Popping Popcorn
Kasi Lankford
Emergent Literacy Design





Rationale:
Prereaders' knowledge of letter names was a strong predictor of success in early reading achievement (Adams, 36).  Not only do they need to know the letter names, but also the sounds that the letters make.  In this lesson, the letter P will be introduced.  The students will learn the letter P phoneme /p/, and how to write the letter P.  The students will also be able to identify the /p/ sound in spoken words.

Materials:
Primary paper and pencil, chalkboard, Decodable book Nap in a Pan from Reading a-z, attached worksheet.

Procedures:
1.  Introduce the lesson by explaining the alphabetic code.  "Each letter has its own mouth move and its own sound it makes.  Today we are going to work on recognizing the mouth move /p/."

2.  Ask the students:  Have ever heard popcorn popping or a bubble pop and heard the /p/ sound?  Today we are going to find that sound in some words.  For example, do you hear the pop sound in "poke"?  The /p/ sound is at the beginning of the word.  Listen closely: /p/ - /o/ - /ke/

3.  Show students tongue twister on board.  "Peter Piper picked a peck of pickled peppers."  Now letâs say it together, and really emphasize the /p/ sound:  "Peter Piper picked a peck of pickled peppers."  This time break off the /p/ sound from the words.  "/p/ eter /p/ I /p/ er /p/ icked a /p/ eck of /p/ ickled
/p/ e /p/ ers." GREAT JOB!

4.  Now take out your primary paper and a pencil.  "We can spell /p/ by using the letter P.  Watch me write it first, and then we'll write it together.  Start at the rooftop and make a straight line to the sidewalk.  Then pick up your pencil and put it back where you started.  Then make a hump down to the fence.  Now you try.  (Assist if needed, put smiley face on correct papers)  Now let's make a lowercase p.  Start at the fence, go straight down into the ditch, come up and put his chin on the sidewalk.  Now you try.  (Assist if needed, put a smiley face on correct papers.)  Now make two rows of Ps.  One row of capital Ps and one row of lowercase Ps.

5.  Test their knowledge of the phoneme /p/, by calling one student at a time and asking them to pick which word they can here the /p/ sound in.  Water or Puddle? Game or Pail?  Play or Sit?  Sleep or Doze?  Put or Lay?  Jump or Wait?  Help or Give?  Let's see if you can spot the mouth move /p/ in the words I just called out.  I'll write a word on the board, and you tell me were the /p/ mouth move is in the word.

6.  Read Nap in a Pan and talk about the story.  Read it again, and have students open and close their hands like popcorn when they hear the words with /p/.  List their words on the board.  Have each student draw Pap napping, and write a message about their drawing.  Display their work.

7.  For assessment, have students come to your desk and identify two words with the /p/ sound, in the book Nap in a Pan.

References:

www.Readinga-z.com Decodable book Nap in a Pan.

Adams, Marilyn Jager.  Beginning to Read: Thinking and Learning about Print.  University of Illinois at Urbana-Champaign.  c1990.
 

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