Look! L Is a Hook!

                                                          Jean Hawkins
                                                       Emergent Literacy



image of the letter L




 


Rationale: This lesson will help students to identify /l/, the phoneme of the letter L in words spoken aloud. By relating the phoneme /l/ to the meaningful representation of a fishing hook emergent readers will have a better understanding of the letter L and by detecting the phoneme in spoken words. Through recognition activities students will become more familiar with the relationship between the grapheme and the phoneme.

 

Materials: Lucy licks lemons lightly tongue twister
 chart paper
 image of a hook with the letter L inside
 toy fishing rod, fishing bowl
 phoneme buckets
 images that have the beginning phoneme /l/
 images of the following:
 log, tree, leaf, stump, lion, mouse, land, corn, candy, lock
 phoneme worksheet
“Leo the Late Bloomer” by Robert Kraus
primary paper

 

Procedures:

1. Learning to read can be hard but today we are going to play a game to help us practice one of the letters that we know from the alphabet. Each letter has a name and a sound that goes along with it. I will demonstrate how to create the letter L with my left hand by using my index finger and thumb. Hold out both of your hands and use your index finger and your thumb to create an L that looks like mine. After checking through to make sure each child has the correct gesture, I will say “If you ever need help finding the letter L, you can always make it using your left hand. The letter L says /l/. “When you say /l/ your tongue touches your front teeth. Can you say /l/? When I show you my L using my left hand say /l/. Show students hand gesture. Students say /l/.


2.Now that we know which letter says /l/ let’s practice using this sound in words. Repeat after me: “Lucy, licks, lemons lightly”. (Students repeat) Now I am going to pause each time I hear /l/ and say it three times before finishing the word. “LLL-ucy, lll-icks, lll-emons, lll-ightly.” Now it’s your turn! Have students practice on their own.

3. “We know that our hand can make an L but it also looks like a hook”! Show image of hook with the letter L written inside. Today we are going to use our hooks to go fishing for objects that have the letter L at the beginning of the word. First I will demonstrate by using the image of the log and the tree. I will first say “This is a log and this is a tree, which one do you think begins with the letter “l”: l-og or tr-ee?” Wait for the students’ answers. “The correct answer is log!” “Listen carefully as I name each object and choose the picture of the word that begins with the letter “L”. “Use your hook to catch the image beginning with the letter “L”.

 

4. Now let’s practice writing the capital L; remember it looks like a hook and you can use your left hand to find it’s shape. Remember this letter is uppercase so it reaches all the way to the rooftop. Model how to hold a pencil and the most efficient way to write the letter and then let them try. Now, we are going to write the lower case letter l by doing the same thing except this time we will leave off the hook. What do you think that will look like? Call on students for responses.  Ask how they know and if they have seen that letter in their everyday lives?  Please write five capital L's and 5 lower case l's and give me a “quiet hand” if you have any questions while I look at everyone’s letters.

5. Assessment: I will hand out a worksheet that includes pictures of words that begin with the letter L and pictures that do not include the letter L. Students will use their partial spelling of the word to complete the given words and once they find the words that begin with the letter L they will color that object.

 

Resources:

“Buzz Like a Bee With Z” by: Lauren Reynolds

http://www.auburn.edu/academic/education/reading_genie/caravans/reynoldsel.htm


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