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"Mmm, Mmm, Good" with M

Emergent Literacy Design

Emily Jackson

Rationale: This lesson will help children identify /m/, the phoneme represented by M. Students will learn to recognize /m/ in spoken words by learning a meaningful representation (delicious sound) and the letter symbol M, practice finding /m/ in words, and apply phoneme awareness with /m/ in phonetic cue reading by distinguishing rhyming words from beginning letters.

Materials: Primary paper and pencil; chart with “Mom must make many more muffins”; drawing paper and crayons; word cards with MOM, MINE, MEET, MY, and MOP; assessment worksheet identifying pictures with /m/, bookI'm hungry.

Procedures:e 1. Say: Our written language is a secret code. The tricky part is learning what letters stand for--the mouth moves we make as we say words. Today we’re going to work on spotting the mouth move /m/. We spell /m/ with letter M. M looks like lips, and /m/ sounds like “mmm mmm good”.

2. Let’s pretend to eat something delicious, /m/, /m/, /m/. [rub your stomach] Notice your lips come together? (making sound). When we say /m/, we put our lips together and then push sound almost like a hum out of them.

3. Let me show you how to find /f/ in the word left. I’m going to stretch left out in super slow motion and listen for my toothbrush. Lll-e-e-eft. Slower: Lll-e-e-e-fff-t There it was! I felt my teeth touch my lip and blow air. I can feel the toothbrush /f/ in left.g

4. Let’s try a tongue twister [on chart]. “Mom must make many more muffins.” Everybody say it three times together. Now say it again, and this time, stretch the /m/ at the beginning of the words. “Mmmom mmmust mmmake mmmany mmmore mmmuffins.” Try it again, and this time break it off the word: “/m/ om /m/ ust /m/ make /m/ any /m/ore /m/ uffins.

5. [Have students take out primary paper and pencil]. We use letter M to spell /m/. Lowercase m looks like lips. Let’s write the lowercase letter m. Start on the fence. Make a line down to the sidewalk, back up and around to the fence, back down, up and around to the fence again, and zoom down. I want to see everybody’s m. After I put a smile on it, I want you to make nine more just like it.

6. Call on students to answer and tell how they knew: Do you hear /m/ in monkeyor dog? money or coin? marker or pen? make or fix? more or less? Say: Let’s see if you can spot the mouth move /m/ in some words. Rub your stomach if you hear /m/: The, many, silly, monkeys, mopped, the, muddy, floor.

7. Say: “Let’s look at the book I’m Hungry. The book tells us about a bunch of hungry monkeys. What sound does the word monkey start with? What sound do we make after we’ve just eaten something yummy? Mmm?” Read page 2, drawing out /m/. Ask children if they can think of other words with /m/. Ask them to think of what they would eat if they were hungry to make them say “mmm, mmm, good”? Then have each student write their food item name with invented spelling and draw a picture of it. Display their work.

8. Show MOP and model how to decide if it is mop or top: The M tells me to rub my stomach, /m/, so this word ismmm-op, mop. You try some: MIX: mix or fix? MEET: meet or feet? MIND: find or mind? MAKE: make or fake?

9. For assessment, distribute the worksheet. Students are to complete the partial spellings and color the pictures that begin with m.

Book: I'm Hungry, Judy Tuer, Scholastic Inc.

Worksheet:

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