Popping Popcorn
Rationale:
In order for children to be able to decode words and succeed in reading, they
must have an accurate understanding of phonemes. This lesson will help children
identify /p/, the phoneme represented by
P. Students will learn to recognize /p/ in spoken words by learning a
meaningful representation (popping popcorn) and the letter symbol
P in written words. Students will
also learn to write the letter P in
both upper and lower cases.
Materials:
Primary paper,
Pencils
Hop on Pop by Dr. Seuss
chart paper with tongue
twister (Peter Piper picked a pair of pickled peppers) chalkboard/chalk.
Coloring page with words
starting with "P"
Procedures:
1.
Begin by talking to students about the alphabetic code, explaining that
our language is full of different sounds. Talk to the students about the
different sounds letters make and how our mouths move a different way for each
letter/sound. "Today we will be working on the letter /p/ and we will focus on
how it sounds and the way our mouths move"
2.
Ask the students "Have you ever popped
popcorn before? Did you notice that it made a popping sound? Can you make that
sound? Great! It is the same sound you hear when you pop a bubble, each time you
hear the /p/ sound. For example, you hear the same sound in
poke and
pass. The /p/ sound is in the
beginning, let's sound it out /p/ - /o/ - /ke/ and /p/ - /a/ - /ss/. Did you
hear the /p/ sound? When you make the /p/ sound your lips are together and then
you let out a little breath, this makes the /p/ sound!
3.
Show students tongue twister on board.
"Peter Piper picked a peck of pickled peppers." Now let's say it together,
and really emphasize the /p/ sound: "Peter Piper picked a peck of pickled
peppers." This time break off the /p/ sound from the words. "/p/
eter /p/ I /p/ er /p/ icked a /p/ eck of /p/ ickled
/p/ e /p/ ers." GREAT JOB!
4.
Now take out your primary paper and a pencil. "Let's practice
writing the letter /p/. Watch me write it first, and then we'll write it
together. Start at the rooftop and make a straight line to the sidewalk.
Then pick up your pencil and put it back where you started. Then make a
hump down to the fence. Now you try. (Assist if needed, put smiley
face on correct papers) Now let's make a lowercase
p. Start at the fence, go
straight down into the ditch, come up and put his chin on the sidewalk.
Now you try. (Assist if needed, put a smiley face on correct papers.)
Now make two rows of Ps. Now write
one row of capital Ps and one row of
lowercase Ps.
5.
In order to assess the students, give them words and ask which word has
the /p/ sound. "I am going to give you a word and if you think it has the /p/
sound, clap your hands and push them up and around as if you were popcorn
popping, like this (model the representation of the sound).
Hop? Give? Jump? Rock? Sat? Map? Bag?
Put? Game? Pail? Dog? Push? Lip?
6.
Read Hop on Pop. " I am going
to read a story and there are going to be a lot of words with the /p/ sound. The
first time I read the book, simply listen. I will read it for a second time and
when you hear a word with the /p/ sound, do our same "popping" action." I will
read the book and when I read it a second time I will write down the /p/ words
they hear and discuss them.
7.
To assess the children I will give them a coloring page with pictures
that start with /p/ and some that do not: pot, map, pencil, paper, popcorn, pig
and ones that do not: balloon, car, bear, grass. The students will be instructed
to color ONLY the words with the /p/ sound. While they are doing this I will
call up individual students and have them read 3-4 pages in
Hop and Pop (or the whole book
if time allows). This will be an easy and accurate way to see if the students
understand what the /p/ sound is within written words as well as spoken words
(they would have to sound it out to themselves).
References
Jordan Orso - Auburn University
http://www.auburn.edu/academic/education/reading_genie/discov/orsoel.html
Kasi Lankford- Auburn University
http://www.auburn.edu/academic/education/reading_genie/discov/lankfordel.html
Dr Seuss, Hop on Pop. Random
House: New York, New York. 1987.
Adams,
Marilyn Jager. Beginning to Read: Thinking and Learning about Print.
University of Illinois at Urbana-Champaign. c1990.