Pop Goes the Popcorn

Emergent Literacy
 Jordan Orso





 Rationale:  Children need to have an accurate understanding of phonemes in order to decode words and succeed in reading.  This lesson will help children recognize the phoneme /p/ in spoken words by giving them memorable and meaningful representation of the sound as well as exposure to its use in language.  Children will also get adequate letter recognition practice.

 Materials:  Hop on Pop by Dr. Seuss, chart paper with tongue twister written on it (Peter picked some pink pickles), flashcards with pictures of words on them (pot,dot,pole,hole,open,close,happy,sad,map,mat,lip,lid), primary pad, pencils, coloring sheet with  pictures of some words that contain the /p/ sound (pot, map, pencil, paper) and some that do not (dog, bear, balloon).

Procedure:

1. Begin by telling the students that our language is full of different sounds.  The neat thing about these sounds is that for every sound you hear your mouth is making a special move.
2. Ask the students, "Have you ever heard popcorn popping in the microwave?  What sound does that popcorn make when it pops?  Can you make that sound?  Great job!  The sound that you are making when you put your lips together and let a little breath is called the p sound.  Some words that have the /p/ sound are pop, stop, and open."
3.Now let's try a silly tongue twister that has the /p/ sound.  You repeat the tongue twister after me, "Peter picks some pink pickles".  Let's say it again three times in a row and every time you hear the /p/ sound snap your fingers.  Great job!  Now let's separate the /p/ sound in each word.  For example we will say /p/ eter /p/icks some /p/ ink /p/ ickles.
4.Since all of you are doing such a good job we are going to play a game with the /p/ sound.  I am going to hold up some flash cards with pictures on them and I want you to tell me which word has the /p/ sound in it.  Do you hear /p/ in pot or dot; in pole or hole; in open or close; in happy or sad; in map or mat; lip or lid? This will give the students exposure to words that have the /p/ sound at the beginning, middle, and end of words.
5. The letter that makes the special /p/ sound is p.  Now we are going to practice writing a p.  First take out your pencil and paper.  To make a p you are going to draw a long stick that goes all the way from the fence down into the ditch.  Then draw a ball sitting right underneath the fence that goes down to the ground right next to the stick.
6.  Now we are going to each get out our copy of Hop on Pop.  In this book you are going to find a lot of words that have that /p/ sound.  Remember how we learned to make that sound earlier and keep your eyes open for the letter p.  I guarantee it will pop out at you several times!

 Assessment:  I will assess the student's knowledge of the /p/ sound by giving them a coloring sheet with pictures of some words that contain the /p/ sound (pot, map, pencil, paper) and some that do not (dog, bear, balloon).  The students will then color the pictures that contain the /p/ sound.  This will be an easy way for me to assess their knowledge of this correspondence.  If the students finish early they will draw a picture of something else that has the /p/ sound in it.

 References:

 http://www.auburn.edu/rdggenie/openings/minkel.html  "Ooohhh, My Toe"

Dr Seuss, Hop on Pop.  Random House:  New York, New York. 1987.

Eldridge, J Loyd.  Teaching Decoding in Holistic Classrooms.  Prentice Hall, 1995. p.23-34.

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