"P explodes with a POP"
Emergent Literacy Design
Rational: This lesson will help the students identify /p/, the phoneme represented by P. Students will learn to recognize the letter p in spoken words by learning a meaningful representation (take a fist then make it POP) and the letter symbol P, practice finding /p/ in words, and applying phoneme awareness with /p/ in phonetic cue reading.
Chart Paper with tongue tickler printed
Alpha Tales: "The Pigs Picnic" by Helen H. Moore
Index cards with POP, DOT, FUN, PICK, BOAT, PAIL, and P and p
1. Say: Letters are symbols that stand for different sounds. When we learn all the sounds to the letters we will be able to do so much more. Today we are going to work on spotting the letter P. The letter P (show the card) makes the /p/ sound.
2. Take you hand a make a fist. Let's pretend this (your fist) is a firecracker and what do firecrackers do? They go POP! (let fist go showing five fingers) Notice that when you say /p/ your lips are together and then you let the air out just like your firecracker explodes.
3. I am going to find /p/ in the word splash. I am going to stretch this word out and listen for the /p/ sound. (Explode fist make it POP). Sss.pp.lll.aaa.shhh. One more time ss.ppp.ll.aa.shh. There I felt my lip go together and then pop out the air in the word splash. I can hear the /p/ in splash.
4. Let's do a tongue tickler. Look at the chart while I read. 'Peter Piper picked a pair of pickled peppers' I want everyone to now say it with me and use your fist when you hear the /p/ sound. Now say it three times fast. Now I want everyone to break of the /p/ at the beginning of those words as I point to them. '"/P/eter /P/iper /p/icked a /p/air of /p/ickled /p/eppers"
5. Now let's take out our paper and pencil. We are going to practice writing the letter Pp. We use this letter to spell /p/. The uppercase P you start at the rooftop and make a line down to the sidewalk, then pick up your pencil and place it back on the rooftop and make a sideways hump stopping at the fence. For the p start at the fence make a line to the ditch. Then go back to the fence and make a sideways hump that ends at the sidewalk. After I put a smiley face on your paper go ahead and write 5 more uppercase P and five more lowercase p.
6. Call on students to answer and tell how they know they hear the /p/: Do you hear /p/ in pen or bat? Pail or face? Pig or fig? flower or power? not or pot? Say: Let's see if you can spot /p/ in some words. Explode your fist when you hear /p/: stop, leaf, pumpkin, lips, night, penguin, bird.
7. Say: "Let's read about pigs that are about to go on a picnic. What will they pack? Let's read and find out." Stop and count how many p's are on different pages. Have children explode their fist when they hear the /p/ sound. Then have student write (use inventive spelling) what they pack, if they were going on a picnic and draw picture.
8. Show POT and model how to decide if it is pot or top: The P tells me to explode my fist and put my lips together then let the air out, /p/, so this word is pp-ot, pot. You try some: DOT: pot or dot? PAIL: pail or boat? FUN: fun or punt? PICK: pick or lark?
9. Assessment (worksheet)
Pass out worksheet beginning words with p. Draw a line to the objects that begin with /p/. After they finish they may have the worksheet to draw a line to the objects that end in /p/. Students may color the pictures that begin and end in /p/. While students are working on the worksheets teacher calls individuals for phonetic cue reading #8.
Moore, H. (2001). The pigs' picnic. New York, NY: Scholastic.
Bruce Murray, Brush your Teeth with F http://www.auburn.edu/academic/education/reading_genie/sightings/murrayel.html
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