Note for teachers using this lesson plan
Before this lesson, prepare flashcards for “lo, no, go, so” and ensure each pupil has a writing book, pencil, and eraser. You may also prepare a sand tray or a small whiteboard for air/finger tracing. The central idea is for pupils to recognise and attempt to trace these simple two-letter words, developing early literacy and fine motor skills. Observe pupils’ sitting posture, pencil grip, and their ability to repeat the words and make basic tracing attempts.
Class: Pre-School Level 1
Term: Third Term
Week: 8
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Learning to hold a pencil and making simple strokes.
Topic: TWO-LETTER WORDS
Subject Matter: TWO-LETTER WORDS; Tracing and reading the following words: lo, no, go, so. Weekly focus: Two-Letter Words: lo, no, go and so.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify the two-letter words “lo, no, go, so” when shown.
- Say the words “lo, no, go, so” after the teacher.
Affective Domain
- Show enthusiasm while learning new words.
- Listen attentively to the teacher’s instructions.
Psychomotor Domain
- Demonstrate proper sitting posture for writing.
- Hold a pencil correctly.
- Attempt to trace the words “lo, no, go, so” in their writing books or sand trays.
Social Domain
- Participate in group repetition and tracing activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1.
- Relevant Early Childhood Care and Education resources.
- Early-years handwriting workbooks.
Instructional Materials
- Flashcards with “lo, no, go, so” written clearly.
- Large chart displaying the words “lo, no, go, so”.
- Individual writing books.
- Pencils.
- Erasers.
- Sand tray or small whiteboards (optional, for tracing).
Rationale for the Lesson
This lesson introduces 2-year-olds to simple two-letter words, laying a foundational step for early literacy and word recognition. It also helps develop crucial fine motor skills through guided tracing, which is essential for future writing readiness. Learning these words in a repetitive and interactive way supports language development and confidence in handling writing tools.
Prerequisite/Previous Knowledge
Pupils can recognise some letters of the alphabet, make simple scribbles, and have some experience holding a pencil.
Lesson Content/Board Summary
TWO-LETTER WORDS: lo, no, go, so
These are small words made up of two letters. We will learn to say them and trace them.
1. lo
- This word has the letter ‘l’ and the letter ‘o’.
- It sounds like “l-o”.
2. no
- This word has the letter ‘n’ and the letter ‘o’.
- It sounds like “n-o”.
3. go
- This word has the letter ‘g’ and the letter ‘o’.
- It sounds like “g-o”.
4. so
- This word has the letter ‘s’ and the letter ‘o’.
- It sounds like “s-o”.
Key Words
- lo – a short word made of ‘l’ and ‘o’.
- no – a short word made of ‘n’ and ‘o’.
- go – a short word made of ‘g’ and ‘o’.
- so – a short word made of ‘s’ and ‘o’.
Our Two-Letter Word Rhyme
Tune: “Are You Sleeping, Brother John?”
Lyrics:
Go, go, go,
Go, go, go.
No, no, no,
No, no, no.
Lo, lo, lo,
Lo, lo, lo.
So, so, so,
So, so, so.
Little words we know!
Little words we know!
Actions:
- “Go, go, go”: Point forward with one finger.
- “No, no, no”: Shake head gently from side to side.
- “Lo, lo, lo”: Point to eyes as if looking.
- “So, so, so”: Shrug shoulders.
- “Little words we know!”: Clap hands together.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce each word using flashcards and the large chart. Point to each letter as you say its sound, then blend the sounds to say the whole word. Repeat each word several times clearly and slowly. Emphasize that these are “tiny words” or “two-letter words.”
What to show or demonstrate: Show the flashcards and chart. Demonstrate the proper sitting posture (back straight, feet flat) and correct pencil grip (thumb and first two fingers). Demonstrate tracing each word in the air, then in a sand tray or on a small whiteboard, showing the correct starting points and direction for each letter (e.g., ‘l’ top to bottom, ‘o’ round and round). Model tracing slowly and clearly.
How to use the rhyme/song: Sing the “Our Two-Letter Word Rhyme” with pupils. Perform the actions clearly and encourage pupils to imitate. Repeat the rhyme 2-3 times to help them remember the words and associate them with actions.
How to use the video: Introduce the video as a fun way to see and hear the words. Play the video and encourage pupils to listen and repeat the words they hear, especially “go” and “no”. Pause the video if needed to reinforce the target words “lo, no, go, so”. After watching, ask pupils to repeat the words they remember from the video.
What to watch for: Observe pupils’ attention during word introduction and their willingness to repeat. During tracing, check for correct pencil grip and basic attempts at forming the letters, even if imperfect. Praise effort and correct gently.
Teaching Methods/Instructional Techniques
- Demonstration
- Guided Practice
- Repetition
- Songs and Rhymes
- Picture Talk (using flashcards)
- Play-based Learning (tracing in sand)
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils, leads a short warm-up song, and reminds them about holding their pencils properly and making lines.
Pupils’ Activity: Pupils greet the teacher, sing along, and show their pencils.
Learning Point: Pupils are settled and ready to learn, recalling previous knowledge.
Step 2: Presentation of Two-Letter Words
Time: 5 minutes
Teaching Skill: Introduction/Visual Aid
Teacher’s Activity: The teacher shows flashcards for “lo, no, go, so” one by one. She points to each letter and says its sound, then blends the sounds to say the whole word. “This is ‘l’ and ‘o’, it says ‘lo’!”
Pupils’ Activity: Pupils look at the flashcards and listen to the teacher say the words.
Learning Point: Pupils are introduced to the target two-letter words visually and orally.
Step 3: Oral Repetition and Recognition
Time: 5 minutes
Teaching Skill: Oral Practice/Reinforcement
Teacher’s Activity: The teacher holds up each flashcard again and asks pupils to repeat the word after her. She encourages clear pronunciation. “Can you say ‘lo’?”
Pupils’ Activity: Pupils repeat the words “lo, no, go, so” individually and as a group.
Learning Point: Pupils practice saying the words and begin to recognise them by sight.
Step 4: Demonstration of Tracing and Posture
Time: 5 minutes
Teaching Skill: Modelling/Guidance
Teacher’s Activity: The teacher demonstrates the correct sitting posture and pencil grip. She then shows how to trace each word “lo, no, go, so” in the air, then on a sand tray or whiteboard, emphasizing the starting point and direction of each letter.
Pupils’ Activity: Pupils observe the teacher’s demonstration of posture, grip, and air tracing. They may try air tracing along with the teacher.
Learning Point: Pupils learn the correct physical techniques for tracing.
Step 5: Guided Tracing Practice
Time: 5 minutes
Teaching Skill: Supervised Practice
Teacher’s Activity: The teacher guides pupils to open their writing books (or use sand trays/whiteboards). She writes the words “lo, no, go, so” for them to trace. She walks around, assisting pupils with their posture, grip, and tracing, offering hand-over-hand support if needed.
Pupils’ Activity: Pupils attempt to trace the words “lo, no, go, so” in their books with teacher guidance.
Learning Point: Pupils develop fine motor skills and practice forming the target words.
Step 6: Rhyme Reinforcement and Video
Time: 3 minutes
Teaching Skill: Reinforcement/Engagement
Teacher’s Activity: The teacher leads pupils in singing “Our Two-Letter Word Rhyme” with actions. She then plays the short video on two-letter words, encouraging pupils to watch and listen for “go” and “no” and other simple words.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, repeating words they hear.
Learning Point: Pupils reinforce word recognition through song, movement, and visual media.
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.
- “Can you point to the word ‘go’ on the chart?”
- “Say ‘no’ after me.”
- “Show me how you trace ‘lo’ in the air.”
- “Can you show me your best tracing of ‘so’ 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: Closure/Praise
Teacher’s Activity: The teacher praises pupils for their hard work and participation. She encourages them to keep practising their new words and good writing habits.
Pupils’ Activity: Pupils listen to the teacher and tidy up their materials.
Learning Point: Pupils feel a sense of accomplishment and are encouraged for future learning.
Lesson Keywords
- lo – a small word that starts with ‘l’.
- no – a small word that means “not yes”.
- go – a small word that means “to move”.
- so – a small word that means “in this way”.
Differentiation
- Support: For pupils struggling with pencil grip, provide hand-over-hand assistance or use larger print words for tracing. Allow them to trace in sand or use finger painting for a more sensory experience. Provide extra oral repetition.
- Extension: For pupils who quickly grasp the words, encourage them to identify the words in a simple picture book or try to draw a simple picture that relates to “go” (e.g., a stick figure moving).
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