Writing and Reading on, ox, of and or Two-Letter Words for Pre-School Level 2

Class: Pre-School Level 2
Term: Third Term
Week: 6
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Tracing basic pre-writing strokes (e.g., vertical and horizontal lines)
Topic: TWO-LETTER WORDS: WRITING AND READING ON, OX, OF AND OR
Subject Matter: TWO-LETTER WORDS. Writing and Reading the Following Words: On, Ox, Of, or.

Specific Objectives

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

Cognitive Domain

• Identify the two-letter words ‘on’, ‘ox’, ‘of’, and ‘or’ when shown on flashcards.
• Say the words ‘on’, ‘ox’, ‘of’, and ‘or’ clearly.

Affective Domain

• Show interest in learning to write new words.
• Participate actively in tracing and reading activities.

Psychomotor Domain

• Demonstrate proper sitting posture and pencil grip.
• Trace the words ‘on’, ‘ox’, ‘of’, and ‘or’ in their writing books.
• Attempt to copy the words ‘on’, ‘ox’, ‘of’, and ‘or’ independently.

Social Domain

• Take turns when presenting their work or using shared materials.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 2
• Early Childhood Care and Education resources

Instructional Materials

• Writing Book
• Pencil
• Eraser
• Whiteboard or Blackboard
• Markers or Chalk
• Flashcards with the words ‘on’, ‘ox’, ‘of’, ‘or’
• Pictures: e.g., a cat on a mat (for ‘on’), an ox animal (for ‘ox’)

Rationale for the Lesson

This lesson is crucial for Pre-School Level 2 pupils as it introduces foundational handwriting skills and early word recognition. Learning to write and read simple two-letter words like ‘on’, ‘ox’, ‘of’, and ‘or’ helps to develop fine motor skills, hand-eye coordination, and pre-literacy abilities, preparing children for more complex reading and writing tasks in the future. It also builds confidence in handling writing tools and recognising common words.

Prerequisite/Previous Knowledge

Pupils can hold a pencil with some control, make basic strokes like lines and curves, and recognise some individual letters of the alphabet.

Lesson Content/Board Summary

TWO-LETTER WORDS: WRITING AND READING ON, OX, OF AND OR

Learning to write and read simple words helps us to get ready for big school!

Proper Writing Position

• Sit up straight at your table.
• Place your writing book flat in front of you.
• Hold your pencil correctly with your thumb and first two fingers.

The Words We Will Learn Today:

We will learn to write and read these two-letter words:

• on (e.g., The book is on the table.)
• ox (e.g., An ox is a big farm animal.)
• of (e.g., A piece of cake.)
• or (e.g., Do you want an apple or a banana?)

Watch carefully as your teacher shows you how to write each word. Remember to start at the top and follow the lines!

Writing Practice

We will practise tracing and copying these words:

o n
o x
o f
o r

Writing Words Rhyme

Tune: Twinkle, Twinkle Little Star

Pencil in my hand so tight,
Writing words with all my might.
“On” and “ox”, “of” and “or”,
Learning words, I want some more!
Little words, so small and neat,
Writing makes my learning sweet.

Actions: Pretend to hold a pencil and write in the air, point to flashcards, clap hands softly.

Watch and Practise

Key Words

• on – a word used to say something is resting on top of another.
• ox – a large animal, like a cow, used on farms.
• of – a word used to show a part or connection.
• or – a word used to show a choice between two things.
• write – to make letters or words on paper.
• read – to look at and understand written words.

Teaching Methods/Instructional Techniques

• Demonstration
• Guided Practice
• Repetition
• Songs and Rhymes
• Picture Talk
• Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Review

Teacher’s Activity: The teacher greets the pupils, leads a short warm-up song, and briefly reviews previous work on making simple strokes. The teacher then introduces the day’s lesson: learning to write and read some new two-letter words.

Pupils’ Activity: Pupils respond to greetings, participate in the warm-up, and listen attentively to the teacher’s introduction.

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

Step 2: Proper Sitting and Pencil Grip

Time: 4 minutes

Teaching Skill: Demonstration/Modelling

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

Pupils’ Activity: Pupils observe the teacher’s demonstration and practise sitting correctly and holding their pencils.

Learning Point: Pupils learn and practise good writing habits for posture and pencil grip.

Step 3: Introducing “on” and “ox”

Time: 5 minutes

Teaching Skill: Word Recognition/Formation

Teacher’s Activity: The teacher shows the flashcard for “on”, says the word, and uses the “cat on a mat” picture. The teacher writes “on” on the board, explaining the letter formation. Pupils air-trace “on”. The teacher repeats for “ox”, showing the ox picture and guiding air-tracing.

Pupils’ Activity: Pupils repeat “on” and “ox”, look at the pictures, and air-trace the words as guided by the teacher.

Learning Point: Pupils recognise, say, and begin to understand the formation of “on” and “ox”.

Step 4: Introducing “of” and “or”

Time: 5 minutes

Teaching Skill: Word Recognition/Formation

Teacher’s Activity: The teacher shows the flashcard for “of”, says the word, and writes it on the board, guiding air-tracing. The teacher repeats for “or”, saying the word, writing it, and guiding air-tracing.

Pupils’ Activity: Pupils repeat “of” and “or” and air-trace the words as guided by the teacher.

Learning Point: Pupils recognise, say, and begin to understand the formation of “of” and “or”.

Step 5: Guided Tracing and Copying

Time: 5 minutes

Teaching Skill: Guided Practice/Individual Support

Teacher’s Activity: The teacher instructs pupils to open their writing books to the prepared page. The teacher guides pupils to trace the words ‘on’, ‘ox’, ‘of’, and ‘or’, providing individual assistance and encouragement.

Pupils’ Activity: Pupils carefully trace the given words in their writing books, attempting to follow the lines and strokes.

Learning Point: Pupils practise forming the two-letter words correctly, developing fine motor control.

Step 6: Rhyme and Reinforcement

Time: 3 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads the “Writing Words Rhyme” from the Board Summary, encouraging pupils to sing along and perform the actions. The teacher plays the video “Learn to Write 2 Letter Words” and asks pupils to repeat words they hear.

Pupils’ Activity: Pupils sing/chant the rhyme with actions and watch the video, repeating words as prompted.

Learning Point: Pupils reinforce word recognition and writing concepts through song and visual aids.

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. “Point to the word ‘on’ on your flashcard.”
2. “Say the word I am pointing to on the board (e.g., ‘ox’).”
3. “Show me how you hold your pencil.”
4. “Try to trace the word ‘of’ 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: 1 minute

Teaching Skill: Closure

Teacher’s Activity: The teacher praises pupils for their effort and participation, reminding them to continue practising their writing at home. The teacher dismisses the class.

Pupils’ Activity: Pupils respond to the teacher’s praise and prepare for dismissal.

Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue learning.

Lesson Keywords

• on – a word used to say something is resting on top of another.
• ox – a large animal, like a cow, used on farms.
• of – a word used to show a part or connection.
• or – a word used to show a choice between two things.
• write – to make letters or words on paper.
• read – to look at and understand written words.

Differentiation

• Support: For pupils who are struggling, provide hand-over-hand guidance for tracing. Use larger print for the words and offer more one-on-one repetition of the words. Focus initially on just two words (‘on’ and ‘ox’) before introducing the others.
• Extension: For pupils who quickly grasp the concept, encourage them to try copying the words without tracing. Ask them to identify the words ‘on’ and ‘ox’ in simple picture books or on other classroom labels.