Note for teachers using this lesson plan
Before the lesson, ensure each pupil has a writing book, a sharpened pencil, and an eraser. The central idea is for pupils to begin developing fine motor skills and eye-hand coordination by tracing and attempting to copy simple two-letter words. Observe pupils’ pencil grip and their effort in forming the strokes of the words, providing gentle guidance and encouragement.
Class: Pre-School Level 2
Term: Third Term
Week: 3
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Tracing and forming basic pre-writing patterns and simple letters.
Topic: WRITING PRACTICE WITH IT, IF, IN AND IS
Subject Matter: TWO-LETTER WORDS. Writing 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 visual form of the words ‘it’, ‘if’, ‘in’, ‘is’.
Affective Domain
- Show perseverance when attempting to trace and copy the words.
Psychomotor Domain
- Trace the words ‘it’, ‘if’, ‘in’, ‘is’ following directional cues.
- Attempt to copy the words ‘it’, ‘if’, ‘in’, ‘is’ in their writing books.
Social Domain
- Participate actively in guided writing practice.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Writing books
- Pencils
- Erasers
- Chart showing the words ‘it’, ‘if’, ‘in’, ‘is’ clearly written
- Whiteboard/Blackboard and markers/chalk
Rationale for the Lesson
This lesson is important for 3-year-olds as it helps them develop crucial fine motor skills, hand-eye coordination, and early literacy. Practising writing these simple two-letter words builds a foundation for more complex writing and reading, connecting the visual form of words with their spoken sounds.
Prerequisite/Previous Knowledge
Pupils can hold a pencil, make basic scribbles, trace simple lines, and recognise some individual letters.
Lesson Content/Board Summary
WRITING PRACTICE WITH IT, IF, IN AND IS
Good writing starts with good posture and pencil grip:
- Sitting Posture: Sit up straight, feet flat on the floor, back against the chair.
- Pencil Grip: Hold the pencil gently with your thumb and first two fingers.
We will practise writing these two-letter words:
it
- ‘i’: Start at the top, draw a short line down, then add a small dot above.
- ‘t’: Start at the top, draw a straight line down, then a small line across the middle.
if
- ‘i’: Start at the top, draw a short line down, then add a small dot above.
- ‘f’: Start slightly above the middle, curve up and then draw a straight line down, then a small line across the middle.
in
- ‘i’: Start at the top, draw a short line down, then add a small dot above.
- ‘n’: Start at the top, draw a straight line down, then go back up and curve over, then draw another straight line down.
is
- ‘i’: Start at the top, draw a short line down, then add a small dot above.
- ‘s’: Start near the top, curve around to the left, then curve back to the right.
Always try to start your letters from the top and move downwards or across.
Key Words
- it – a word used to refer to a thing or animal. Example: “It is a ball.”
- if – a word used to talk about a condition. Example: “If you are hungry, eat.”
- in – a word used to show position inside something. Example: “The book is in the bag.”
- is – a word used to say what something is. Example: “She is happy.”
Writing Practice Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Pencil in my hand so tight,
Making words, what a sight!
‘It’, ‘if’, ‘in’, and ‘is’ we write,
Practise makes our letters bright.
Pencil in my hand so tight,
Writing words with all my might!
Actions: Pupils hold an imaginary pencil, make writing motions in the air, then point to the words on the chart as they are sung.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by discussing good sitting posture and pencil grip, demonstrating each clearly. Show the chart with the words ‘it’, ‘if’, ‘in’, ‘is’. Say each word clearly and have pupils repeat. Explain the simple meaning of each word using familiar examples. Then, demonstrate the formation of each letter within the words, emphasizing starting points and directional strokes. For example, for ‘i’, say “down and a dot”. For ‘t’, say “down and a line across”. For ‘n’, say “down, up and over, down”.
What to show or demonstrate: Use the whiteboard/blackboard to clearly demonstrate how to write each word, letter by letter, several times. Use large, clear strokes. Point to the words on the chart as you say them. Show pupils how to hold their pencils correctly.
How to use the rhyme/song: Sing the “Writing Practice Rhyme” together at the beginning of the writing activity and again towards the end. Encourage pupils to perform the actions (holding an imaginary pencil, making writing motions) to reinforce the idea of writing.
What to watch for: Observe pupils’ pencil grip, sitting posture, and their attempt to follow the directional strokes. Provide individual support and gentle correction as needed. Watch for pupils who might be struggling with specific letter formations and offer hand-over-hand guidance.
Teaching Methods/Instructional Techniques
- Demonstration
- Guided Practice
- Repetition
- Practical Activity
- Songs and Rhymes
- Question and Answer
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Warm-up
Teacher’s Activity: Greet the pupils cheerfully. Lead a simple finger play or warm-up activity to get their hands ready for writing. Introduce the idea of learning to write some new, short words today.
Pupils’ Activity: Pupils greet the teacher, participate in the finger play, and listen attentively.
Learning Point: Pupils are engaged and prepared for the lesson.
Step 2: Presentation of Words
Time: 4 minutes
Teaching Skill: Visual Presentation/Naming
Teacher’s Activity: Display the chart with the words ‘it’, ‘if’, ‘in’, ‘is’. Point to each word, say it clearly, and explain its simple meaning with a quick example. For instance, “This is ‘it’, like ‘it is a book’.”
Pupils’ Activity: Pupils look at the chart, listen to the teacher say the words, and observe the examples.
Learning Point: Pupils are introduced to the target words and their meanings.
Step 3: Oral Practice and Recognition
Time: 4 minutes
Teaching Skill: Repetition/Oral Drill
Teacher’s Activity: Point to each word on the chart again. Ask pupils to repeat each word after you, first individually, then as a group. Encourage clear pronunciation. Ask pupils to point to a word when you say it.
Pupils’ Activity: Pupils repeat the words after the teacher and point to the correct word on the chart when asked.
Learning Point: Pupils practise saying and recognising the target words.
Step 4: Demonstration of Writing
Time: 5 minutes
Teaching Skill: Modelling/Demonstration
Teacher’s Activity: Discuss good sitting posture and pencil grip. Demonstrate how to write each word (‘it’, ‘if’, ‘in’, ‘is’) on the board clearly, emphasizing the correct starting points and directional strokes for each letter. Repeat each word’s formation several times.
Pupils’ Activity: Pupils observe the teacher’s demonstration, paying attention to posture, grip, and letter formation.
Learning Point: Pupils understand the correct way to form the words and hold their pencil.
Step 5: Guided Tracing
Time: 5 minutes
Teaching Skill: Guided Practice/Supervision
Teacher’s Activity: Distribute writing books, pencils, and erasers. Ask pupils to trace the words ‘it’, ‘if’, ‘in’, ‘is’ if they are pre-written in their books, or guide them to trace in the air/on their desks. Provide individual assistance and feedback on pencil grip and tracing.
Pupils’ Activity: Pupils hold their pencils correctly and begin tracing the words in their books or in the air, following the teacher’s guidance.
Learning Point: Pupils practise fine motor control and letter formation through tracing.
Step 6: Guided Copying
Time: 5 minutes
Teaching Skill: Application/Individual Support
Teacher’s Activity: Encourage pupils to attempt copying the words ‘it’, ‘if’, ‘in’, ‘is’ next to the traced examples in their writing books. Walk around, observe, and provide one-on-one help, gently correcting any major errors in formation or grip. Sing the “Writing Practice Rhyme” to encourage them.
Pupils’ Activity: Pupils attempt to copy the words ‘it’, ‘if’, ‘in’, ‘is’ in their writing books, trying their best to follow the demonstrated strokes. They sing along with the rhyme.
Learning Point: Pupils apply their tracing skills to attempt independent copying of the words.
Step 7: Evaluation/Review
Time: 4 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “Point to the word ‘in’ on the chart.”
- “Show me your writing book. Can you show me where you wrote ‘it’?”
- “What is the first letter in the word ‘is’?”
- “Let’s trace ‘if’ in the air together.”
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: Summarisation/Reinforcement
Teacher’s Activity: Briefly recap the words practised today. Praise pupils for their effort and hard work in writing. Remind them to keep practising. Instruct them to tidy up their materials.
Pupils’ Activity: Pupils listen to the recap, receive praise, and help tidy up their writing materials.
Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue practising.
Lesson Keywords
- it – refers to a thing or animal.
- if – shows a condition.
- in – shows position inside.
- is – shows what something is.
- write – to make letters or words with a pen or pencil.
Differentiation
- Support: For pupils struggling with fine motor skills, provide larger printed words for tracing, use hand-over-hand guidance, or focus on only one or two words at a time. Offer extra oral practice for word recognition.
- Extension: For pupils who quickly grasp the concept, encourage them to write the words independently without tracing, or ask them to identify the words in a very simple, short sentence read by the teacher.
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