Note for teachers using this lesson plan
Before the lesson, ensure you have large flashcards with the words “at”, “an”, “am”, and “as” clearly written, along with individual writing books, pencils, and erasers for each child. The central idea is for pupils to recognise these two-letter words visually and to begin developing the fine motor skills needed to trace them. Observe pupils’ sitting posture, pencil grip, and their attempts to trace the words, providing gentle hand-over-hand guidance as needed.
Class: Pre-School Level 1
Term: Third Term
Week: 4
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Pre-writing patterns and holding a pencil
Topic: TWO-LETTER WORDS
Subject Matter: TWO-LETTER WORDS; Tracing and reading the following words: at, an, am, as. Weekly focus: Two-Letter Words: at, an, am and as.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify the two-letter words “at”, “an”, “am”, and “as” when shown.
- Repeat the pronunciation of the words “at”, “an”, “am”, and “as” after the teacher.
Affective Domain
- Show interest in learning new words.
- Participate actively in tracing activities.
Psychomotor Domain
- Demonstrate proper sitting posture and pencil grip for tracing.
- Trace the two-letter words “at”, “an”, “am”, and “as” with guidance.
Social Domain
- Share materials cooperatively with classmates.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Large flashcards with “at”, “an”, “am”, “as”
- Individual writing books with pre-drawn words for tracing
- Pencils
- Erasers
- Sand tray or salt tray for finger tracing
- Picture cards showing objects related to the words (e.g., cat for “at”, fan for “an”)
Rationale for the Lesson
This lesson introduces two-letter words, which are fundamental building blocks for early literacy. At age two, learning to recognise and trace these simple words helps children develop pre-reading skills and fine motor control, preparing them for more complex writing and reading tasks as they grow. It connects to their daily experience as they begin to notice words around them.
Prerequisite/Previous Knowledge
Pupils can recognise some letters of the alphabet, hold a pencil, and have practised simple pre-writing patterns like lines and curves.
Lesson Content/Board Summary
Two-Letter Words: at, an, am, as
Two-letter words are very short words made up of only two letters. We use them often when we speak and read.
Let’s learn to say and trace these words:
1. at
This word is “at”. We can say “Look at the cat!”
Trace: a t
2. an
This word is “an”. We can say “I see an ant.”
Trace: a n
3. am
This word is “am”. We can say “I am a boy.” or “I am a girl.”
Trace: a m
4. as
This word is “as”. We can say “As big as a house.”
Trace: a s
Key Words
- Two-letter words – Very short words with only two letters.
- Trace – To draw over lines or letters that are already there.
Tracing Fun Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
“At, an, am, and as,
Let’s trace them in our class.
Pencils ready, fingers strong,
Tracing words all day long.
At, an, am, and as,
Learning words in our class!”
Actions:
- Point to each word as it is said.
- Make tracing motions with fingers in the air.
- Wiggle fingers to show “fingers strong”.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce each two-letter word one by one. Show the flashcard for “at”, say the word clearly, and use a simple sentence with a picture cue (e.g., “Look at the cat”). Encourage pupils to repeat the word multiple times. Repeat this process for “an”, “am”, and “as”. Emphasize the sound and look of each word.
What to show or demonstrate: Use large flashcards for each word. Demonstrate how to trace each letter within the word on a large surface or whiteboard, using clear directional strokes (e.g., “down, up, and around for ‘a'”, “down and across for ‘t'”). Show pupils how to hold their pencils correctly and maintain a good sitting posture. Demonstrate tracing “at” in the sand tray first, then guide pupils to do the same.
How to use the rhyme/song: Sing the “Tracing Fun Rhyme” several times throughout the lesson, especially during transitions or when pupils are getting ready to trace. Encourage pupils to do the actions as they sing, pointing to the words and making tracing motions in the air. This helps reinforce the words and the action of tracing.
What to watch for: Observe pupils’ pencil grip and sitting posture. Provide immediate, gentle correction. Look for attempts to trace the words, even if imperfect. Praise effort and participation. Watch for pupils who might struggle with fine motor control and offer hand-over-hand assistance.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Repetition
- Manipulation of Objects (sand tray)
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils warmly and leads a quick warm-up song about hands and fingers. The teacher then asks pupils to show how they hold their pencils and reminds them of good sitting posture.
Pupils’ Activity: Pupils greet the teacher, sing along, show their pencil grip, and sit properly.
Learning Point: Pupils are engaged and reminded of pre-writing readiness.
Step 2: Presentation of “at”
Time: 5 minutes
Teaching Skill: Introduction/Demonstration
Teacher’s Activity: The teacher introduces the concept of two-letter words. The teacher shows the flashcard for “at”, says the word clearly, and uses it in a simple sentence like “Look at the cat.” The teacher then demonstrates how to trace “at” on a large surface or in a sand tray, showing the strokes for ‘a’ and ‘t’.
Pupils’ Activity: Pupils listen, repeat “at” after the teacher, and watch the tracing demonstration.
Learning Point: Pupils recognise and pronounce “at” and observe its formation.
Step 3: Presentation of “an” and “am”
Time: 5 minutes
Teaching Skill: Concept Expansion/Repetition
Teacher’s Activity: The teacher introduces “an” with a picture (e.g., “I see an ant”) and “am” (e.g., “I am a boy/girl”). The teacher says each word clearly and asks pupils to repeat. The teacher demonstrates tracing “an” and “am” on a large surface or in the sand tray.
Pupils’ Activity: Pupils repeat “an” and “am”, listen to the sentences, and watch the tracing demonstrations.
Learning Point: Pupils learn to recognise and pronounce “an” and “am” and observe their formation.
Step 4: Presentation of “as”
Time: 3 minutes
Teaching Skill: Introduction/Reinforcement
Teacher’s Activity: The teacher introduces the word “as” using a simple comparison like “As big as a house.” The teacher says the word and asks pupils to repeat. The teacher demonstrates tracing “as” on a large surface or in the sand tray.
Pupils’ Activity: Pupils repeat “as”, listen to the sentence, and watch the tracing demonstration.
Learning Point: Pupils learn to recognise and pronounce “as” and observe its formation.
Step 5: Guided Tracing Practice (Sand Tray)
Time: 5 minutes
Teaching Skill: Guided Practice/Motor Skill Development
Teacher’s Activity: The teacher guides pupils to trace each of the four words (“at”, “an”, “am”, “as”) in the sand tray using their fingers. The teacher provides individual support and hand-over-hand guidance where necessary, ensuring correct letter formation.
Pupils’ Activity: Pupils use their fingers to trace the words in the sand tray, following the teacher’s guidance.
Learning Point: Pupils develop fine motor skills and practice letter formation through sensory tracing.
Step 6: Workbook Tracing Activity
Time: 5 minutes
Teaching Skill: Application/Individual Practice
Teacher’s Activity: The teacher distributes writing books with pre-drawn words “at”, “an”, “am”, “as” and pencils. The teacher reminds pupils of proper pencil grip and sitting posture. The teacher walks around, offering individual assistance and encouragement as pupils trace the words in their books.
Pupils’ Activity: Pupils hold their pencils correctly and attempt to trace the words “at”, “an”, “am”, “as” in their writing books.
Learning Point: Pupils apply tracing skills to paper and reinforce word recognition.
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.
- Show me the word “at” on the flashcard.
- Say the word “an” after me.
- Point to the word “am” in your book.
- Trace the word “as” in the air with your finger.
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: Consolidation/Praise
Teacher’s Activity: The teacher praises the pupils for their hard work and participation. The teacher quickly reviews the four words by showing the flashcards and having pupils say them one last time. The teacher leads the “Tracing Fun Rhyme” again.
Pupils’ Activity: Pupils say the words, sing the rhyme, and put away their materials.
Learning Point: Pupils feel a sense of accomplishment and reinforce the learned words.
Lesson Keywords
- at – A two-letter word used to show location or time.
- an – A two-letter word used before words starting with a vowel sound.
- am – A two-letter word used with “I” to say what you are or how you feel.
- as – A two-letter word used for comparison.
- trace – To follow the outline of something with a pencil or finger.
Differentiation
- Support: For pupils struggling with pencil grip or tracing, provide larger pre-drawn words, use hand-over-hand guidance for tracing, or allow more time for finger tracing in the sand tray. Focus on recognising and saying the words before expecting perfect tracing.
- Extension: For pupils who quickly master tracing, encourage them to identify other familiar two-letter words (e.g., “it”, “in”, “on”) if appropriate, or try to use the learned words in very simple oral phrases (e.g., “cat at home”).
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