Sarah Autrey

Emergent Literacy Design

 

Patty the Pretty Pig

 

 

Rationale: According to Adams, letter recognition is important to the reading success of a young reader. If children do not know letters in the alphabet or the sounds that they make, reading and writing might be very frustrating to them. In teaching letter recognition lesson the students need to learn the letter or grapheme along with the sound or phoneme that it makes. I am going to teach letter recognition by allowing them to write the letter and learn the sound. This lesson will help children learn the letter p. The goal that I would like to accomplish in this lesson today is for the students to able to write the upper and lower case p and know what sound it makes. Every letter is vial to the enrichment of a child’s reading success. Children don’t need to just know what letters look like but they need to become fluent and fast in recognizing letters; so that reading will become easier to comprehend.

 

Materials:

∙Poster board with the a big upper and lower case p on it

∙The tongue twister, “Paul pays Patty a penny for the pumpkin pie” on chart paper

∙Chart paper

∙Marker

∙Picture cards (horse, pig, pencil, crayon, pen, marker, pumpkin, squash, paper, chalkboard)

∙“If You Take a Pig to a Party” by Laura Numeroff

Publisher: HarperCollins Children Books, Sep 2005

 

∙A worksheet for assessment that has pictures of p objects (Example at the end of the lesson)

∙Each child will need primary paper (2 sheets)

 

Procedure:

∙Explain what we will be working on today. Class today we are going to learn about the letter in the alphabet that is in between o and q. Today we are going to be learning about the letter p. The letter p is used in many words. I want us to learn how to write the letter p and hear the sound that it makes.

 

 

∙In order to active their knowledge of the letter p, I am going to hold up a poster board with a big upper and lower case p. This way everyone can see it. I will then ask the class, What letter is this? That is right!! This is the letter p. Does anyone know the sound that the letter p makes? The /p/ sound is right. The /p/ sound can be heard in word like: paper, pig, and pencil. Boys and girls I am so proud of you. Let’s all pay close attention so that we can learn about the letter p.

 

 

∙To introduce the letter p, we will start with a tongue twister that will be written on chart paper: Paul pays Patty a penny for the pumpkin pie. Class I want eyes on this chart. This silly sentence has a lot of words that start with the letter p. I will read this to you and I want you to repeat after me. Listen closely to how I putting a lot of emphasize on the p sound. I will say the tongue twister. Now I want you to say that and remember to hold out the p sound. (They will say it) Great job!!! Let’s say that three more times together. Let’s begin. After we say the tongue twister as a class we will go over how our mouth moves as we say the letter p. Class when we are saying the letter p then our mouth moves like this…Our lips start together then they open and a puff of air comes out. To remember this you can pop your fingers like popcorn.

 

 

∙Now that we know what sound the letter p makes we are now going to write it. Can everyone please get out a pencil while I bring you a piece of paper. I will pass out primary paper to each student. At the front of the room I will have a piece of chart paper so that I can model for them how to write the letter p. Class please look up here at me while I write the letter p. First I am going to write the upper case P. Go down and pick up and around the fence. After having them watch me I will allow them to write an upper case P. I now want you to practice writing upper case P five times. I will be walking around so raise your hand if you need help. I will walk around and watch them write if anyone has a problem I will help them. Class now we are going to write the lower case p. I am going to start at the fence go straight down to the ditch then come up and put his chin on the sidewalk.  Now I want you to practice writing a lower case p five times. I am here for help if you need it. I will walk around and help if needed.

 

 

∙After we have finished writing the letter p, I am now going to go through some pictures to see if they can hear the /p/ sound in words. Boys and Girls, I am going to hold up two pictures. One picture will start with the letter p and the other will not. I want you to tell me what picture has the p sound in it. Ready? Eyes on the pictures. I will hold up one card with a pig and the other with a horse. What picture is this (hold up the horse) class will say, Horse. Then I will hold up the picture of the pig. Class what is this a picture of? Class will say, A pig. Now what picture has the /p/ sound in it? Class will say, pig. I will have other pictures like this and I will go through them in the same way.

 

 

∙I will now read the story, If You Take a Pig to a Party by Laura Numeroff. Class when you hear the /p/ sound raise your hand. I will then read the story.

 

∙First I will pass out some primary paper and get the students to write the letter p in upper and lower case. They write them each three. Also another way to assess my class I will have a paper that will have objects on it. These objects will start with different letters, but they mostly will have objects that start with p. I will tell them to color only the pictures that start with p. I will pass out worksheet and explain directions. This worksheet will help me to assess them individually since we have been doing everything else as a class.

Here is an example of the worksheet:

 

Name_________________________

 

Circle the pictures that start with the letter P

 

    

                                                    
 
                

 

 

 

                                                                 

 

         
  
                                                              

 

 

                          
                          
 

 

       
 
                                                  

 


References:

∙Adams, Marilyn. Beginning to Read: Thinking and Learning  About Print- A Summary.Champaign: Center for the Study of Reading Research and Education Center. 1990. p 36.

 

∙Brittany Moore,

“DYNAMIC D”

 www.auburn.edu/rdggenie/explor/mooree1.html

 

∙Dr. Bruce Murray

Reading Genie Website

http://www.auburn.edu/rdggenie/

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