"Mmm, Mmm, Mmm"
"Mmm, Mmm, Mmm"
Rationale: To learn to read and spell words, children need the alphabetic insight that letters stand for phonemes and spellings map out the phonemes in spoken words. Children should be able recognize phonemes in words before they can match letters to phonemes. We will learn about the /m/ phoneme in this lesson. The sound made after a bite of a good cookie is /m/. The children will learn to recognize the /m/ phoneme in spoken words by learning a meaningful representation for the phoneme and a letter symbol that represents this phoneme. They will practice finding the /m/ phoneme in words.
Materials: Primary paper and pencils, chart with "Mom makes many muffins", a picture page for the class with moon, hat, hammer, nail, money, foot, gum, bowl, broom, and movie, and If You Give a Moose a Muffin.
Procedures:
1. Writing is
a secret code. The tricky part is learning how your mouth moves when
we say words. Today we are going to move our mouth to make the sound
/m/.
2. Have you
ever eaten a really good cookie and say/m/? Now I want you to rub
your stomach and say "Mmm." That's the mouth move we are going to
look for in words. I'm going to show you how to find /m/ in words.
Let's stretch a word out and see if you hear /m/, like the sound you make
when you eat a good cookie. I'll try muffin, m-m-m-muffin.
Where did you hear /m/ in the word muffin? That's right. It
is at the beginning of the word.
3. Watch my
mouth when I say the /m/sound. Who can tell me what my mouth is doing?
That's right. My lips are together. Now you try it and see
what your mouth does.
4. Now let's
look at the chart and say the tongue twister together. "Mom makes
many muffins." Everyone say it together. Now say it and stretch
out /m/ in the words and rub your stomach when you hear/m/. "Mmmmommmm
mmmmakes mmmmany mmmmuffins." Great job! Now I want you to
break it off of the words and notice the movement your mouth makes.
"/m/ o /m/ /m/akes /m/any /m/uffins." Great work!
5. Now let's
practice the /m/ sound using the letter "m." (The teacher should
model how to make an “m” on the blackboard.) (While the teacher write
an "m" she should say the following.) Start at the middle of the
road, draw down to the edge of the road, make the hump that touches the
middle of the road then curve down to the edge of the road, and hump over
again. Now I want everyone to take out their paper and pencil and
practice writing the letter "m." I am going to walk around and check
your "m." Once I put a smile on your paper, I want you to practice
by making 10 more "m's." Remember every time you see "m," you make
the sound /m/.
6. Call on students
to answer and tell you how they knew. Listen closely and tell me
if you hear /m/ in cat or mat? Moon or Toon? House or Mouse?
Room or Fun? Cup or Lamp? Swim or Run? Doll or Mall?
7. Read If
You Give a Mouse a Muffin. Reread the story and have the students
rub their stomach and say "mmm" when they hear the sound /m/.
8. For assessment,
distribute a picture page and help the students name each picture.
Then get them to circle the pictures whose names have /m/.
References:
Murray, Dr. Bruce.
2001. The Reading Genie Website.
www.auburn.edu/rdggenie/illum/wadamsel.html.
Eldredge, J. Lloyd.
1995. Teaching Decoding in Holistic Classrooms, 104 -
107.
For more information email me at throwcr@auburn.edu