Writing of Numbers and Letters Taught for Pre-School Level 3

Class: Pre-School Level 3
Term: Third Term
Week: 10
Age: 4 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Recognition of some numbers and letters, and pre-writing patterns.
Topic: WRITING OF NUMBERS AND LETTERS TAUGHT
Subject Matter: Tracing and copying of numbers and letters.

Specific Objectives

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

Cognitive Domain

• Identify numbers (e.g., 1, 2, 3) and letters (e.g., A, B, C) that have been taught.
• Recall the correct starting points and stroke directions for simple numbers and letters.

Affective Domain

• Show enthusiasm for tracing and writing activities.
• Listen attentively to instructions on proper pencil grip and posture.

Psychomotor Domain

• Hold a pencil correctly.
• Trace given numbers and letters accurately.
• Attempt to copy simple numbers and letters independently.

Social Domain

• Participate in classroom activities by sharing materials and taking turns.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3
• Relevant Early Childhood Care and Education resources

Instructional Materials

• Handwriting workbooks
• Tracing books/sheets
• Pencils
• Crayons
• Number flashcards (1, 2, 3)
• Letter flashcards (A, B, C – uppercase)
• Whiteboard/Chalkboard and markers/chalk

Rationale for the Lesson

This lesson is crucial for 4-year-olds as it builds foundational fine motor skills and hand-eye coordination necessary for formal writing. Learning to trace and copy numbers and letters helps children recognise symbols, understand their formation, and prepare them for future academic success in literacy and numeracy.

Prerequisite/Previous Knowledge

Pupils can recognise some basic numbers and letters, and they have practised pre-writing patterns like lines and curves.

Lesson Content/Board Summary

WRITING OF NUMBERS AND LETTERS TAUGHT

Writing is how we put our thoughts and words down on paper using symbols like numbers and letters. Today, we will learn to trace and copy the numbers and letters we already know.

Proper Pencil Grip and Sitting Posture

• Pencil Grip: Hold your pencil with your thumb, index finger, and middle finger (like a tripod).
• Sitting Posture: Sit up straight, feet flat on the floor, and the paper slightly tilted in front of you.

Tracing Numbers (e.g., 1, 2, 3)

• Number 1: Start at the top, draw a straight line down.
• Number 2: Start at the top, make a curve, then a slant line down, and a straight line across.
• Number 3: Start at the top, make a small curve, then another small curve.

Tracing Letters (e.g., A, B, C – Uppercase)

• Letter A: Slant line down, another slant line down, then a line across the middle.
• Letter B: Straight line down, then a curve, and another curve.
• Letter C: Start at the top, make a big curve around.

Tracing helps your hand learn the correct movements. Copying means looking at a number or letter and trying to write it yourself.

Key Words

• Trace – to draw over lines or shapes already printed.
• Copy – to look at something and draw it the same way.
• Number – a symbol we use for counting (e.g., 1, 2, 3).
• Letter – a symbol we use to make words (e.g., A, B, C).

Tracing and Writing Rhyme

Tune: “Twinkle, Twinkle Little Star”

Pencil in my hand so tight,
Making numbers, shining bright.
Down and round, and straight across,
No more lines will now be lost.
Letters too, I trace and see,
Learning how to write with glee!

Actions: Pretend to hold a pencil and trace in the air, make “down,” “round,” “across” motions with fingers, then clap hands for “glee.”

Watch and Practise

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils, sings a short ‘Hello’ song, and asks pupils to name some numbers and letters they already know using flashcards.

Pupils’ Activity: Pupils greet the teacher, sing along, and identify numbers and letters from flashcards.

Learning Point: Pupils recall previously learned numbers and letters.

Step 2: Presentation (Pencil Grip and Posture)

Time: 5 minutes

Teaching Skill: Demonstration/Instruction

Teacher’s Activity: The teacher explains and demonstrates the correct way to hold a pencil (tripod grip) and the proper sitting posture for writing. The teacher asks pupils to hold their pencils in the air correctly.

Pupils’ Activity: Pupils listen, observe, and practise holding their pencils correctly in the air.

Learning Point: Pupils learn the correct pencil grip and sitting posture.

Step 3: Demonstration (Tracing Numbers)

Time: 4 minutes

Teaching Skill: Modelling/Guidance

Teacher’s Activity: The teacher demonstrates tracing numbers 1, 2, and 3 on the whiteboard or a large chart, verbalizing the stroke directions (e.g., “Start at the top, straight line down for 1”).

Pupils’ Activity: Pupils watch carefully and air-trace the numbers with their fingers as the teacher demonstrates.

Learning Point: Pupils observe the correct formation of numbers 1, 2, and 3.

Step 4: Guided Practice (Tracing Numbers)

Time: 5 minutes

Teaching Skill: Facilitation/Supervision

Teacher’s Activity: The teacher distributes tracing books/sheets with numbers 1, 2, and 3. The teacher guides pupils to trace the numbers, providing individual support and correcting grip/strokes.

Pupils’ Activity: Pupils trace numbers 1, 2, and 3 in their books/sheets with their pencils.

Learning Point: Pupils practise tracing numbers with guidance.

Step 5: Demonstration (Tracing Letters)

Time: 4 minutes

Teaching Skill: Modelling/Guidance

Teacher’s Activity: The teacher demonstrates tracing uppercase letters A, B, and C on the whiteboard or chart, verbalizing stroke directions (e.g., “Slant line down, slant line down, line across for A”).

Pupils’ Activity: Pupils watch carefully and air-trace the letters with their fingers as the teacher demonstrates.

Learning Point: Pupils observe the correct formation of letters A, B, and C.

Step 6: Guided Practice (Tracing Letters and Rhyme/Video)

Time: 5 minutes

Teaching Skill: Facilitation/Reinforcement

Teacher’s Activity: The teacher distributes tracing books/sheets with letters A, B, and C. The teacher guides pupils to trace the letters. The teacher then leads pupils in singing the “Tracing and Writing Rhyme” and plays the short video for reinforcement.

Pupils’ Activity: Pupils trace letters A, B, and C. They sing the rhyme and watch the video, air-tracing along.

Learning Point: Pupils practise tracing letters and reinforce learning through song and video.

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 how you hold your pencil correctly.”
2. “Trace the number ‘2’ on your paper.”
3. “Trace the letter ‘B’ on your paper.”
4. “Try to copy the number ‘1’ on a blank space.”

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: Summarization

Teacher’s Activity: The teacher praises the pupils for their effort and reminds them to keep practising. The teacher assigns a simple tracing homework from their workbook.

Pupils’ Activity: Pupils listen to the teacher and prepare for the next activity.

Learning Point: Pupils are encouraged to continue practising writing.

Lesson Keywords

• Trace – to draw over an existing line or shape.
• Copy – to draw something by looking at an example.
• Number – a symbol like 1, 2, 3.
• Letter – a symbol like A, B, C.
• Pencil Grip – how you hold your pencil.

Differentiation

• Support: For pupils struggling with pencil grip, provide larger pencils or triangular grips. For those finding tracing difficult, use larger tracing lines, hand-over-hand guidance, or allow them to trace with their fingers in sand or on a tray of flour before using a pencil. Provide fewer numbers/letters to focus on.
• Extension: For pupils who quickly master tracing, encourage them to copy the numbers and letters without tracing first. Provide additional numbers or letters (e.g., 4, 5, D, E) for them to try tracing and copying, or ask them to draw a picture that starts with one of the letters they learned.