Note for teachers using this lesson plan

Before the lesson, ensure each pupil has a writing book, a pencil, and an eraser. Prepare large word cards or a chart with the words ‘it, if, in, is’ clearly written in dotted lines for tracing. The central idea is to guide pupils aged 2 years through the physical act of tracing these simple words, helping them develop fine motor skills and early handwriting habits. Observe pupils’ attempts at holding the pencil and following the lines, providing hand-over-hand support as needed.

Class: Pre-School Level 1

Term: Third Term

Week: 3

Age: 2 years

Duration: 30 minutes

Subject: Handwriting

Curriculum Theme: Handwriting

Previous Lesson: Pre-writing patterns and basic strokes (e.g., vertical, horizontal lines)

Topic: TRACING LETTERS

Subject Matter: Tracing and reading the following words: it, if, in, is. Weekly focus: Writing Practice with it, if, in and is.

Specific Objectives

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

Cognitive Domain

Recognise the words ‘it’, ‘if’, ‘in’, and ‘is’ when shown on a card.
Listen and repeat the words ‘it’, ‘if’, ‘in’, and ‘is’ after the teacher.

Affective Domain

Show interest in the tracing activity.
Listen attentively to the teacher’s instructions.

Psychomotor Domain

Attempt to hold a pencil correctly.
Make guided tracing movements to form the words ‘it’, ‘if’, ‘in’, and ‘is’.

Participate in group tracing activities.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 1
Early Childhood Care and Education resources

Instructional Materials

Writing book
Pencil
Eraser
Large word cards with ‘it’, ‘if’, ‘in’, ‘is’ (with dotted lines for tracing)
Whiteboard or chart paper and markers

Rationale for the Lesson

This lesson is crucial for 2-year-olds as it introduces them to early handwriting skills through guided tracing. It helps develop their fine motor control, hand-eye coordination, and pencil grip, which are foundational for future writing. Practising with simple, familiar words also lays groundwork for early literacy and word recognition.

Prerequisite/Previous Knowledge

Pupils can hold a crayon or pencil, make simple scribbles, and follow very short, simple instructions from the teacher.

Lesson Content/Board Summary

TRACING LETTERS: Writing Practice with it, if, in and is

Tracing means following lines or shapes that are already drawn. We follow the dots to make the letters and words.

Words to Trace:

it (i-t)

if (i-f)

in (i-n)

is (i-s)

We start at the top and go down for the ‘i’ and ‘t’. For ‘f’, we go down, then across. For ‘n’, down, then up and over. For ‘s’, we curve around.

Key Words

it – a small word we use for things.
if – a small word we use when something might happen.
in – a small word that means inside.
is – a small word we use when something is true.
trace – to follow a line or shape with a pencil.
write – to make letters and words.

Tracing Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

Pencil in my little hand,
Tracing words across the land.
‘It’, ‘if’, ‘in’, and ‘is’ we make,
For goodness gracious sake!
Down and round, and then across,
No more lines will now be lost.

Actions: Pupils pretend to hold a pencil and make tracing movements in the air as they sing.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce each word (‘it’, ‘if’, ‘in’, ‘is’) one by one using large word cards. Say each word clearly and have pupils repeat it. Explain that tracing means following the dotted lines. Emphasise that for 2-year-olds, the focus is on attempting the movement, not perfection.

What to show or demonstrate: Demonstrate tracing each word on a large chart or whiteboard, using a thick marker. Show the starting point for each letter and the direction of the stroke (e.g., for ‘i’, start at the top, go down, then a dot). Use simple language like “down,” “round,” “across.”

How to use the rhyme/song: Introduce the “Tracing Rhyme” after demonstrating the words. Sing it together, encouraging pupils to do the actions of holding a pretend pencil and making air-tracing movements. Repeat the rhyme a few times to reinforce the idea of tracing.

What to watch for: Observe pupils’ pencil grip (encourage a comfortable grip, even if not perfect). Watch for their attempt to follow the dotted lines. Provide gentle hand-over-hand guidance for those struggling with the motor movements. Praise effort more than accuracy.

Teaching Methods/Instructional Techniques

Demonstration
Guided Practice
Repetition
Play-based Learning
Songs and Rhymes
Manipulation of Objects (pencil, writing book)

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets pupils, sings a familiar welcome song, and reminds them about how they sometimes draw lines and shapes. The teacher introduces that today they will learn to trace some special small words.

Pupils’ Activity: Pupils greet the teacher, sing along, and listen attentively.

Learning Point: Pupils are engaged and ready for the lesson.

Step 2: Presentation of Words

Time: 5 minutes

Teaching Skill: Introduction/Recognition

Teacher’s Activity: The teacher shows large word cards for ‘it’, ‘if’, ‘in’, and ‘is’ one by one. The teacher says each word clearly and asks pupils to repeat it. “This is ‘it’. Can you say ‘it’?”

Pupils’ Activity: Pupils look at the word cards and repeat the words ‘it’, ‘if’, ‘in’, ‘is’ after the teacher.

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

Step 3: Teacher Demonstration of Tracing

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher demonstrates tracing each word on a large chart or whiteboard, showing the correct starting point and direction for each letter. “Watch me! I start at the top for ‘i’, go down, then a dot. Then for ‘t’, down and a line across.”

Pupils’ Activity: Pupils watch the teacher’s demonstration carefully, observing the tracing movements.

Learning Point: Pupils observe the correct way to trace the words.

Step 4: Guided Air Tracing and Rhyme

Time: 4 minutes

Teaching Skill: Guided Practice/Reinforcement

Teacher’s Activity: The teacher leads pupils in air-tracing the words using their fingers, following the movements demonstrated. The teacher then leads the “Tracing Rhyme” with actions.

Pupils’ Activity: Pupils air-trace the words with their fingers and sing the “Tracing Rhyme” with actions.

Learning Point: Pupils practise the motor movements for tracing in a fun, interactive way.

Step 5: Guided Tracing in Writing Books

Time: 7 minutes

Teaching Skill: Supervised Practice/Individual Support

Teacher’s Activity: The teacher distributes writing books and pencils. The teacher guides pupils to trace the words ‘it’, ‘if’, ‘in’, ‘is’ in their books, providing individual assistance and hand-over-hand support where needed. The teacher reminds them to follow the dotted lines.

Pupils’ Activity: Pupils attempt to hold their pencils and trace the words ‘it’, ‘if’, ‘in’, ‘is’ in their writing books with teacher’s help.

Learning Point: Pupils practise tracing the target words with physical guidance.

Step 6: Reinforcement Activity

Time: 3 minutes

Teaching Skill: Repetition/Engagement

Teacher’s Activity: The teacher encourages pupils to try tracing one of the words again, perhaps using a different colour if available, or on a different surface like a sand tray if resources permit. The teacher praises their effort.

Pupils’ Activity: Pupils repeat the tracing activity, trying one of the words again.

Learning Point: Pupils reinforce their tracing skills through repeated practice.

Step 7: Evaluation/Review

Time: 2 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 ‘it’ on the card?”
“Can you show me how you trace ‘i’ in the air?”
“Who can try to trace ‘in’ in their book with my help?”

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/Praise

Teacher’s Activity: The teacher praises all pupils for their efforts in tracing and reminds them that practice makes them better writers. The teacher collects the books and pencils.

Pupils’ Activity: Pupils listen to the teacher and tidy up their materials.

Learning Point: Pupils feel encouraged and motivated to continue practising.

Lesson Keywords

it – a small word we use for things.
if – a small word we use when something might happen.
in – a small word that means inside.
is – a small word we use when something is true.
trace – to follow a line or shape with a pencil.
write – to make letters and words.

Differentiation

Support: For pupils struggling with pencil grip or motor control, provide more hand-over-hand tracing. Use larger print on tracing sheets or focus on tracing only one word at a time. Offer verbal cues and encouragement.
Extension: For pupils who quickly grasp the tracing, encourage them to identify the words ‘it’, ‘if’, ‘in’, ‘is’ in a simple picture book or on other classroom labels. They can also try tracing the words multiple times independently.