“Mmm, mmm, mmm!”

Emergent Literacy
Courtney Gibson
 

 

Rationale: Most students do not have trouble recognizing the m = /m/ correspondence, but they do have trouble recognizing it at the end of words as well as in the middle. This lesson is designed to help students identify the /m/ sound when it is located in the beginning, middle, and, end of words. Through both letter and phoneme recognition, students will be able to recognize /m/ in both spoken words and written words, and be able to write it correctly by the end of this lesson.

 

Materials: For this lesson you will need:

 

Procedure:

1. Raise your hand if you like cookies? Pizza? Ice cream? Candy? Chicken fingers? French fries? Everyone tell me what your one favorite food is. (Go around the room, and after every student what their favorite food is and then the whole class can say, “Mmmm, mmm, mmm.”)

 2.  Every time I heard a food that I just love to eat I can’t help but say Mmm, mmm, mmm, and rub my belly because it sounds so yummy! Let’s all try it together. Everyone think of your favorite food and when I say go we will all say Mmm, mmm, mmm together and rub our bellies. Go, Mmm mmm, mmm!

 3. Do you know that there is something very special about this sound? It has a letter that is its friend and almost always travels with it wherever it goes. I like to call it the 'hungry letter' because whenever you see it, it says "Mmm. Can you say "Mmm? When you say "Mmm" I want you to think about what your mouth is doing. Can you see what mine is doing when I say "Mmm? (Explain how lips come together and our throat is vibrating!) Then put up picture of milkshake with capital and lower case m. This is what our sound looks like when we write it on paper. Make the mmm sound when I point to the m. Do this several times.

 4. There are many words with the sound "Mmmm." I would like for you all to listen to the tongue twister I say.  Are you ready? (Now take the tongue twister out that was written down on the poster board and show it to them in written context) Miss moose Mary makes marvelous milkshakes. Say it with me this time. (Repeat) Now let’s stretch out all the /m/ sounds and rub our bellies when we hear them. (Say it again this time stressing/dramatizing the m = /m/ in every word.)

 5. Now I would like for you to take out your paper and pencil so we can try to make the letter "M" ourselves. Let’s try the capital M first -- Start on the rooftop and go down straight through the fence and stop when you get to the sidewalk. Next, go back to where you started on the rooftop and go down the slide thru the fence until you hit the sidewalk and then back up the slide thru the fence to the next rooftop. Finally, go down straight through the fence to the sidewalk and stop. Good Job! (Do this again several times until you think students feel comfortable with the letter and writing it.) Now let’s try the lowercase m. Start on the fence and go down to the sidewalk then back up toward the fence and hump around and down to the sidewalk again. Now go back up to the fence and hump around and down to the sidewalk again. Good Job!! (Do this several time until you feel students are comfortable with it.) Then interchange between making capital and lowercase m a few times to challenge students.

 6. I am going to say a couple of words and I would like for you to tell me when you hear the /m/ sound (m =/m/). Do you hear /m/ in mitten or glove? Do you hear /m/ in the word home or school? Do you hear /m/ in the word coming or going? Do you hear /m/ in the word me or your? Do you hear /m/ in the word some or all? Do you hear /m/ in mat or rug?

 7. Read the story If You Give a Moose a Muffin By: Laura Joffe Numeroff and discuss the story with the children. Book talk: If you give a moose a muffin, there is no telling what all he is going to want next, because he keeps wanting more. So if you want to find out what all the moose wants and gets, let’s read this book and find out. As you read the book, have the children rub their bellies when they hear the /m/ sound.

 8. I will assess the children throughout the lesson by observing the answers to questions I ask and by making anecdotal notes. I will also pass out a sheet with various pictures on it. The children will circle and color the pictures that have the corresponding /m/ sound (m = /m/) represented in the picture.

 
References:

 

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