"MMMM MMMM Yummy Cake"

                      Emergent Literacy Design                       

Traci Leech

 

 

Rationale: In order for children to learn how to read by using the alphabetic principle, they must first be aware of and familiar with phonemes that make up the words.  The lesson will focus on the consonant sound /m/ in spoken words.  The student's phoneme awareness of /m/ will develop by giving them instruction and practice on how to form the /m/ sound and practice by identifying the phoneme in spoken words.

Materials:

Procedure:  1. Introduce the lesson by explaining that our language is a secret code and today we are going to start to break the code.  The letters stand for different mouth moves we make when we say words.  Today we are going to learn how to make the mouth move for the letter m, and we will be able to recognize the words that have the m mouth move in them.

2. Ask the students: "Have you ever said 'mmmmm' after you ate something really good?" That is the same mouth move you make when you read a word with the /m/ sound in them.  Lets practice making the /m/ mouth move together. Remember to keep your lips together. Very good, lets do it again but this time I want you to hold the /m/ for a longer time and rub your belly in a circular motion, like you do when something taste really good. [Model how you rub your tummy].  Good job, now we know how to make the /m/ mouth move.

3.  I am going to say a tongue twister.  'Molly makes marvelous milk cakes, Monday mornings before school.'   I want everybody to say it with me three times. Now, when we say the tongue twister I want everybody to stretch the /m/ at the beginning of the words, and rub your belly.  "Mmmolly mmmakes mmmarvelous mmmilk cakes, Mmmonday mmmornings before school."  

4. Lets review how we would write the letter m.  Everyone get out your handwriting paper.  To write the letter m you start with your pencil on the fence, mover your pencil down, hump around, hump around, so that your pencil ends on the sidewalk.

5. Now we are going to play a game.  I am going to hold up pictures of different food we can eat.  When I hold up the picture I am going to tell you what food it is.  I want you to repeat the name of the food and if you make the /m/ mouth move when you say the name, I want you to rub your tummy and all together say, "mmmm mmmm."  Then I want you to find the same picture I am holding up on your desk and place it in your mixing bowl.  We are going to mix up a cake batter full of yummy food.  I am going to do the first one for you.  [Hold up a picture of a muffin and say muffin out loud to the class].  "Muffin, mmmm mmmm, yummy muffin." [place my picture of the muffin in my mixing bowl.] "I made the mouth move /m/ when I said muffin so it goes in my mixing bowl."  The teacher will hold up numerous different pictures, with and without the /m/ phoneme.  Most of the pictures on the students’ desk will be in the child’s mixing bowl.

6. Read the story Stand Tall Molly Lou Melon talk about the story.  Read the story again and have students raise their hand when they hear the words with /m/. List all of the words on the board and the foods with the /m/.  Have the students write a sentence about their favorite meals, beverages, and desserts by using inventive spelling, and have them illustrate their meal.

7. Pass out a sheet of paper with pictures.  As a class, go over each picture to identify what the pictures are.  Instruct the students to color in each picture whose name has a /m/.

Reference: Leigh Morgan. Spring 2004. Vacuum that Rug!

http://www.auburn.edu/rdggenie/guides/morganel.html

Lovell, Patty. Stand Tall Molly Lou Melon. G. P. Putnam’s Sons. 2001

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