Pink Pigs

By:  Cynthia Kinsaul

 

Rational:  The phoeme /p/ can sometimes be difficult for children to learn.  This lesson will help them develop this discriminatory skill.  The students will learn to recognize /p/ in spoken words and objects provided.  By doing this the children will increase their ability to discriminate the p=/p/ sound.

Materials:  (1) cooking pot, (1) picture of a pink pig, (1) ping pong ball, (1) cotton ball, (1) shoe string, (1) crayon, (1) brush, (1) rubbermaid box, picture pages, construction paper, scissors, glue, If You Give a Pig a Pancake by Harper Collins.

Procedure:
1. Explain to the children that written language consists of connecting letters to sounds.  In today's lesson we will be looking for the p=/p/ sound in words.
2. Ask the students what the p=/p/ sound makes.  Then model the /p/ sound by saying "watch my mouth and listen as I make the p=/p/ sound.  "Let's all make the p=/p/ sound with our mouths."  "Can anyone tell me a word where we make the sound /p/?  Here are some examples, show the children the items brought to class that begin with the /p/ sound.  Pot, picture of a pink pig, ping-pong ball, etc.
3.  "Let's try a tongue twister".  Pink pigs play ping-pong in a pen.  Have the tongue twister written on the board with the letter p in every word written in a different letter than the other words so the children can see the p=/p/ sound.  "Everyone say the tongue twister together on my signal".  "We are going to say it three times".  Then say it one more time and really emphasize the /p/ sound in the words.
4. Give each student a cotton ball to place on their desk.  Tell them to put their mouths close to the cotton, but not touching it, and make the /p/ sound.  Each time they make the /p/ sound the cotton will move.  This will help them remember how to make the /p/ sound.
5. After we have practiced saying the p=/p/ sound tell the children we are going to play a game to identify which items in the box have the /p/ sound and which one's don't.  Have children take turns coming up and pulling an object out of the box and along with the rest of the class decide if the object begins with the /p/ sound or if it does not.  Objects in the box include a ping-pong ball, a picture of a pink pig, a pot, a shoestring, a crayon, and a brush.  The children should leave the objects that have the/p/ sound sitting out on the table for the class to observe through out the lesson.  The objects without the /p/ sound should be placed back in the box.
6. Read the book If You Give A Pig a Pancake by Laura Numeroff.  The story is about a little pink pig who eats a pancake and what all she has to do after she has eaten the pancake. For a response from the students I will ask them to clap every time they hear the p=/p/ sound.
7. For the assessment step, give each child a piece of construction paper and a pair of scissors.  Make sure each child has a picture page with items that begin with the letter p.  Have each child go through their page and cut out pictures of anything they find that has the /p/ sound.  Then have the children glue the pictures to their piece of construction paper and write under the picture what it is.  As a review have each child stand up and share with the class the pictures they found.

Reference: www.auburn.edu/rdggenie/breakthroughs/mcinnishel.html
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