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).

 

Procedures:

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.

 

Reference: http://www.kidzone.ws/imageschanged/kindergarten/v-as-begins2.gif

 http://www.auburn.edu/rdggenie/sightings/murryel.html

The Velveteen Rabbit by Margery Williams Bianco

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