Writing Foundations Fun

Lesson 5: Introduction to Writing: Letters and Words

Duration: 120 minutes
Class Size: 17 students
Year Level: Kindergarten (Year K)
Unit: Foundations of Literacy Fun (Lesson 5 of 9)
Curriculum: NSW English K-6 Syllabus

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Learning Objectives

By the end of this lesson, students will be able to:

• Recognise and form uppercase and lowercase letters of the alphabet with appropriate directionality and shape.
• Write simple words by combining letters, enhancing early word-building skills.
• Participate actively in shared writing activities, demonstrating an understanding of letters and sound relationships.
• Demonstrate control over various writing materials and mediums (e.g., sand, playdough, pencils).
• Develop fine motor skills connected with writing readiness.

Curriculum Alignment

This lesson supports the NSW English K-6 Syllabus for Stage 1 Foundation (Kindergarten). Learning aims link to:

EN1-1A: Communicates with peers and known adults in informal and guided activities demonstrating emerging skills and strategies for interaction.
EN1-4A: Recognises that texts are made up of words and groups of words.
EN1-5A: Demonstrates developing skills in phonological awareness, letter knowledge, and print concepts to read and write simple texts.
EN1-6B: Demonstrates developing control over the writing task, directionality and letter formation to compose texts for various purposes.

Supporting curriculum references:

• Develop handwriting skills and letter formation (NSW English Syllabus Foundation Content).
• Explore concepts of print through multimodal sensory techniques (e.g., sand and playdough).
• Use shared writing as a scaffold to compose simple words and phrases.

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Lesson Structure & Activities

Time	Activity	Description	Resources/Materials	Differentiation
0-10 minutes	Welcome & Warm-Up	- Brief welcome, settle students in circle time. - Sing an alphabet song emphasizing letters.	Alphabet chart, song lyrics	Support below-level learners with visual alphabet chart.
10-25 minutes	Letter Formation in Sand	- Teacher demonstrates letter formation with finger movements in sand trays. - Students practise forming letters in sand trays individually.	Sand trays with layer of sand, sticks for tracing	Tracing sheets available for learners needing support.
25-45 minutes	Playdough Letter Moulding	- Students form letters and simple words using playdough. - Teacher circulates to assist.	Playdough, letter cards	Above-level learners encouraged to create short words/phrases.
45-55 minutes	Break / Movement	- Go outside or stretch to refresh.	N/A	N/A
55-75 minutes	Shared Writing Session	- Teacher models writing simple words on the board using students’ suggestions (e.g., their names, pet names). - Discuss letter sounds and word structure while writing.	Whiteboard, marker	Support below-level learners with letter tracing sheets; encourage above-level learners to suggest and write short phrases.
75-95 minutes	Independent Writing Practice	- Students write individual letters and simple words on whiteboards or paper. - Teacher monitors and supports.	Whiteboards, paper, pencils	Scaffold with tracing sheets and word lists for support; encourage creative attempts from more advanced writers.
95-110 minutes	Letter and Word Recognition Game	- Play a matching game linking letter shapes to sounds or words. - Use flashcards and interactive group engagement.	Flashcards, phonics cards	Pair students to facilitate peer support.
110-120 minutes	Reflection & Sharing	- Students share their favourite word or letter they wrote today. - Teacher summarises the key learning.	None	Promote confidence for all speaking levels.

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Assessment

Formative Assessments

• Observation during sand and playdough activities of letter formation and engagement.
• Anecdotal notes during shared writing and independent practice indicating letter and word formation progress.
• Informal questioning during the letter-sound matching game to assess understanding.

Success Criteria

• Students can demonstrate correct letter formation with hand-over-hand or visual guidance.
• Students attempt to combine letters to form simple words either during shared or independent writing.
• Participation and engagement in multisensory activities related to writing.

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Differentiation Strategies

• Below-level learners:

  • Provided with letter tracing sheets during activities.
  • Extra hand-over-hand support during playdough and writing tasks.
  • Simplified tasks focusing on letter recognition and formation before word writing.

• Above-level learners:

  • Encouraged to write short phrases during shared writing and independent sessions.
  • Provided with extension activities such as writing simple sentences or naming objects.
  • Asked to help peers with letter formation during group activities.

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Resources

• Sand trays and fine sand for tactile letter formation.
• Playdough (various colours) with letter mould cards.
• Whiteboards, dry erase markers, and erasers.
• Alphabet posters and tracing sheets customised for learners requiring support.
• Flashcards with letters and simple words.
• Alphabet song audio or lyrics sheet.

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Additional Notes

• Emphasise language that connects letter shapes to sounds to bolster phonological awareness.
• Celebrate attempts and progress to build confidence and motivation in early writing.
• Integrate fine motor skill development as a foundation for future handwriting fluency.
• Use literacy-rich language throughout including terms like “letter,” “word,” “sound,” “trace,” and “write.”

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This lesson is designed with interactive, sensory, and scaffolded activities to accommodate developmental diversity typical of Kindergarten students, adhering closely to the NSW English syllabus outcomes and content for early literacy development.