Vroom Around with V
Emergent Literacy
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
Procedure:
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/.
Resources:
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