Note for teachers using this lesson plan
Before this lesson, prepare flashcards for the two-letter words ‘it’, ‘if’, ‘in’, and ‘is’, ensuring the letters are clearly formed. The central idea is for pupils to practise proper sitting posture and pencil grip, then trace and attempt to write these simple words while also recognising and reading them. Successful learning will be observed when pupils can correctly hold their pencils, make guided strokes for the letters, and orally identify the words.
Class: Pre-School Level 2
Term: Third Term
Week: 2
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Not separately stated in the scheme.
Topic: TWO-LETTER WORDS: WRITING AND READING IT, IF, IN AND IS
Subject Matter: TWO-LETTER WORDS. Writing and Reading the Following Words: It, If, In, Is. Weekly focus: Two-Letter Words: Writing and Reading it, if, in and is.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify the two-letter words ‘it’, ‘if’, ‘in’, and ‘is’.
- Orally read the two-letter words ‘it’, ‘if’, ‘in’, and ‘is’.
Affective Domain
- Show enthusiasm for learning to write new words.
- Listen attentively to teacher’s instructions.
Psychomotor Domain
- Demonstrate proper sitting posture for writing.
- Hold a pencil correctly.
- Trace the letters to form ‘it’, ‘if’, ‘in’, and ‘is’.
- Attempt to write the words ‘it’, ‘if’, ‘in’, and ‘is’ with guidance.
Social Domain
- Participate in group reading and writing activities.
- Share writing materials respectfully.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2
- Early Childhood Care and Education Handwriting Resources
- Age-appropriate pre-writing workbooks
Instructional Materials
- Writing Book
- Pencil
- Eraser
- Flashcards with the words ‘it’, ‘if’, ‘in’, ‘is’
- Whiteboard/Chalkboard and markers/chalk
Rationale for the Lesson
This lesson is crucial for developing early literacy skills by focusing on foundational two-letter words. Learning to write and read these simple words builds confidence and provides a strong base for more complex word recognition and sentence formation, which are essential for future academic success.
Prerequisite/Previous Knowledge
Pupils can recognise some individual letters of the alphabet and have practised drawing simple lines and curves. They can also follow basic instructions.
Lesson Content/Board Summary
TWO-LETTER WORDS: WRITING AND READING IT, IF, IN AND IS
Two-letter words are very short words made up of only two letters. We use them often when we talk and read.
Today, we will learn to write and read these two-letter words:
- it
- if
- in
- is
How to Write Each Word (Guided Practice)
We will practise forming each letter carefully, starting from the top and moving down or across.
1. it
- Letter ‘i’: Start at the top, draw a short line down, then add a tiny dot above.
- Letter ‘t’: Start at the top, draw a straight line down, then a small line across the middle.
2. if
- Letter ‘i’: Start at the top, draw a short line down, then add a tiny dot above.
- Letter ‘f’: Start at the top, curve down and then a small line across the middle.
3. in
- Letter ‘i’: Start at the top, draw a short line down, then add a tiny dot above.
- Letter ‘n’: Start at the top, draw a line down, then go back up and make a small curve down.
4. is
- Letter ‘i’: Start at the top, draw a short line down, then add a tiny dot above.
- Letter ‘s’: Start from the top, curve round like a snake, then curve back the other way.
Remember to hold your pencil properly and sit straight!
Key Words
- it – a small word used to talk about a thing or animal.
- if – a small word used when something might happen.
- in – a small word used to say something is inside.
- is – a small word used to say what something is.
Writing and Reading Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
‘I’ and ‘t’ make ‘it’, make ‘it’,
Write it down, so neat, so neat.
‘I’ and ‘f’ make ‘if’, make ‘if’,
Try your best, a little sniff.
‘I’ and ‘n’ make ‘in’, make ‘in’,
Let the writing fun begin!
‘I’ and ‘s’ make ‘is’, make ‘is’,
Learning words is pure bliss!
Actions: Point to letters on flashcards, pretend to write in the air, clap after each word.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing flashcards of each word (‘it’, ‘if’, ‘in’, ‘is’) and saying them clearly. Explain that these are two-letter words. For each word, demonstrate the correct formation of each letter on the whiteboard, using clear, simple strokes (e.g., “down, dot” for ‘i’, “down, across” for ‘t’). Emphasize starting points and direction. Have pupils trace in the air with their fingers before attempting to write in their books.
What to show or demonstrate: Demonstrate proper sitting posture (straight back, feet flat) and correct pencil grip. Show the formation of each letter (‘i’, ‘t’, ‘f’, ‘n’, ‘s’) clearly on the board, then combine them to form the two-letter words. Use the flashcards for visual recognition.
How to use the rhyme/song: Introduce the “Writing and Reading Rhyme” after demonstrating the words. Sing it slowly first, pointing to the words on flashcards as they are mentioned. Encourage pupils to sing along and perform the actions (air writing, clapping). Repeat the rhyme several times to reinforce the words and the act of writing.
What to watch for: Observe pupils’ sitting posture and pencil grip. Check for correct letter formation, even if strokes are not perfectly straight. Encourage effort over perfection. Listen for correct oral pronunciation of the words.
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/Warm-up
Teacher’s Activity: Greets pupils, sings a short greeting song. Asks pupils if they remember any letters they have learned to write. Introduces the topic of learning to write and read some new, very short words.
Pupils’ Activity: Respond to greetings, sing along, mention some letters, and listen to the teacher.
Learning Point: Pupils are engaged and ready for the lesson.
Step 2: Proper Sitting and Pencil Grip
Time: 4 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: Demonstrates the correct way to sit at the desk (straight back, feet on the floor) and how to hold a pencil (tripod grip). Explains why this is important for good writing. Guides pupils to practise these positions.
Pupils’ Activity: Observe the teacher, imitate the correct sitting posture, and practise holding their pencils properly.
Learning Point: Pupils adopt proper writing posture and pencil grip.
Step 3: Introduction to Two-Letter Words
Time: 4 minutes
Teaching Skill: Visual Aid/Oral Practice
Teacher’s Activity: Shows flashcards for ‘it’, ‘if’, ‘in’, ‘is’. Says each word clearly and asks pupils to repeat after her. Explains that these are two-letter words we use every day.
Pupils’ Activity: Look at the flashcards, listen to the teacher, and repeat the words ‘it’, ‘if’, ‘in’, ‘is’ several times.
Learning Point: Pupils recognise and pronounce the focus two-letter words.
Step 4: Guided Writing of ‘it’ and ‘if’
Time: 6 minutes
Teaching Skill: Guided Practice/Tracing
Teacher’s Activity: Demonstrates writing ‘it’ on the board, explaining each stroke. Guides pupils to trace ‘it’ in the air, then in their writing books (perhaps over dotted lines or large outlines). Repeats for ‘if’. Circulates to provide individual support and correction.
Pupils’ Activity: Watch the teacher, trace ‘it’ and ‘if’ in the air, then carefully trace and attempt to write ‘it’ and ‘if’ in their writing books.
Learning Point: Pupils practise forming the words ‘it’ and ‘if’ with guidance.
Step 5: Guided Writing of ‘in’ and ‘is’
Time: 6 minutes
Teaching Skill: Guided Practice/Tracing
Teacher’s Activity: Demonstrates writing ‘in’ on the board, explaining each stroke. Guides pupils to trace ‘in’ in the air, then in their writing books. Repeats for ‘is’. Continues to monitor and assist pupils.
Pupils’ Activity: Watch the teacher, trace ‘in’ and ‘is’ in the air, then carefully trace and attempt to write ‘in’ and ‘is’ in their writing books.
Learning Point: Pupils practise forming the words ‘in’ and ‘is’ with guidance.
Step 6: Reading Practice and Rhyme Reinforcement
Time: 4 minutes
Teaching Skill: Oral Reinforcement/Song
Teacher’s Activity: Holds up flashcards again and leads pupils in reading all four words together. Introduces and sings the “Writing and Reading Rhyme,” encouraging pupils to join in with actions.
Pupils’ Activity: Read the words from flashcards with the teacher. Sing the rhyme and perform the actions.
Learning Point: Pupils reinforce word recognition and associate writing with reading through a fun activity.
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.
- “Show me how you hold your pencil.”
- “Point to the word ‘it’ on the flashcard.”
- “What word is this?” (Teacher points to ‘if’ on the board/flashcard).
- “Try to trace the word ‘in’ in the air.”
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: Recap/Closure
Teacher’s Activity: Praises pupils for their effort in writing and reading the new words. Reminds them to keep practising. Assigns a simple take-home activity like tracing the words again.
Pupils’ Activity: Listen to the teacher, clean up their materials, and prepare for the next activity.
Learning Point: Pupils consolidate their learning and are encouraged to continue practising.
Lesson Keywords
- it – a word used for things or animals.
- if – a word used for a condition or possibility.
- in – a word that means inside something.
- is – a word that means something exists or is true.
Differentiation
- Support: For pupils who are struggling, provide larger print words for tracing, use hand-over-hand guidance for pencil grip and letter formation, and give extra oral repetition of the words. Focus on one or two words first before moving to all four.
- Extension: For pupils who quickly grasp the concept, encourage them to write the words independently without tracing. They can also try to identify these words in a simple picture book or use them in very short oral phrases (e.g., “It is a ball.”).
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