Pop P's with Papa

Candace Sanders

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>

 

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