Emergent Literacy
Lesson
Rationale:
In order for children to be
successful in phonics, reading and spelling, they need to understand
phonemes. Children learn to recognize different phonemes and
sounds by
matching letters to their vocal gestures in spoken contexts. In
this
lesson, children will learn the sound and spelling of /p/. They
will
practice using and identifying the letter p in written and spoken
content.
Materials:
Copy of the Pumpkin coloring page for each student
Copy of “The Pumpkin Eater” poem
Copy of “The P Song”
Copy of the Piglet coloring book page for each
student
Copy of the Peter Pan coloring book page for each
student
Crayons for each student
Pair of scissors for each student
“The Three Little Pigs” story
Copy of the /p/ assessment worksheet for each student
Copies of “The Pumpkin Eater” worksheet for each
student
Procedure:
2. “To make the /p/ sound we must move our mouth in a certain way.” Model how to move your mouth to make the /p/ sound. Put your lips together and pop the p in the words popcorn, pig, pizza, and penguin. “First, put your lips together, then open your lips and let a puff of air come out. You have just made the /p/ sound. Can you think of any other words that begin with the /p/ sound?”
3. "Let’s try a tongue
twister.” Pass out a copy of the tongue
twister to each student. Model each
reading of the tongue twister and the corresponding activity. “Peter Piper picked a peck of pickled
peppers. Let’s all say it three times
together. Now say it again, and this time, pop the p
at the beginning of the words. When we say the /p/ sound,
pop your fingers open like a piece of corn popping open to make
popcorn.” Read the poem while
incorporating the p gesture. “Let’s
do it again and this time let’s break
it off the word. /p/-eter /p/-iper /p/-icked a /p/-eck of
/p/-ickled
/p/-eppers.”
4. Give each student a copy of the
pumpkin worksheet. Let the students
color the pumpkin with the crayons and cut them out with a pair of
scissors. “For our first fun p
activity, each of you are going to
color a picture of a pumpkin. What sound
do you hear at the beginning of the word pumpkin?” The teacher should walk around and observe
the students work.
5. “Now, I am going to read a poem
called “The Pumpkin Eater” and I want you to listen for the /p/
sound.”
Read them poem aloud to students.
Peter,
Peter, pumpkin eater;
Had
a
wife and couldn’t keep her;
He
put
her in a pumpkin shell,
And
then he kept her very well.
“When I read the poem this time, I
want you to hold up your pumpkin each time
you hear the /p/ sound.”
6.
“For our second fun p
activity, we are going to sing a song with the /p/ sound in it.” Write the p
words which will be sung in the song on the board.
“The P Song”
(Sung to: B-I-N-G-O)
I know a word that starts with P,
And pizza is its name.
P-I-Z-Z-A P-I-Z-Z-A P-I-Z-Z-A
And pizza is its name.
Other
words to spell:
P-U-P-P -Y
P-E-N-N-Y
P-A-P-E-R
P-A-I-N-T
7. Pass out the p
coloring book pages of Piglet and Peter Pan as well as crayons. Let each student pick out which picture he or
she would like to color. “Now everyone
is going to color a picture of a character whose name begins with p.
Who can tell me who this is?”
Hold up the picture of Peter Pan.
“Who can tell me who this is?”
Hold up the picture of Piglet.
8. “As you color your p picture, I am going to read you the story of “The Three Little Pigs.” Try to listen to the words which begin with the /p/ sound.” Read “The Three Little Pigs aloud to the class.
9. In order to assess each student’s understanding of the
/p/ sound, give each student a worksheet with pictures on it. Have several pictures that begin with the /p/
sound on it as well as several pictures that do not begin with the /p/
sound. Instruct the students to circle
each picture which begin with the /p/ sound.
“For our last p activity, each
one of you will complete this p
worksheet. Follow the directions: Circle each picture that starts with p.”
10. Give each student a copy of “The Pumpkin Eater” worksheet. Instruct the students to have a skilled reader read over the poem with them at home while they point out which words make the /p/ sound to the parent or older sibling. “Tonight for homework, I want you to tell your parents or an older sibling about the secret code you discovered in class today. Show them this worksheet and point out each word that begins with the /p/ sound as they read the poem aloud to you.”
References:
Internet
Site: Choron, Anna. SSSSnake Talk. http://www.auburn.edu/rdggenie/begin/choronel.htm
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