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

Class: Pre-School Level 3
Term: Third Term
Week: 4
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Not separately stated in the scheme.
Topic: Tracing and Writing Sound J – S (Lowercase)
Subject Matter: Tracing and Writing Sound j – s (Lowercase).

Specific Objectives

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

Cognitive Domain

• Identify lowercase letters j, k, l, m, n, o, p, q, r, s.
• State the sounds of some of the letters (e.g., /j/, /s/).

Affective Domain

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

Psychomotor Domain

• Trace lowercase letters j, k, l, m, n, o, p, q, r, s correctly in their workbooks.
• Attempt to write lowercase letters j, k, l, m, n, o, p, q, r, s independently.
• Hold a pencil with the correct grip.

Social Domain

• Participate in group tracing activities.
• Share materials respectfully.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3
• Relevant Early Childhood Care and Education resources
• Approved Pre-School Level 3 Handwriting workbook/tracing book

Instructional Materials

• Handwriting workbooks
• Tracing books
• Pencils
• Crayons
• Plain paper
• Letter flashcards for lowercase j, k, l, m, n, o, p, q, r, s
• Whiteboard and markers

Rationale for the Lesson

This lesson is essential for 4-year-olds as it builds foundational handwriting skills. Learning to trace and write lowercase letters j-s helps pupils develop fine motor control, hand-eye coordination, and letter recognition, which are crucial for early literacy and preparing them for more complex writing tasks in primary school.

Prerequisite/Previous Knowledge

Pupils can recognise some uppercase and lowercase letters, have practised pre-writing patterns (lines, curves, circles), and can hold a pencil.

Lesson Content/Board Summary

TRACING AND WRITING SOUND J – S (LOWERCASE)

Today, we will learn to trace and write some new small letters! We will look at letters j, k, l, m, n, o, p, q, r, and s.

Letter Formation Guide (Lowercase)

• j: Start below the line, go down, make a hook to the left, and put a dot above.
• k: Start at the top, straight line down. Go to the middle, slant down to the left, then slant down to the right.
• l: Start at the top, straight line down.
• m: Start at the middle, straight line down, then curve up and over, then curve up and over again.
• n: Start at the middle, straight line down, then curve up and over.
• o: Start at the top, go round to the left, then up to close the circle.
• p: Start at the middle, straight line down (below the line), then go back to the middle and make a curve to the right.
• q: Start at the top, go round to the left, then up to close the circle, then a small line down to the right.
• r: Start at the middle, straight line down, then go back up and make a small curve to the right.
• s: Start at the middle, curve left, then curve right.

Key Words

• Letter – A symbol used to write words.
• Trace – To draw over a line or shape.
• Write – To make letters or words on paper.
• Lowercase – The small form of letters (e.g., a, b, c).

Tracing Letters Rhyme

Tune: “Twinkle, Twinkle Little Star”

Pencil in my hand so tight,
Making letters, what a sight!
Down and round, and up we go,
Tracing letters, watch them grow.
J and k and l so neat,
Making letters, oh so sweet!

Actions: Pupils pretend to hold a pencil and make tracing motions in the air for each line. Point to letter cards as they are mentioned.

Watch and Practise

https://www.youtube.com/watch?v=Fj-y5H0L97Y

Teaching Methods/Instructional Techniques

• Demonstration
• Guided Practice
• Play-based Learning
• 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: Greet pupils warmly. Ask them to show their hands and wiggle their fingers. Ask them what they use their hands for (e.g., eating, playing, writing). Introduce the topic: “Today, we will learn to trace and write some more small letters!”

Pupils’ Activity: Pupils greet the teacher, wiggle fingers, and respond to questions about their hands.

Learning Point: Pupils are engaged and ready to learn about handwriting.

Step 2: Presentation of Letters j, k, l

Time: 5 minutes

Teaching Skill: Identification/Demonstration

Teacher’s Activity: Show flashcards for lowercase ‘j’, ‘k’, and ‘l’. Say each letter and its sound clearly. Demonstrate how to form each letter on the whiteboard, explaining the strokes (e.g., “for ‘j’, start here, go down, hook, and dot”). Ask pupils to identify the letters.

Pupils’ Activity: Pupils look at the flashcards, listen to the teacher, repeat the letter names and sounds, and identify the letters.

Learning Point: Pupils recognise and hear the sounds of lowercase j, k, l.

Step 3: Guided Tracing of Letters j, k, l

Time: 5 minutes

Teaching Skill: Guided Practice/Motor Skill Development

Teacher’s Activity: Guide pupils to air-trace ‘j’, ‘k’, ‘l’ several times. Then, instruct them to open their tracing books/workbooks to the page for these letters. Supervise and assist as they trace the letters with their pencils. Remind them of correct pencil grip and posture.

Pupils’ Activity: Pupils air-trace the letters, then trace ‘j’, ‘k’, ‘l’ in their books, focusing on correct formation.

Learning Point: Pupils develop fine motor skills and practise forming lowercase j, k, l.

Step 4: Presentation of Letters m, n, o

Time: 4 minutes

Teaching Skill: Identification/Demonstration

Teacher’s Activity: Introduce lowercase ‘m’, ‘n’, and ‘o’ using flashcards. Say each letter and its sound. Demonstrate formation on the whiteboard, giving clear instructions for each stroke. Ask pupils to identify the letters.

Pupils’ Activity: Pupils observe the letters, repeat their names and sounds, and identify them.

Learning Point: Pupils recognise and hear the sounds of lowercase m, n, o.

Step 5: Guided Tracing of Letters m, n, o

Time: 4 minutes

Teaching Skill: Guided Practice/Motor Skill Development

Teacher’s Activity: Lead pupils in air-tracing ‘m’, ‘n’, ‘o’. Then, guide them to trace these letters in their workbooks. Provide individual support and correct any errors in formation or grip.

Pupils’ Activity: Pupils air-trace, then trace ‘m’, ‘n’, ‘o’ in their books, following the teacher’s guidance.

Learning Point: Pupils practise forming lowercase m, n, o with increasing accuracy.

Step 6: Presentation and Tracing of Letters p, q, r, s

Time: 5 minutes

Teaching Skill: Demonstration/Application

Teacher’s Activity: Introduce the remaining letters ‘p’, ‘q’, ‘r’, ‘s’ with flashcards and demonstration on the whiteboard. Guide pupils through air-tracing and then direct them to trace these letters in their workbooks. Circulate to provide support and encouragement.

Pupils’ Activity: Pupils identify the letters, air-trace, and then trace ‘p’, ‘q’, ‘r’, ‘s’ in their books.

Learning Point: Pupils apply learned tracing skills to new letters p, q, r, s.

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.

1. “Point to the letter ‘j’ on the flashcard.”
2. “Show me how you trace ‘s’ in the air.”
3. “Which letter looks like a stick with a dot?” (j)
4. Ask pupils to trace any two letters from j-s in their books.

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: Reinforcement/Closure

Teacher’s Activity: Praise pupils for their effort and good work. Recap that they learned to trace and write many small letters today. Sing the tracing rhyme one last time. Assign a simple homework activity (e.g., trace specific letters at home).

Pupils’ Activity: Pupils respond to praise, sing the rhyme, and listen to homework instructions.

Learning Point: Pupils feel accomplished and are motivated for future learning.

Lesson Keywords

• Trace – To draw over a line or shape.
• Write – To make letters or words on paper.
• Lowercase – The small form of letters.
• Pencil – A tool used for writing.
• Letter – A symbol used to write words.

Differentiation

• Support: For pupils struggling with fine motor skills, provide larger tracing templates or use hand-over-hand guidance. Focus on fewer letters at a time, allowing more repetition. Use chunky pencils or crayons for an easier grip.
• Extension: For pupils who quickly master tracing, encourage them to attempt writing the letters independently on plain paper. Ask them to identify familiar words that start with these letters (e.g., ‘jam’ for j, ‘sun’ for s).