Note for teachers using this lesson plan
Before the lesson, ensure you have a clear chart showing the words “lo, no, go, so” and that each pupil has their writing book, a sharpened pencil, and an eraser. The central idea is for pupils to practise the correct formation and copying of these two-letter words. Observe closely as pupils attempt to copy, providing hand-over-hand guidance or verbal cues to help them form the letters correctly from top to bottom and left to right.
Class: Pre-School Level 2
Term: Third Term
Week: 9
Age: 3 years
Duration: 30 minutes
Subject: Handwriting
Curriculum Theme: Handwriting
Previous Lesson: Tracing and writing simple strokes and familiar letters.
Topic: WRITING PRACTICE WITH LO, NO, GO AND SO
Subject Matter: TWO-LETTER WORDS. Writing and Reading the Following Words: Lo, No, Go, So. Weekly focus: Writing Practice with 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, so.
Affective Domain
- Show interest and effort in handwriting practice.
- Listen attentively to teacher’s instructions for writing.
Psychomotor Domain
- Trace the words lo, no, go, so correctly.
- Attempt to copy the words lo, no, go, so in their writing books.
Social Domain
- Participate in guided writing activities with peers and the teacher.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 2.
- Early Childhood Care and Education resources on handwriting.
Instructional Materials
- Chalkboard/Whiteboard and chalk/marker
- Chart showing the words “lo, no, go, so” in large, clear print.
- Pupils’ writing books
- Pencils
- Erasers
Rationale for the Lesson
This lesson is important for 3-year-olds as it introduces them to forming simple two-letter words, building on their pre-writing skills. Practising “lo, no, go, so” helps develop fine motor skills, hand-eye coordination, and early literacy by linking letter formation to meaningful word recognition. This foundational practice prepares them for more complex writing tasks in the future.
Prerequisite/Previous Knowledge
Pupils can hold a pencil correctly, trace simple lines and curves, and recognise some individual letters of the alphabet. They have also had some exposure to simple letter formation.
Lesson Content/Board Summary
WRITING PRACTICE WITH LO, NO, GO AND SO
Today we are learning to write some short words! These words have only two letters.
Writing the word “lo”
- Start at the top, straight line down for ‘l’.
- Then make a round shape for ‘o’.
- It says “lo”.
Writing the word “no”
- Start at the top, straight line down, then a curve for ‘n’.
- Then make a round shape for ‘o’.
- It says “no”.
Writing the word “go”
- Start like ‘c’, then go up and down for ‘g’.
- Then make a round shape for ‘o’.
- It says “go”.
Writing the word “so”
- Start with a curve, then another curve for ‘s’.
- Then make a round shape for ‘o’.
- It says “so”.
Remember to hold your pencil correctly and write neatly!
Key Words
- lo – a short word we will write.
- no – a short word we will write.
- go – a short word we will write.
- so – a short word we will write.
Writing Practice Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Pencil in my hand so tight,
Making words, what a sight.
‘Lo’, ‘no’, ‘go’, and ‘so’,
Watch my pencil gently go.
Down and round, I try my best,
Putting letters to the test.
Actions: Pupils pretend to hold a pencil and make writing motions in the air as they sing. Point to the words on the chart as they are mentioned.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce each word one by one. Say the word clearly and have pupils repeat it. Emphasise that these are two-letter words. Use the chart to show the words clearly.
What to show or demonstrate: On the chalkboard or a large piece of paper, demonstrate the formation of each letter within the words ‘lo’, ‘no’, ‘go’, ‘so’. Show the correct starting point and direction for each stroke. For example, for ‘l’, start from the top and go straight down. For ‘o’, start at the top and go round. For ‘g’, start like ‘c’ then go down and hook. For ‘s’, make two curves. Demonstrate how the letters join to form the word.
How to use the rhyme/song: Sing the “Writing Practice Rhyme” together at the beginning of the writing activity to motivate pupils. Sing it again during the lesson or as a transition. Encourage pupils to do the actions of pretending to write while singing.
What to watch for: Observe pupils’ pencil grip and sitting posture. Look for correct letter formation (e.g., ‘l’ as a straight line, ‘o’ as a circle, ‘g’ with a hook, ‘s’ with curves). Provide immediate, gentle correction and support, such as hand-over-hand guidance for those struggling.
Teaching Methods/Instructional Techniques
- Demonstration
- Guided Practice
- Repetition
- Songs and Rhymes
- Picture Talk (using the word chart)
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: Greet pupils. Ask them to show how they hold their pencils. Briefly recap that they have been learning to write lines and some letters. Introduce today’s lesson: writing short words with two letters.
Pupils’ Activity: Greet the teacher. Show their pencil grip. Listen attentively and respond to questions.
Learning Point: Pupils are prepared for the lesson and recall previous handwriting skills.
Step 2: Presentation of “lo”
Time: 5 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: Show the word “lo” on the chart. Say “lo” clearly and have pupils repeat. Demonstrate on the board how to form ‘l’ (top to bottom) and then ‘o’ (round shape) to make “lo”. Emphasise starting points and direction.
Pupils’ Activity: Look at the chart. Repeat “lo” several times. Watch the teacher’s demonstration carefully.
Learning Point: Pupils recognise the word “lo” and observe its formation.
Step 3: Guided Practice for “lo”
Time: 5 minutes
Teaching Skill: Guided Practice/Correction
Teacher’s Activity: Ask pupils to take out their writing books and pencils. Guide them to trace “lo” in the air with their fingers. Then, guide them to trace “lo” written in their books (if pre-written) or on a practice sheet. Provide individual help as needed.
Pupils’ Activity: Take out materials. Trace “lo” in the air. Trace “lo” in their books/sheets, following the teacher’s guidance.
Learning Point: Pupils practise tracing “lo” with correct formation.
Step 4: Presentation of “no, go, so”
Time: 5 minutes
Teaching Skill: Demonstration/Modelling
Teacher’s Activity: Introduce “no”, “go”, and “so” one by one using the chart. Say each word and have pupils repeat. Demonstrate the formation of each word on the board, breaking down the letters ‘n’, ‘g’, ‘s’, and ‘o’.
Pupils’ Activity: Look at the chart. Repeat “no”, “go”, “so”. Watch the teacher’s demonstration for each word.
Learning Point: Pupils recognise “no, go, so” and observe their formation.
Step 5: Guided Practice for “no, go, so”
Time: 5 minutes
Teaching Skill: Guided Practice/Reinforcement
Teacher’s Activity: Guide pupils to trace “no”, “go”, and “so” in the air. Then, guide them to trace these words in their writing books/sheets. Circulate to provide support and correct any errors in formation or pencil grip.
Pupils’ Activity: Trace “no, go, so” in the air. Trace “no, go, so” in their books/sheets.
Learning Point: Pupils practise tracing all the target words with teacher support.
Step 6: Independent Copying Practice
Time: 5 minutes
Teaching Skill: Application/Supervision
Teacher’s Activity: Ask pupils to attempt to copy the words “lo, no, go, so” in their writing books below the traced examples. Encourage them to try their best and remind them of the correct formation. Sing the “Writing Practice Rhyme” again to encourage them.
Pupils’ Activity: Attempt to copy “lo, no, go, so” independently in their writing books. Sing along with the rhyme.
Learning Point: Pupils apply learned skills to copy the words independently.
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.
- Point to the word “lo” on the chart.
- Which word says “go”? (Teacher points to “go” and “no”, pupils choose).
- Show me how you write the letter ‘o’ in the air.
- Attempt to copy the word “so” in your book.
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/Closure
Teacher’s Activity: Praise pupils for their effort in writing. Briefly recap the words they practised: “lo, no, go, so”. Encourage them to keep practising at home. Collect writing books for review.
Pupils’ Activity: Listen to the teacher. Pack up their materials. Say goodbye.
Learning Point: Pupils feel accomplished and are encouraged to continue practising.
Lesson Keywords
- lo – a two-letter word to write and read.
- no – a two-letter word to write and read.
- go – a two-letter word to write and read.
- so – a two-letter word to write and read.
Differentiation
- Support: For pupils struggling with pencil grip or letter formation, provide hand-over-hand guidance. Use larger print for tracing in their books. Allow them to focus on one or two words first before moving to all four.
- Extension: For pupils who quickly master copying, encourage them to write the words multiple times neatly. Ask them to identify other words that start with ‘l’, ‘n’, ‘g’, or ‘s’ if they know any, or simply encourage them to draw a picture for one of the words (e.g., a person saying “no”).
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