Vroom Around with V
Rationale: This lesson will help children identify /v/, the phoneme represented by V. Students will learn to recognize /v/ in spoken words by learning a meaningful representation (flying an airplane) and the letter symbol V, practicing finding /v/ in words, and apply phoneme awareness with /v/ in phonetic cure reading by distinguishing rhyming words from beginning letters.
Materials: Primary paper and pencil; chart with tongue twister "Victoria and Victor speak very victoriously." Picture of an airplane; worksheet on the letter V; Index cards with words: VAN, VERY, VASE, LOVE, HAVE, VOICE, VROOM, VIOLET, and VACCUM
1. "Our written language is a secret code. The tricky thing is learning what the letters stand for and the mouth moves we make as we say words. Today we are going to work on the mouth move /v/. We spell /v/ with the letter V. /v/ sounds like an airplane." Show picture of airplane. "Now who can tell me what they think an airplane sounds like?" Have students take turn saying or sounding out what they think an airplane sounds like.
2. "Let's pretend that we are an airplane in the air, /v/ /v/ /v/. (Pretend like we are an airplane flying in the sky). Do you notice where your lips and teeth meet? Top teeth touch bottom lip. Voice box on! They meet and vibrate together when we say /v/. Can someone demonstrate the /v/ sound for me?"
3. "Let me show you how to find /v/ in the word love. I am going to stretch love out in slow motion for you. I want you to listen very very carefully. L-o-v-v-v-e.. Lo-vvvvv-e. Can you hear the /v/ in love? Listen again, /v/ l-o-vvvv-e, can you hear it? Now do you hear /v/ in van or bat? Vvvv-a-n or man?" Wait for response by student.
4. "Let's try our tongue twister. 'Victoria and Victor speak very victoriously.' Let say our tongue twister. (Student says tongue twister). Now this time when we say it, we are going to take our time and really stretch the /v/ out in all the words. 'Vvvvvictoria and Vvvvictor speak vvvvery vvvvictoriously!' Try it again, and this time break off the word: '/v/ictoria and /v/ictor speak /v/ery /v/ictoriously."
5. (Have students take out primary paper and pencil). "We use letter V to spell /v/. Capital V looks just like lowercase v but bigger. Let's write down the capital V. As you start at the rooftop you are going to come down at a slant, all the way down to the sidewalk. After you touch your pencil on the sidewalk, you are going to then go back up at a slant to the rooftop. If you think you can do that for me correctly, I want you to practice writing your capital V ten times."
6. When students hear /v/ I will instruct them to put their arms out like they flying in an airplane. "I want you to tell me if you hear /v/ in voice or choice." Ask students then continue with the others; "Do you hear /v/ in broom or vroom? Vase or case? Very or berry? REMEMBER to put your airplane arms out when you hear /v/.
Assessment: Students will write their V on primary paper and illustrate what they think the /v/ sound looks like, other than an airplane. Students will also color in the pictures on the worksheet that all have the sound /v/.
The Reading Genie: http://www.auburn.edu/academic/education/reading_genie/phon.html
TSL Books Letter V worksheet: http://www.tslbooks.com/letterv_1.pdf
"Vacuum with v" Emergent Literacy by Malorie Poole: http://www.auburn.edu/academic/education/reading_genie/realizations/pooleel.htm
Return to Caravans http://www.auburn.edu/academic/education/reading_genie/caravans.html