Popping Popcorn With P
Emergent Literacy Design
Rationale:
This lesson will help children identify /p/, the phoneme represented by P.Students
will learn to recognize /p/ in spoken words by learning through a meaningful
representation (popcorn popping) and the letter symbol P. Students will
practice finding /p/ in words and apply phoneme awareness with /p/ in phonetic
cue reading by distinguishing words from beginning letters.
Materials:
Primary paper and pencil; sound clip of popcorn popping
http://soundbible.com/1710-Popcorn-Popping.html; card with popcorn picture,
The Princess and the Pea book by John
Cech; flash cards with words
PAT,DAD, SHIP, FROG, POND, TOY, CAP, MAN,
POINT, TALL; assessment worksheet identifying pictures with /f/ (URL below).
Procedures:
1. Say: Our written language is a secret
code. The tricky part is learning what letters stand for and how we move our
mouth when we say words. Today we are going to work on recognizing how the mouth
moves when we say /p/. We spell /p/ with letter P.
2. Say: Have you ever popped popcorn before? What kind of sound did it make?
Today we are going to listen to some popcorn popping (http://soundbible.com/1710-Popcorn-Popping.html).
What sound do you hear? That’s right! The popcorn makes the sound /p/ /p/ /p/ !
When we say /p/ we put our lips together then blow a puff of air through our
lips. Watch me make the /p/ sound.
3. Say: Let me show you how to find /p/ in the word happy. I'm going to
stretch happy out in extremely slow motion and listen for my popping
sound. hhh-aa-pp-y. Slower: hh-a-a-a-ppppp-y. There was my popcorn! I felt my
lips come together then blow a puff of air out. I can feel the popping sound
/p/ in happy.
4. Say: Let's try a tongue twister "Playful Patty Picks Plump Pumpkins."
Everybody say it three times together. Now say it again, and this time, stutter
the /p/ at the beginning of the words. "P-p-p-p-layful P-p-p-p-atty P-p-p-p-icks
P-p-p-p-lump P-p-p-p-umpkins." This time we are going to break off the /p/ sound
from the rest of the word: "/p/ layful /p/ atty /p/ icks /p/ lump /p/ umpkins.”
Great job!
5. [Have students take out primary paper and pencil]. We use letter P to
spell /p/. Let's write the lowercase letter p. First draw a ball on the
sidewalk. Now draw a straight stick on the left side of your ball that starts at
the top of the ball and stops at the ditch. I want to see everybody's p.
After I give you a thumbs up, I want you to make nine more just like it. When
you see the letter p in a word, that
tells you to make the /p/ sound.
6. Practice hearing and recognizing the /p/ sound in. Call on students to answer
and ask them: Do you hear /p/ in hop or fun? slippery or
toe? on or pink? Lift or drop? apple or
sore? Say: Let's see if you can spot the mouth move /p/ in some words.
Move your hands like popping popcorn if you hear /p/: The, paint,
clap, bug, dimple, pan, to, for, pink, push.
7. Say: "Now we are going to read a book called
The Princess and the Pea. This book
has lots of the /p/ popping sound. I am going to read the book twice. The first
time I just want you to listen for the /p/ sound. The second time I read, every
time you hear the /p/ sound, I want you to hold up your popcorn card. I will
write each word on the board for us to talk about when we are done reading. This
book is about a
8. Using word flashcards, Show PAT and model how to decide if it is pat
or dad: The P tells me to pop the popcorn, /p/, so this word is
ppp-at, pat. You try some: SHIP: shop or frog? POND: toy or
pond? CAP: cap or man? POINT: tall or point?
9. For assessment, distribute the worksheet. Students are to practice writing
the upper and lower case letter P.
They are to also identify which images begin with the /p/ sound and write a
P under those images.
Cech, John, Bernhard Oberdieck, and H. C. Andersen. The Princess and the Pea. New York, NY: Sterling, 2007. Print.
Let's Pop Some Popcorn by Meghan Ciampi
http://www.auburn.edu/academic/education/reading_genie/invent/ciampiel.html