Note for teachers using this lesson plan
Before this lesson, prepare large flashcards for each two-letter word (on, ox, of, or) with clear, thick letters and a simple corresponding picture (e.g., cat on a mat, an ox, a cup of water, an oar). Ensure each pupil has a writing book with large, pre-drawn outlines of these words for tracing, a thick pencil, and an eraser. The central idea is for pupils to recognise these words visually, repeat them orally, and practise large-scale tracing movements. Observe pupils’ ability to hold the pencil, make simple tracing movements, and repeat the words after you.
Class: Pre-School Level 1
Term: Third Term
Week: 6
Age: 2 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Simple pre-writing strokes (e.g., vertical, horizontal lines).
Topic: TWO-LETTER WORDS
Subject Matter: TWO-LETTER WORDS; Tracing and reading the following words: on, ox, of, or. Weekly focus: Two-Letter Words: on, ox, of and or.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify the two-letter words “on, ox, of, or” when shown.
- Repeat the sounds of the words “on, ox, of, or” clearly.
Affective Domain
- Show interest in tracing and repeating new words.
- Listen attentively to teacher’s instructions and demonstrations.
Psychomotor Domain
- Demonstrate a proper sitting position for writing.
- Attempt to hold a pencil correctly.
- Make large air-tracing movements for the letters in the words.
- Trace over large, thick outlines of the words “on, ox, of, or” with guidance.
Social Domain
- Participate in group activities like repeating words and singing a rhyme.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1.
- Early Childhood Care and Education resources.
Instructional Materials
- Large flashcards with the words: “on, ox, of, or” and corresponding pictures (e.g., cat on a mat, an ox, a cup of water, an oar).
- Writing book with large, pre-drawn, thick outlines of the words “on, ox, of, or” for tracing.
- Thick pencils suitable for small hands.
- Erasers.
- Whiteboard and markers.
Rationale for the Lesson
This lesson introduces 2-year-olds to basic two-letter words, which helps them recognise simple word shapes and connect sounds to letters. Practising tracing these words develops early fine motor skills and hand-eye coordination, laying a foundation for future handwriting and literacy development.
Prerequisite/Previous Knowledge
Pupils can recognise and repeat simple sounds, identify familiar objects, and have some experience with holding crayons or pencils for scribbling.
Lesson Content/Board Summary
TWO-LETTER WORDS: on, ox, of, or
Today we will learn some small words made of two letters! These words help us to talk and write.
Word 1: on
- Letters: o – n
- Sound: “on” (as in ‘the book is on the table’)
- Picture example: A cat sitting on a mat.
Word 2: ox
- Letters: o – x
- Sound: “ox” (as in ‘a big farm ox‘)
- Picture example: A strong ox.
Word 3: of
- Letters: o – f
- Sound: “of” (as in ‘a cup of water’)
- Picture example: A slice of bread.
Word 4: or
- Letters: o – r
- Sound: “or” (as in ‘do you want an apple or a banana?’)
- Picture example: An oar for a boat.
Proper Sitting and Pencil Grip:
- Sit up straight in your chair.
- Place your writing book flat on the table.
- Hold your pencil gently with your thumb and first two fingers (tripod grip).
Tracing Rhyme
Tune: “Twinkle, Twinkle Little Star”
‘O’ and ‘N’ make “on, on, on”,
Let’s trace it nicely, ’til it’s done.
‘O’ and ‘X’ make “ox, ox, ox”,
Like a strong animal in a box.
‘O’ and ‘F’ make “of, of, of”,
A little bit, like a soft puff.
‘O’ and ‘R’ make “or, or, or”,
Let’s try to trace them more and more!
Actions: Point to letters as they are named, make large air-tracing movements for each word, then pretend to write in the air.
Key Words
- On – Used to say something is resting on top of another.
- Ox – A large animal, like a cow, used for farm work.
- Of – Used to show a part of something or a connection.
- Or – Used to show a choice between two things.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce each two-letter word one by one. Show the flashcard, say the word clearly, and use the picture to explain its meaning in a simple sentence. Emphasise the ‘o’ sound and then the second letter’s sound. Have pupils repeat each word several times. For tracing, demonstrate proper sitting posture and pencil grip first. Then, model large air-tracing movements for each letter within the words on the whiteboard, using simple directions like “round and down” for ‘o’, “down and up, then over” for ‘n’, etc.
What to show or demonstrate: Display the flashcards for “on, ox, of, or”. Point to each letter as you say its name and then the whole word. Demonstrate proper sitting posture and pencil grip. Model large air-tracing of each word. Show pupils how to trace the thick outlines in their writing books using a slow, controlled movement.
How to use the rhyme/song: Sing the “Tracing Rhyme” after introducing all four words. Sing it slowly and clearly, pointing to the words on the flashcards or whiteboard as you sing. Encourage pupils to make the actions (air-tracing) along with you. Repeat the rhyme 2-3 times to help with memorisation and reinforce the words.
What to watch for: Observe pupils’ attempts at proper pencil grip and sitting posture. Watch for their ability to repeat the words clearly and make large, guided tracing movements, even if not perfectly precise. Provide individual hand-over-hand guidance for tracing where needed.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Repetition
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets pupils and reminds them about how they learned to make simple lines. The teacher then introduces the idea of making small words with two letters. “Today, we will learn some very small words and how to make their shapes!”
Pupils’ Activity: Pupils greet the teacher, listen, and show readiness to learn.
Learning Point: Pupils are engaged and prepared for the lesson.
Step 2: Introducing “on” and “ox”
Time: 5 minutes
Teaching Skill: Demonstration/Oral Repetition
Teacher’s Activity: The teacher shows the flashcard for “on” with its picture. “This word is ‘on’. Say ‘on’!” The teacher uses a simple sentence like “The book is on the table.” The teacher then repeats for “ox” with its picture and a simple sentence. The teacher demonstrates air-tracing for each word.
Pupils’ Activity: Pupils look at the flashcards, repeat “on” and “ox” after the teacher, and try to air-trace the words.
Learning Point: Pupils recognise and orally repeat “on” and “ox”.
Step 3: Introducing “of” and “or”
Time: 5 minutes
Teaching Skill: Demonstration/Oral Repetition
Teacher’s Activity: The teacher shows the flashcard for “of” with its picture. “This word is ‘of’. Say ‘of’!” The teacher uses a simple sentence like “A cup of water.” The teacher then repeats for “or” with its picture and a simple sentence. The teacher demonstrates air-tracing for each word.
Pupils’ Activity: Pupils look at the flashcards, repeat “of” and “or” after the teacher, and try to air-trace the words.
Learning Point: Pupils recognise and orally repeat “of” and “or”.
Step 4: Practising Proper Sitting and Pencil Grip
Time: 3 minutes
Teaching Skill: Modelling/Guidance
Teacher’s Activity: The teacher guides pupils to sit properly and demonstrates the correct way to hold their pencils. The teacher walks around, checking and gently correcting pupils’ posture and grip.
Pupils’ Activity: Pupils practise sitting up straight and holding their pencils correctly, following the teacher’s model and guidance.
Learning Point: Pupils adopt proper sitting posture and pencil grip.
Step 5: Guided Tracing Activity
Time: 7 minutes
Teaching Skill: Guided Practice/Individual Support
Teacher’s Activity: The teacher distributes writing books with pre-drawn, thick outlines of “on, ox, of, or”. The teacher demonstrates tracing one word slowly and clearly. The teacher then guides pupils to trace the words in their books, providing hand-over-hand support where necessary. The teacher reminds pupils to say the word as they trace it.
Pupils’ Activity: Pupils attempt to trace the words “on, ox, of, or” in their writing books, saying the words as they trace, with teacher’s guidance.
Learning Point: Pupils practise tracing the two-letter words with guidance.
Step 6: Rhyme and Reinforcement
Time: 3 minutes
Teaching Skill: Repetition/Engagement
Teacher’s Activity: The teacher leads pupils in singing the “Tracing Rhyme” from the Board Summary, encouraging them to make the air-tracing actions. The teacher points to the flashcards of the words as they are sung.
Pupils’ Activity: Pupils sing the rhyme, make air-tracing actions, and point to the words on the flashcards.
Learning Point: Pupils reinforce word recognition and tracing movements through song.
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 ‘on’?” (Teacher shows all flashcards).
- “What word is this?” (Teacher shows ‘ox’ flashcard).
- “Show me how you hold your pencil.”
- “Let’s air-trace the word ‘of’ together.”
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/Encouragement
Teacher’s Activity: The teacher praises pupils for their effort in learning new words and tracing. “You all did so well learning ‘on, ox, of, or’ today! Keep practising!” The teacher collects the writing books.
Pupils’ Activity: Pupils tidy up their materials and respond to the teacher’s praise.
Learning Point: Pupils feel encouraged and motivated to continue learning.
Lesson Keywords
- On – resting on top of.
- Ox – a large farm animal.
- Of – belonging to.
- Or – a choice.
- Trace – to draw over lines.
Differentiation
- Support: For pupils struggling with pencil grip, provide a thicker pencil or use a grip aid. For those finding tracing difficult, use hand-over-hand guidance or let them trace with their finger in sand or paint before using a pencil. Provide extra oral repetition for word recognition.
- Extension: For pupils who quickly grasp the tracing, encourage them to say a simple sentence using each word (e.g., “Ball on mat,” “Big ox”). They can also try to identify the letters ‘o’, ‘n’, ‘x’, ‘f’, ‘r’ within the words.
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