Rationale: To learn to read and spell words,
children need the alphabetic insight that letters stand for phonemes
and spellings map out the phonemes in spoken words. Before children can
match letters to phonemes, they have to recognize phonemes in spoken
word contexts. This lesson will help children identify /p/. They will
learn to recognize /p/ in spoken words by learning a meaningful
representation and a letter symbol, and then practice finding /p/ in
words.
Materials: Primary paper and pencil, chart
with ãPeter Piper picked a peck of pickled peppers.ä, class
set of cards with p on one side and a question mark on the
other side, word list of the words: pepper, play, cape, pig, lamp,
stick and Peter, worksheet with pictures of objects beginning or not
beginning with p ( pig, park, paint, pocket, shoe, picture,
popsicle, car, plate), and the text, Patâs Jam by Sheila
Cushman.
Procedures:
1. Explain to the children that today we are going to talk about the
mouth movements for the letter p and work on finding the mouth
movement for it. Have the children watch each other say words beginning
with /p/. Have the children describe the way their mouth looks to each
other.
2. Ask the students: ãHave you ever heard the sound that popcorn
makes when it is popping?ä ãYes, it makes the /p/
sound.ä ãWe are going to look for the /p/ sound in some
words.ä ãBefore we do that though, letâs practice
making the /p/ sound with a hand movement to go along with it. (Hands
popping open) Teacher models first, and has students join in.
3. First say the tongue twister to the students, and then say the
tongue twister on the chart together. ãPeter Piper picked a peck
of pickled peppers.ä Now letâs say it a few more times. The
last time we say it letâs pop open our hands every time you hear
the /p/ sound.
4. Now take out your paper and pencil and practice making the letter p.
Start on the grass. Go down to the ditch and back up without taking
your pencil off the paper. Now without lifting your pencil letâs
add a loop to the right side of our line that touches the fence. I want
to see everyoneâs p. Once I put a check mark on your
paper, I want you to make nine more just like it.
5. Pass out cards with p and a question mark on them. Tell the
children you are going to say some words. If you hear /p/, hold up the
side of your card with p on it. If you do not hear /p/, hold up
the side with a question mark. Read the words: pepper, play, cape, pig,
lamp, stick, Peter, shoe, toe.
6. Read the story, Patâs Jam and have the students pop
open their hands when they hear a /p/ in the story.
Assessment: The teacher will hand out a
picture page and help the students name each picture. Ask the students
to circle the pictures containing /p/.
References:
Adams, Marilyn Jager. Beginning to Read: Thinking and Learning
About Print. 1990.
Cushman, Sheila. Patâs Jam. Educational Insights. 1990.
Pam Riddle, Pop, Pop, Popcorn.
http://www.auburn.edu/rdggenie/guides/riddleel.html
For further infomrmation, send e-mail to pridmac@auburn.edu.