Pop P's with Papa
Emergent Literacy
Rationale:
This lesson will help children identify /p/, the phoneme represented by
P.
Students will learn to recognize /p/ in spoken words by learning a
meaningful representation and the letter symbol P.
They will recognize /p/ in spoken words, repeating a /p/ filled tongue
tickler, and applying phoneme awareness with /p/ in phonetic cue reading by
distinguishing rhyming words from beginning letters.
Materials:
- Tongue tickler written on chart
paper: "Peter Piper picked a peck of pickled peppers".
- Primary paper
- Pencils
- Popcorn Poem
- Letter P Worksheet
Procedures:
Say: "Today we are going to learn about the letter 'p' and the sound it makes,
/p/. To me, /p/ sounds a little bit
like the sound a pea makes when you pop it open fresh out of the garden.
Let's pretend we are popping peas.
Make a fist with both of your hands, put them close together, and then
turn your wrist. Say /p/ /p/ /p/ as you turn your wrist.
Do you notice what your lips are doing when you say /p/?
Let's say a tongue tickler. You say
it after I say it. Peter piper
picked a peck of pickled peppers.
Now you say it. Now this time when
we say it, we are going to stretch out the /p/ and turn our wrist as if we are
popping open peas. Pppeter
pppippper pppicked a pppeck of pppickeld pppepppers.
This time we are going to break off the
P.
/p/eter /p/i/p/er /p/icked a /p/eck of /p/ickeled /p/e/p//p/ers.
Let me show you how to find /p/ in pumpkin. When I say pumpkin I'm going to
stretch out the /p/. ppp uuu mmm
ppp kkk iii nnn
Now let's get out some paper and practice writing
P.
First, you draw a straight line from the roof top to the sidewalk.
Then you start at the top of the line and circle around to the middle of
the line, at the fence, and attach the half circle to the straight line.
A lower case p looks the same except you
start at the fence and go down into the ditch with your straight line.
Make the half circle start at the fence
attached to the tip of the line and circle down to the sidewalk and attach to
the line. I am going to walk around
and see everybody's P, if I give you a check I want you to write 10 more
just like it.
Now we are going to play a game. If
you hear /p/ in the word I say, I want you to pop your peas.
If you do not hear /p/ then I want you to say "no way"!
dress, pants, pipe, dog, skip, rock, rope, matt, hop
I am going to read you this poem I wrote about popping popcorn.
I want you to listen for the sound that you hear the most.
Pop, pop, pop
Popcorn is playful
POW, POW, POW
If we're not careful the pot will explode!
Can you think of any other words that start with that sound?
If you can a P alliteration poem yourself, I want you to write it as best
as you can. You may even draw a
picture! I would love to display them on my "Popping Peas…" board.
I will show PAT and model how to
decide if it is pat or
rub.
The P tells me to pop peas,
/p/, so this word is pppp- at, pat.
You try some: Pot or
Bowl, Cow or
Pig,
Pipe or
Nail?
Assessment:
I will distribute a work sheet. The
students will color the picture that has a name that has /p/ in it, and leave
the other pictures blank.
Reference:
Letter P Worksheet
<http://www.tlsbooks.com/letterp_1.pdf>
Murray, Bruce. "The Reading Genie"
<http://www.auburn.edu/rdggenie>