It's GRRReat to be an Auburrrn Tigerrr! RRRR!

Emergent Literacy Design

By Megan Castleberry

Rationale: The goal for this lesson is for students to learn and identify /r/, the phoneme represented by r. In order for students to be effective readers, they need to know that letters stand for phonemes and that we make different phonemes with different mouth movements. Students need to be able to recognize individual phonemes for them to be able to decode. This lesson will focus on the r and the /r/ sound it makes while teaching the students a way to remember that sound and allow them to practice finding it in words.

Materials: primary paper, pencils, crayons, chart with tongue twister, chart with "Row Row Row Your Boat", pictures of tigers, white paper, worksheet


1. Decoding and reading words is something special that we get to learn when we come to school. We get to discover what letters stand for and which sounds we make with our mouths when we move them to say those letters and words. Today, we're going to talk about the letter r and the "rrrr" sound that it makes. The letter r is in a lot of words and we're going to try to find him!

2. Have you ever been to a zoo? Give me a thumbs up if you have! Did you see the tiger? What kind of sound does a tiger make? He grrrrowls doesn't he? Well ther letter makes a sound just like a tiger. Hey! I think there is anr in the word tigerrrr. Do you hear it? Do you notice the shape your mouth makes when it says "rrrr"? (have a discussion about the way your mouth looks and feels when saying it)

3. Let's try a tongue twister. Do you know what a tongue twister is? It's a sentence with a lot of the same sounds, so it can be tricky to say but it's also fun! (have tongue twister on a chart) "Raise Ruth's red roof" let's drrrrag out the /r/ sound in each word as we say it. "Rrrrraise Rrrrruth's rrrred rrrrroof" (show the "raise the roof" motion which is pushing your hands up in the air over your head) Great job! Let's say it again and try to separate the /r/ from the rest of the word. Like this: "/R/ aise /R/ uth's /r/ ed /r/ oof" can you hear the "rrrr" sound? Let's say it one more time with grrrrowling sound, I want to hear you sound like tigers! "Rrrrraise Rrrrruth's rrrred rrrrroof" great job, you all sound like tigers!

4. (Have students take out paper and pencil.) To write the letter r (lowercase) we are going to drrraw a line from the fence to the sidewalk. Then go back up to the fence and make a little currrve. (drag out r's to emphasize). For a capitalR we are going to make a line from the rrrrooftop to the sidewalk. Then go back up to the rrrrooftop and make a rrrround half circle to the fence. And from the fence to the sidewalk, we're going to give him a little kickstand, like a bike has! I want to see everyone's lowercase r. Good job! Now make 9 more just like mine! (Repeat with uppercaseR).

5. Call on students and ask how they knew the answer: "Do you hear /r/ in: finger ortoe? rat ormouse? left orright? nose orear? prince orking?

6. I'm going to sing a song that I think a lot of you might know. When you hear the rrrr sound I want you to use your hands to look like paws like tigers have and put them up! ("Row Row Row Your Boat" on chart)

7. Since we've been talking about tigers today, I'm going to read you all a poem. Listen for some /r/ sounds in the words in the poem, and put your paws up if you hear them. (readI Asked a Tiger to Tea ) Now I want you all to think of your favorite animal that has anr in its name (have a list of animals) and draw that animal having tea with you and write its name!

8. Show RAT and model how to decide if it's rat orcat. I'm making the grrrowling sound when I say rrrrat, /r/, so this word is rat. You try some: ROAD: road or load? ROUND: sound or round? RICE: rice or nice? REAL: real or teal?

Assessment: Give students a worksheet. On this worksheet they will color the pictures that begin with r and write ther in the blank. Call on students individually for phonetic cue reading in step 8.


Tongue twister:


Assessment Worksheet:

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