Note for teachers using this lesson plan

Before this lesson, ensure you have a whiteboard or chart ready to demonstrate proper sitting posture, pencil grip, and the formation of the letters ‘a’, ‘t’, ‘n’, ‘m’, ‘s’ and the two-letter words. Prepare writing books, pencils, and erasers for each pupil. The central idea is for pupils to correctly form these simple words and recognise them, so emphasize slow, guided practice and repetition. Observe pupils’ posture and grip throughout the writing activities.

Class: Pre-School Level 2

Term: Third Term

Week: 4

Age: 3 years

Duration: 30 minutes

Subject: Handwriting

Curriculum Theme: Handwriting

Previous Lesson: Tracing and writing basic pre-writing strokes and simple letters.

Topic: TWO-LETTER WORDS: WRITING AND READING AT, AN, AM AND AS

Subject Matter: Writing and Reading the Two-Letter Words: At, An, Am, As.

Specific Objectives

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

Cognitive Domain

Recognise and identify the two-letter words “at”, “an”, “am”, and “as” when seen.
Say the words “at”, “an”, “am”, and “as” correctly.

Affective Domain

Show interest in learning to write and read simple words.
Participate actively in tracing and writing activities.

Psychomotor Domain

Demonstrate proper sitting posture and pencil grip.
Trace the words “at”, “an”, “am”, and “as” accurately.
Attempt to write the words “at”, “an”, “am”, and “as” independently.

Follow the teacher’s instructions during writing practice.
Take turns and share materials appropriately.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 2.
Early Childhood Care and Education resources on pre-writing and early literacy.

Instructional Materials

Whiteboard or chart
Markers
Picture cards (e.g., a cat “at” home, “an” apple, “I am” happy, a child “as” tall as a tree)
Writing books (with dotted lines or pre-printed words for tracing)
Pencils
Erasers

Rationale for the Lesson

This lesson is crucial for 3-year-olds as it introduces them to the foundational skills of writing and reading simple two-letter words. Mastering proper pencil grip and letter formation for these words builds fine motor skills and provides an early sense of accomplishment in literacy, preparing them for more complex word recognition and sentence construction.

Prerequisite/Previous Knowledge

Pupils can recognise some individual letters of the alphabet, particularly ‘a’, ‘t’, ‘n’, ‘m’, ‘s’. They have also practised basic pre-writing strokes like vertical, horizontal, and slanted lines, and simple curves.

Lesson Content/Board Summary

TWO-LETTER WORDS: WRITING AND READING AT, AN, AM AND AS

Proper Writing Posture and Pencil Grip

Sit up straight with feet flat on the floor.
Hold the pencil gently with three fingers (thumb, index, middle finger).
Keep the writing book steady with the other hand.

Introducing “at”

Sound: /a/ + /t/ = “at”

Example: “Look at the cat!”

Formation: Start ‘a’ with a curve, then a straight line down. For ‘t’, a straight line down, then a short line across the middle.

Introducing “an”

Sound: /a/ + /n/ = “an”

Example: “I have an apple.”

Formation: Start ‘a’ with a curve, then a straight line down. For ‘n’, a straight line down, then a curve up and down.

Introducing “am”

Sound: /a/ + /m/ = “am”

Example: “I am happy.”

Formation: Start ‘a’ with a curve, then a straight line down. For ‘m’, a straight line down, then two curves up and down.

Introducing “as”

Sound: /a/ + /s/ = “as”

Example: “As big as an elephant.”

Formation: Start ‘a’ with a curve, then a straight line down. For ‘s’, a curve starting from the top, going left, then curving right to the bottom.

Key Words

at – used to show location or time (e.g., “at home”)
an – used before words that start with a vowel sound (e.g., “an orange”)
am – used with “I” to show being (e.g., “I am a boy”)
as – used to compare things (e.g., “as tall as”)

Writing and Reading Fun Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

A-T, A-T, that is “at”,
Like a cat upon a mat.
A-N, A-N, that is “an”,
Like an apple in a pan.
A-M, A-M, that is “am”,
“I am” happy, yes I am!
A-S, A-S, that is “as”,
As quick as a fast race car!

Actions: Point to the letters as you say them, then make actions for “cat”, “apple”, “happy”, “fast race car”.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Begin by demonstrating the correct sitting posture and pencil grip. Use the whiteboard to write each two-letter word clearly. Sound out each letter individually, then blend them to say the whole word. Show picture cards to illustrate the meaning of each word in a simple context. Emphasize the starting point and direction for forming each letter within the words.

What to show or demonstrate: Visually demonstrate correct posture and grip. Write each word (at, an, am, as) on the board multiple times, explaining the strokes for ‘a’, ‘t’, ‘n’, ‘m’, ‘s’ as you form them. Use your finger to trace the words in the air and on the board. Show the picture cards for each word and say a simple sentence using the word.

How to use the rhyme/song: Introduce the “Writing and Reading Fun Rhyme” after introducing all four words. Sing it slowly several times, pointing to the words on the board or on flashcards as you sing. Encourage pupils to join in with the actions and singing. Repeat the rhyme as a transition or energy break.

What to watch for: Observe pupils’ pencil grip and sitting posture. Look for correct letter formation and the ability to say the words after blending the sounds. Provide individual support for pupils struggling with specific letter strokes or blending.

Teaching Methods/Instructional Techniques

Demonstration
Guided Practice
Repetition
Play-based Learning
Songs and Rhymes
Picture Talk
Question and Answer

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Warm-up

Teacher’s Activity: The teacher greets the pupils warmly and leads a simple finger play or hand exercise to warm up their hands for writing.

Pupils’ Activity: Pupils greet the teacher and participate in the finger play, wiggling their fingers and hands.

Learning Point: Pupils are settled and ready for the lesson, with hands prepared for writing.

Step 2: Proper Posture and Pencil Grip

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates the correct way to sit at a table and hold a pencil. The teacher explains why this is important for good writing.

Pupils’ Activity: Pupils observe the teacher, then try to imitate the correct sitting posture and pencil grip with their own pencils and writing books.

Learning Point: Pupils understand and begin to practise proper writing posture and pencil grip.

Step 3: Introducing “at” and “an”

Time: 7 minutes

Teaching Skill: Explanation/Visual Aid

Teacher’s Activity: The teacher writes “at” on the board, sounding out /a/ and /t/, then blending to “at”. The teacher shows a picture card for “at” (e.g., “at home”). Pupils repeat. The teacher then does the same for “an” (/a/ + /n/ = “an”), showing a picture card (e.g., “an apple”). The teacher air-traces the words.

Pupils’ Activity: Pupils listen, repeat the sounds and words, look at the picture cards, and air-trace the words “at” and “an” as demonstrated.

Learning Point: Pupils recognise and can say the words “at” and “an”, and understand their basic formation.

Step 4: Guided Writing of “at” and “an”

Time: 5 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher guides pupils to open their writing books to the page for “at” and “an”. The teacher walks around, providing individual support as pupils trace the words “at” and “an” in their books.

Pupils’ Activity: Pupils carefully trace the words “at” and “an” in their writing books, focusing on correct letter formation and direction.

Learning Point: Pupils practise and improve their fine motor skills and letter formation for “at” and “an”.

Step 5: Introducing “am” and “as”

Time: 7 minutes

Teaching Skill: Explanation/Visual Aid

Teacher’s Activity: The teacher writes “am” on the board, sounding out /a/ and /m/, then blending to “am”. The teacher shows a picture card for “am” (e.g., “I am happy”). Pupils repeat. The teacher then does the same for “as” (/a/ + /s/ = “as”), showing a picture card (e.g., “as big as”). The teacher air-traces the words.

Pupils’ Activity: Pupils listen, repeat the sounds and words, look at the picture cards, and air-trace the words “am” and “as” as demonstrated.

Learning Point: Pupils recognise and can say the words “am” and “as”, and understand their basic formation.

Step 6: Guided Writing of “am” and “as” and Rhyme Reinforcement

Time: 8 minutes

Teaching Skill: Guided Practice/Reinforcement

Teacher’s Activity: The teacher guides pupils to trace “am” and “as” in their writing books, offering support. After writing, the teacher leads the class in singing the “Writing and Reading Fun Rhyme” to reinforce all four words.

Pupils’ Activity: Pupils trace “am” and “as” in their books. They then sing the rhyme with actions, pointing to the words on the board or in their books.

Learning Point: Pupils reinforce their writing skills for “am” and “as” and consolidate recognition of all four words through song.

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.

“Can you point to the word ‘at’ on the board?”
“What word is this?” (Teacher points to ‘an’ in a book.)
“Show me how you hold your pencil properly.”
“Say the word ‘am’ for me.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion