Letter s Writing

Overview

In this 15-minute lesson, students practise writing the lowercase letter s with attention to formation, direction, size, and legibility. The lesson builds confidence for early transcription by using explicit modelling and guided practice.

Learning intentions

• WALT form the lowercase s clearly and in the correct direction.
• WALT notice that letters have shape, size, and spacing.
• WALT use listening and fine-motor control to copy a model letter.

Success criteria

• I can watch and copy the teacher’s model of s.
• I can make a lowercase s that looks like a smooth “snake” shape.
• I can write s using the correct start and movement (up, then around, then back around).

Curriculum links

• English — Writing: explicit instruction in letter formation supports fluency and confidence in writing.
• English — Writing (Years 0–3): printing all letters and numerals correctly and legibly, attending to size, placement, spacing, and slope with ease and automaticity.
• English — Transcription Skills (early): building accurate recording of sounds and early writing behaviours that support later spelling and writing.

Lesson structure (15 minutes)

1. 0–2 min · Settling and hook (see and name). Teacher shows a large card with s and says: “This is s—let’s make a snake letter.” Students touch their pencil or finger to the air and say “s” with the teacher.
2. 2–5 min · Direct teach (model with big movements). Teacher draws s in the air with a finger first (direction matters), then on the board/tracing sheet using a slow arrow plan: “Start at the top, curve down, then curve back up to finish.” Students watch and repeat the motion in the air once.
3. 5–8 min · Guided practice (touch and trace). Teacher hands out tracing cards or worksheets with dotted s shapes. Teacher says: “Put your finger on the start, then follow the dots—slow and smooth.” Students trace the first dotted s while the teacher checks grip and starts.
4. 8–12 min · Supported writing (copy 3). Students move to a clean line and copy s three times (one at a time). Teacher gives one cue at the start of each copy: “Start top, curve down, curve back up.” Students copy while teacher supports one student at a time with short, specific feedback.
5. 12–14 min · Quick check (spot and say). Teacher invites students to hold up their latest s. Teacher asks: “Show me where you started. Is it smooth like a snake?” Students answer using the teacher’s prompts and receive a short “You did it!” confirmation.
6. 14–15 min · Exit (one last independent try). Students complete one final s independently on the last blank space. Teacher collects or records an “I can” moment by making a quick note of legibility and direction.

Resources

• Large card (or poster) with lowercase s
• Tracing worksheet with dotted s (one per student)
• Copy worksheet with three blank s lines plus one final blank
• Thick crayons/triangular pencils (size-appropriate)
• Mini whiteboards or laminated sheets (optional, if available)
• Floor markers for “start point” and “finish point” direction cues (optional)
• Pencils, erasers, and adult support tools (if needed)

Assessment

• During tracing: teacher observes whether students start at the correct point and follow the curve smoothly.
• During copying: teacher checks legibility (clear shape) and direction (no random starting point).
• Exit check: one independent s per student—teacher records whether it meets the success criteria.

Differentiation

• Support: provide a thicker tracing guide, allow finger tracing before pencil tracing, and use verbal cues only one at a time (“Start top… curve down… curve back up.”).
• Support for fine-motor needs: offer thicker pencil grips or allow crayons for this lesson, then return to pencils.
• Extension (for students ready): students copy s one extra time and attempt a row of two s with consistent size.
• EAL/SEN considerations: keep language simple and repeat the same phrases; use gestures for direction (start/top, curve down, curve back up). Model with hand-over-hand only if required and then fade support quickly.