Flying with V

Ashley Farrow

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 like an airplane) and the letter symbol V, practice finding /v/ in words, and apply phoneme awareness with /v/ in phonetic cue reading by distinguishing rhyming words from beginning letters.


Materials: Primary paper and pencil; chart with "Vicky Vinc viewed a very valuable vase"; drawing paper and crayons; The Velveteen Rabbit by Margery Williams Bianco; word cards with Vine, Vroom, Vain, Vase, Veil  and Van; assessment worksheet identifying pictures with /v/ (URL below).



1. Say: Our written language is a secret code. The tricky part is learning what letters stand for--the mouth moves we make as we say words. Today we're going to work on spotting the mouth move /v/. We spell /v/ with letter V. V looks like an airplane, and /v/ sounds like an airplane flying.

2. Let's pretend to fly our airplane, /v/, /v/, /v/. [Pantomime flying a plane] Notice where your lips are? (Bring air in and push lips out). When we say /v/, we blow air out between our lips.

3. Let me show you how to find /v/ in the word river. I'm going to stretch river out in super slow motion and listen for my airplane. Rrrr-iii-vvv-eerr. Slower: Rrrr-iii-vvv-ee-rr. There it was! I felt my lips blow out air. I can hear the airplane /v/in river.

4. Let's try a tongue twister [on chart]. "Vicky Vinc viewed a very valuable vase." Everybody say it three times together. Now say it again, and this time, stretch the /v/ at the beginning of the words. "Vvvicky Vvvvinc vvviewed a vvvery vvvaluable vvvase." Try it again, and this time break it off the word: "/V/icky /V/inc/ v/iewd a/ v/ery/ v/aluable/ v/ase

5. [Have students take out primary paper and pencil]. We use letter V to spell /v/. Capital V looks like an airplane. Let's write the lowercase letter v. Start just below the rooftop. Start to make a slanted line and bring it all the way down to the ditch. Now come back up the other side with another slanted line. I want to see everybody's v. After I put a smile on it, I want you to make nine more just like it.

6. Call on students to answer and tell how they knew: Do you hear /v/ in ivy or line? level or toe? at or vacuum? Lift or give? Stiff or cover? Say: Let's see if you can spot the mouth move /v/ in some words. Fly your plane if you hear /v/: Vivian, played, violin, for, Victoria, in, Venice.

7. Say: "Let's look at a book. Margery Williams Bianco tells us a story about The Velveteen Rabbit. Velveteen has a V in it." Read the book to the children and have them hold up a hand or letter v every time they hear you say /v/.

8. Show VIEW and model how to decide if it is vroom or broom: The V tells me to fly my plane, /v/, so this word is vvv-room, vroom. You try some: Vine: fine or vine? Vase: Base or Vase? Vain: pain or vain? Pail: veil or pail? Van: pan or van?

9. For assessment, distribute the worksheet. Students are to complete the partial spellings and color the pictures that begin with V.



The Velveteen Rabbit by Margery Williams Bianco

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