worms

Wiggle Worms
Emergent Literacy
Seth Clark

Rationale: In order for children to learn how to read, it is very important that they be able to identify letters and the phoneme that they make.  The letter-sound correspondence will be the basis of reading and so that is why it is so important for teachers to go over and specifically teach each letter of the alphabet. For this lesson I will be teaching the letter w and the phonemic sound of w. Students will learn how to write the letter w and will practices finding the phoneme w in spoken words. 

Material: Primary paper and pencil, chart with “When the weather is warm we will walk with William in the wild woods”, the book Diary of a Worm by Doreen Cronin, worksheet of pictures of different objects some that begin with w and some that do not for assessment. For example worm, water, watermalon, car, house, dog, and window.

Procedures:

1. Review with students the letter s from last weeks lesson by asking students review type questions about the letter.  "Who remembers what letter we talked about last week?  That's right!  We talked about the letter s.  Now, who thinks they can remember what sound the letter s makes?  Very good!  The letter s makes the /s/ sound. Today we are going to learn the letter w and the sound that it makes. Does any one know why we need to know all the letters and their sounds? If no one knows, I will remind them that it will help us learn how to read.

2. Remind students of how they can pay attention to the way their mouth is moving when they are speaking. Model how your mouth looks when you say the letter w (Lips make a circle). Then have the students practice doing this.

3. Now let’s try a tongue twister. “When the weather is warm we will walk with William in the wild woods.”  Now I want you to say it three more times. Good! Now, listen as I find the “w” and stretch them out in the tongue twister. Wwwhen the wwweather is wwwarm wwwe wwwill wwwalk wwwith WWWilliam in the wwwild wwwoods. Now you try it two times.  Now let’s try this time breaking the /w/ off the words. /W/ hen the /w/ eather is /w/ arm /w/ e /w/ ill /w/ alk /w/ ith /W/ illiam in the /w/ ild /w/ oods. Now you try it two times.

4. The letter w says /w/.  I will then create the letter W on the board as I go through the steps to make an W. The students will then get to practice making the letter Ww on primary paper. Watch me as I write the letter W on the board. For uppercase start at the rooftop slant down to the sidewalk go back up to the rooftop and slant down to the sidewalk and the back up to the roof top. Lowercase start at the fence and slant down to the sidewalk and the back up to the fence and then slant back down to the sidewalk and then back up to the fence. Now everyone practice making upper and lowercase W’s on your paper.

5. I will introduce the book Dairy of a Worm by Doreen Cronin. Then while I read the story I will ask them to wiggle their arms when they hear the w sound in the story.  

6. Then I will hand out the assessment worksheet that has pictures of objects on it where some of them start with w and other do not. I will tell the students to circle the objects that start with the letter w.

References:

Betbeze, Meg. Hurry Home, Henry!

Cronin, Doreen. Dairy of a Worm.

Wyatt, Jillian. Miss Millie the Moose

Murray, Bruce. Mouth Moves and Gestures for Phonemes http://www.auburn.edu/rdggenie/mouthmoves.html

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