"MMMM MMMM Yummy Cake"
Emergent
Literacy Design
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