P-P-P-Pop!

pop

Meg Hunter

Emergent Literacy Design

 

Rationale: In order for young readers to become more fluent readers, they need to be able to recognize sounds when spoken as well as relate the spoken letter to print.  This lesson will help children identify /p/, the phoneme represented by P.

 

Materials:    Primary paper and pencil

                   Poster with "Pam picked pretty purple poppies from the pot."

                   Word List ' pen, paper, hat, pass, grab, yellow, tap

                   Sheet with pictures and words ' fork, cup, dog, spoon, bowl, plate, cat, pit

                   Princess Pigtoria and the Pea by Pamela Duncan Edwards

                   Cards with words - pig, pot, pork, pat, pale

                  

Procedures:

1."We're going to talk about /p/ today. There are certain ways that our mouth moves when we say every word. Today we're going to find out what our mouth is doing when we say /p/. What is your mouth doing when you say /p/?"

2."Do you like popcorn? I love popcorn. It makes a sound when you're making it. What sound does it make? Right, it makes a /p/ sound. Lots of words have the /p/ sound in them, and today we're going to talk about some. We're going to have a secret hand gesture that we're going to make every time we hear the sound /p/. (Model: place thumb and pointer finger together, now quickly open your fingers when you hear the /p/ sound.)

3."Now, repeat after me, 'Pam picked pretty purple poppies from the pot.' Great! Now let's say it again and stretch out the /p/ sound from the rest of the word. P-p-p-am  p-p-p-icked  p-p-purple  p-p-p-oppies  from the p-p-p-ot. Excellent, now, let's make pop (hand gesture) whenever we hear /p/."

4."Great, now I'm going to show you how we would find the /p/ in jump. We're going to stretch out the /p/. jjjj-uuuu-mpp. I think I heard it, maybe I should slow down even more. jjjj-uuuu-mmmm-ppppp.  Yes, I hear the sound /p/.  Now I'm going to say some words. If you hear the /p/ sound, I want you to make our pop with our hand. Read the words: pen, paper, hat, pass, grab, yellow, tap."

5.Now, we're going to practice writing the letter P, that makes the /p/ sound. Model: First we start at the fence and make a straight line down to the ditch. Pick up you pencil and then make a circle starting at the fence and going down to the sidewalk. Make sure the circle touches the straight line. Excellent, let's finish this line practicing writing

6.This is one of my favorite stories. It's called Princess Pigtoria and the Pea. It's about a princess named Pigtoria. Pigtoria's house has peeling paint, and crumbling plaster. Pigtoria has no money to repair her home. A very handsome prince wants to meet Pigtoria and even may propose. This would end her problems. Do you think Pigtoria will pass the princes expectations? Let's find out. Everytime you hear the /p/ sound, pop your fingers.

7.Show PIG and model how to decide if it is pig or dig: The P tells me to pop my fingers, /f/, so this word is ppp-ig, pig. You try some: POT: pot or tot? PULL: pull or full? PORK: fork or pork? PAT: sat or pat? PALE: pale or male?

 

Assessment:  After reading, the sheet with pictures and words of pig, pot, pork, pat, pale under the corresponding picture will be passed out. Students will be instructed to circle the picture that has a /p/ in the name of it.

 

Reference:

Adams, Marilyn, Jager (1990). Beginning to Read: Thinking and Learning about Print, p.53-55.

http://www.auburn.edu/academic/education/reading_genie/encounters.html

Piggy Pancakes, Emily Shumock

http://www.auburn.edu/academic/education/reading_genie/encounters/shumockel.html

 

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