Writing and Reading lo, no, go and so Two-Letter Words for Pre-School Level 2

Class: Pre-School Level 2
Term: Third Term
Week: 8
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Recognising and tracing simple letter strokes.
Topic: TWO-LETTER WORDS: WRITING AND READING LO, NO, GO AND SO
Subject Matter: TWO-LETTER WORDS. Writing and Reading the Following Words: Lo, No, Go, So. Weekly focus: Two-Letter Words: Writing and Reading lo, no, go and so.

Specific Objectives

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

Cognitive Domain

• Recognise the two-letter words ‘lo’, ‘no’, ‘go’, and ‘so’ when shown.
• Say the words ‘lo’, ‘no’, ‘go’, and ‘so’ clearly.
• Identify the letters that make up each word.

Affective Domain

• Show interest in learning new words.
• Participate actively in oral repetition and tracing activities.
• 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’, and ‘so’ in their writing books.
• Practise copying the words ‘lo’, ‘no’, ‘go’, and ‘so’ with guidance.

Social Domain

• Follow simple instructions given by the teacher.
• Take turns during group activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 2
• Early Childhood Care and Education resources
• Suitable early-years handwriting workbook

Instructional Materials

• Writing Book
• Pencil
• Eraser
• Flashcards with ‘lo’, ‘no’, ‘go’, ‘so’
• Chart showing the words ‘lo’, ‘no’, ‘go’, ‘so’
• Whiteboard or chalkboard

Rationale for the Lesson

Learning to write and read simple two-letter words like ‘lo’, ‘no’, ‘go’, and ‘so’ is a foundational step in early literacy for 3-year-olds. It helps them connect letter sounds to whole words, builds confidence in reading, and develops fine motor skills essential for future writing. These simple words are often encountered in everyday communication and stories.

Prerequisite/Previous Knowledge

Pupils can recognise some individual letters of the alphabet and have practised making simple strokes and patterns. They can also hold a pencil and follow basic instructions.

Lesson Content/Board Summary

TWO-LETTER WORDS: WRITING AND READING LO, NO, GO AND SO

Two-letter words are very short words made up of two letters. We say them and we write them.

Words to Learn:

• lo (L + o)
• no (N + o)
• go (G + o)
• so (S + o)

How to write:

Always sit up straight and hold your pencil correctly. We write from left to right.
For ‘lo’: Start with ‘l’ (down stroke), then ‘o’ (round shape).
For ‘no’: Start with ‘n’ (down, over, down), then ‘o’ (round shape).
For ‘go’: Start with ‘g’ (round shape, then down with a hook), then ‘o’ (round shape).
For ‘so’: Start with ‘s’ (curve, curve), then ‘o’ (round shape).

Word Repetition Rhyme

Tune: Twinkle, Twinkle Little Star

Lo, no, go, and so,
Easy words, watch them grow!
Two little letters, side by side,
In our books, we love to write!
Lo, no, go, and so,
Now we know them, watch us grow!

Actions: Clap hands for each word, point to the words on the chart, pretend to write in the air.

Watch and Practise

https://www.youtube.com/watch?v=Fj7n1X8N_Hk

Key Words

• Lo – a two-letter word.
• No – a two-letter word that means not yes.
• Go – a two-letter word that means to move.
• So – a two-letter word that means therefore or very.

Teaching Methods/Instructional Techniques

• Demonstration
• Guided Practice
• Songs and Rhymes
• Picture Talk (flashcards/chart)
• Repetition
• Practical Activity (tracing and copying)
• Question and Answer

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils, sings a short welcome song, and briefly reminds them about the letters they have learned before and how we use them to make words.

Pupils’ Activity: Pupils greet the teacher, sing along, and recall some letters they know.

Learning Point: Pupils are engaged and ready for the lesson, connecting to prior knowledge.

Step 2: Presentation (Pencil Grip and Sitting Position)

Time: 5 minutes

Teaching Skill: Demonstration/Instruction

Teacher’s Activity: The teacher demonstrates the correct sitting posture for writing (back straight, feet flat, book in front) and the proper way to hold a pencil (using thumb and first two fingers). The teacher explains why this is important.

Pupils’ Activity: Pupils listen, observe the demonstration, and practise sitting correctly and holding their pencils.

Learning Point: Pupils learn and practise good writing habits.

Step 3: Presentation (Introducing Two-Letter Words)

Time: 5 minutes

Teaching Skill: Introduction/Visual Aid

Teacher’s Activity: The teacher introduces the two-letter words ‘lo’, ‘no’, ‘go’, and ‘so’ using flashcards and a chart. The teacher says each word clearly and asks pupils to repeat. The teacher points out the two letters in each word.

Pupils’ Activity: Pupils look at the flashcards and chart, listen to the words, and repeat them after the teacher.

Learning Point: Pupils recognise and orally repeat the target two-letter words.

Step 4: Guided Practice (Air Tracing and Rhyme)

Time: 5 minutes

Teaching Skill: Guided Practice/Reinforcement

Teacher’s Activity: The teacher leads pupils in air tracing each word, saying the letters and then the whole word. The teacher then leads the class in singing the “Word Repetition Rhyme” (Lo, no, go, and so…).

Pupils’ Activity: Pupils air trace the words with the teacher, saying the letters and words. They then sing the rhyme with actions.

Learning Point: Pupils reinforce word recognition and practice pre-writing movements.

Step 5: Guided Practice (Tracing in Writing Books)

Time: 5 minutes

Teaching Skill: Supervised Practice

Teacher’s Activity: The teacher guides pupils to open their writing books to the page with the words ‘lo’, ‘no’, ‘go’, ‘so’ for tracing. The teacher moves around, providing individual support and correcting pencil grip or stroke direction as needed.

Pupils’ Activity: Pupils carefully trace the words ‘lo’, ‘no’, ‘go’, and ‘so’ in their writing books, following the teacher’s guidance.

Learning Point: Pupils develop fine motor skills and begin to form the target words.

Step 6: Activity (Attempting to Copy)

Time: 5 minutes

Teaching Skill: Application/Observation

Teacher’s Activity: The teacher encourages pupils to attempt to copy the words ‘lo’, ‘no’, ‘go’, and ‘so’ on their own in their writing books, below the traced examples. The teacher continues to observe and offer encouragement.

Pupils’ Activity: Pupils attempt to copy the words ‘lo’, ‘no’, ‘go’, and ‘so’ in their writing books, focusing on making the correct strokes.

Learning Point: Pupils apply their tracing skills to independent writing attempts.

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.

1. Show me the word ‘go’ on your chart/flashcard.
2. Say the word ‘no’.
3. Point to the word ‘so’ in your book.
4. Show me your writing of ‘lo’.

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/Reinforcement

Teacher’s Activity: The teacher praises the pupils for their effort and good work. The teacher briefly recaps the words learned and encourages them to practice at home. The teacher may assign a simple homework task, like tracing the words again.

Pupils’ Activity: Pupils listen to the recap, receive praise, and acknowledge the homework task.

Learning Point: Pupils consolidate their learning and are motivated for continued practice.

Lesson Keywords

• Lo – a short word with two letters.
• No – a word meaning not yes.
• Go – a word meaning to move.
• So – a word meaning therefore.

Differentiation

• Support: For pupils who are struggling, provide hand-over-hand guidance for pencil grip and tracing. Use larger print for the words and allow more time for practice. Focus on one word at a time if necessary.
• Extension: For pupils who quickly grasp the concept, encourage them to identify these words in simple picture books or create very simple oral sentences using the words (e.g., “Go, go, go!”). They can also practice writing the words multiple times.