write – To form letters or words on a surface using a pencil or pen.

Teaching Methods/Instructional Techniques

• Demonstration
• Guided Practice
• Songs and Rhymes
• Picture Talk
• Repetition
• Practical Activity
• Play-based Learning

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: Greet the pupils warmly. Lead a quick finger play to warm up their hands and fingers. Ask pupils if they remember tracing any letters last week.

Pupils’ Activity: Pupils greet the teacher, participate in the finger play, and recall previous letter tracing activities.

Learning Point: Pupils’ hands are ready for writing, and they recall previous learning.

Step 2: Identification of Letters S-Z

Time: 5 minutes

Teaching Skill: Recognition/Naming

Teacher’s Activity: Show large letter cards for S, T, U, V, W, X, Y, Z one by one. Say the name of each letter clearly and ask pupils to repeat. Ask if they know any words that start with these letters.

Pupils’ Activity: Pupils listen, repeat the letter names, and attempt to name words starting with the letters.

Learning Point: Pupils can identify and name uppercase letters S-Z.

Step 3: Demonstration of Tracing S-Z

Time: 5 minutes

Teaching Skill: Modelling/Direction

Teacher’s Activity: Demonstrate how to trace each letter (S-Z) in the air using a large, clear motion. Explain the starting point and direction of each stroke. Then, use a large chart or whiteboard to demonstrate tracing dotted letters S-Z, emphasizing smooth, controlled movements.

Pupils’ Activity: Pupils watch carefully, listen to the instructions, and mimic the air tracing movements.

Learning Point: Pupils understand the correct formation and direction for tracing S-Z.

Step 4: Guided Tracing Practice

Time: 6 minutes

Teaching Skill: Guided Practice/Observation

Teacher’s Activity: Distribute tracing books/worksheets with dotted uppercase S-Z. Guide pupils to trace the letters with their fingers first, then with pencils. Provide individual assistance, correcting pencil grip and stroke direction as needed. Play the YouTube video for reinforcement.

Pupils’ Activity: Pupils trace the letters in their books/worksheets, first with fingers, then with pencils, following the teacher’s guidance and the video demonstration.

Learning Point: Pupils practise tracing S-Z with correct technique.

Step 5: Demonstration of Copying S-Z

Time: 3 minutes

Teaching Skill: Modelling/Application

Teacher’s Activity: On a whiteboard or large paper, demonstrate how to copy each letter (S-Z) without dotted lines, showing how to start and finish. Emphasize trying to make the letter look like the example.

Pupils’ Activity: Pupils observe the teacher’s demonstration of copying the letters.

Learning Point: Pupils understand how to attempt writing the letters independently.

Step 6: Pupil Application (Writing)

Time: 4 minutes

Teaching Skill: Facilitation/Reinforcement

Teacher’s Activity: Ask pupils to attempt writing the letters S-Z on their plain paper or in their workbooks, guided by the examples. Encourage them to try their best. Sing the “Letter Tracing Rhyme” again to keep them engaged.

Pupils’ Activity: Pupils try to copy and write the letters S-Z independently, singing the rhyme as they work.

Learning Point: Pupils apply their tracing skills to independent writing of S-Z.

Step 7: Evaluation/Review

Time: 3 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.” (Teacher shows various letter cards)
2. “Show me how you trace the letter Z in the air.”
3. “Can you show me a letter you wrote today?”

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: Praise pupils for their effort and participation. Briefly summarise that they learned to trace and write uppercase S-Z. Encourage them to keep practising at home.

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

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

Lesson Keywords

• S – The nineteenth letter of the alphabet.
• T – The twentieth letter of the alphabet.
• U – The twenty-first letter of the alphabet.
• V – The twenty-second letter of the alphabet.
• W – The twenty-third letter of the alphabet.
• X – The twenty-fourth letter of the alphabet.
• Y – The twenty-fifth letter of the alphabet.
• Z – The twenty-sixth and last letter of the alphabet.
• Trace – To follow a dotted line with a pencil or finger.
• Write – To make letters or words on paper.

Differentiation

• Support: For pupils struggling with fine motor control, provide larger tracing letters, hand-over-hand guidance, or allow them to trace letters in sand or on a sensory tray before using a pencil. Focus on one or two letters at a time if needed.
• Extension: For pupils who quickly master tracing and writing S-Z, encourage them to write simple words that start with these letters (e.g., Sun, Top, Up, Van, Water, Xylophone, Yam, Zoo) or to identify these letters in a simple picture book.