Riding your motorcycle with V.
Emergent Literacy
Rationale:
This lesson will help students identify /v/ and the phoneme represented.
Student will learn to recognize /v/
in spoken words by learning a meaningful representation (the vroom of riding a
motorcycle) and the letter symbol V,
practice hearing /v/ and seeing v
recognizing v in words, and use what they have learned to recognize /v/
in words spoken to them and v in
words in a list.
Materials:
Students:
Individual pencils
Teacher:
PowerPoint with picture of motorcycle V, tongue tickler, lists of words for each
demonstration (procedure # 6 and 8 ) I Love to Make the Letter V poem,
Lists of words for students to respond to (procedure # 6, 8, 9)
A piece of primary paper for each student.
A piece of paper for drawing words that start with V for each student
A worksheet for each student
List of words written down for individual assessment
Procedure:
Show picture of motorcycle V. (In PowerPoint). Say: are going to be working on
spotting /v/ in words we hear and V in words we see. V looks like the handle
bars of a motorcycle and /v/ sounds
like the sounds a motorcycle makes. "Vvvvroom Vvvvroom" This is important to get
the student seeing what symbol we are working with and hearing the sound we are
going to make.
Let's practice saying "Vvvroom Vvvroom." While making the revving hand motion.
As we practice, think about how your mouth moves when you make the /v/
sound. As we say /v/ our bottom lip
touches our top teeth. We are blowing from the back of our throat.
Let me show you how to find the /v/
in love. I am going to stretch out the work and listen for the /v/
sound. Llll-oo-vvv. Then slower llll-ooooo-vvvv. Oh their it is I felt my bottom
lip touch my top teeth as I blew from the back of my throat. I can ride my
motorcycle in love.
Let's try a tongue tickler using the /v/
sound. (in PowerPoint). I will say it first and then you say it with me.
"Virginia visited Vicky and brought her vegetables with vitamins." Ok let's say
it together again but this time we are going to ride our motorcycles when we
hear /v/. "vvvvvirginia vvvvvistited
vvvvvicky and brought her vvvvvegetables with vvvvvitamins."
Have students get out pencils as primary paper is being passed out. Now we are
going to practice writing V.
(demonstrating while talking) To make an uppercase
V we make a
slant from the rooftop to the sidewalk then another slant back up to the
rooftop. To make a lowercase v we
make the same motion but we start on the fence make a slant down to the sidewalk
then make another slant back up to the fence. Write on uppercase
V and one lowercase
v as I come around to look. Once I
tell you that your V looks good write
five more.
Now I am going to read some words I want you to ride your motorcycle if you hear
/v/ in a word.
For example I am going to say a
word and ride my motorcycle when i hear /v/. Say Five
ffffiiiiivvvee (ride motorcycle on vvvv) Stove.
Vote. Table. Move. Sink. Vision. Ok now I am going to say two word and you
tell me which word you hear /v/ in.
(calling on individual students) Do you hear /v/
in live or left? Do you hear /v/ in
vote or mote? Do you hear /v/ in dive
or dime?
Have poem on PowerPoint to pull up in front of the class.
I
Love To Make The Letter V
(Tune: Pop! Goes The Weasel)
I love to make the letter V
For everyone to see.
(Form V with 2 fingers)
V is for vinegar, V is for van,
And V is for victory!
Read each line and have students repeat after each line. Then have students come
up with a word that starts with V and have them draw a picture of it.
Ok let's review. Show the word violin. Say: vvvviolin. Ride motorcycle while
sounding out word. Ok do I hear /v/
in vvvile or mmmmile. Vile. Ok now I want you to ride your motorcycle when you
hear /v/.
Vet. Vein. Float. Favor. Lost. Favor.
Pass out worksheet on V. Student will
complete worksheet which has them circle the words that begin with
V and color the picture. As students
are working on this I will call back students see if students can recognize /v/
in words I say to them and recognize v
in words I write down.
Assessment:
To see if students can hear /v/ in a
word I will observe as the students are responding to my questions in whole
group. I will also look at the worksheet the students completely and listen to
the students as they come to me individually.
Reference:
Poem found at
http://www.childfun.com/index.php/activity-themes.html
under the theme tab.