Popping Popcorn with P
Emergent Literacy Design
Rationale:
According to Adams, letter recognition is important to
a successful reader. Also, she points
out that skilled reading includes sounds and sub vocalizations. For young kids,
we must make sure that they are able to recognize each letter before they can
begin the process of becoming a successful reader. They need to be able to know
the sound it makes, and become fluent so that they can recognize and quickly
read the letter. This helps to build comprehension.
In this lesson, my goal is to teach
students letter recognition and phoneme awareness of the letter
p. Children will practice letter
recognition by identifying the letter P p
in the alphabet, picture clues, and match words that begin with the same letter.
Students will be able to identify the phoneme represented by
P by associating the sound with
popping popcorn, listening to a
tongue twister to get them focused on the sound it makes and the moves of the
mouth when the sound is made. They will also practice making the letter
p with play dough while using the
think, pair, and share strategy.
Materials:
Chart
paper with the abc’s
Chart
paper with tongue twister Pretty Peggy
Plants Pumpkins in the Patch
18 pack
of play dough
Primary
paper (1 for each student)
Pencils
(1 for each student)
Blank
chart paper for letter writing model
18
copies of The Pigs Picnic, from
Scholastic
4) Set
of matching word card game: picture of pig goes with the word pig, picture of
pizza goes with the word pizza, etc.
Worksheets with initial sounds and picture clues (1 for each student)
Procedure: Today
boys and girls, we are going to learn about the letter
P. We will listen with our ears, to
hear what sound p makes /p/.
We will see what happens with our mouth when we make the sound /p/. We
will also learn how letter p looks,
and how to write the letter p.
1)
To activate their interest
and knowledge about letter p:
I will present to them
a chart on the board with all of the
letters of the alphabet. We will go through the letters together as
a class, just by saying (or singing)
our abc’s while
I point out each letter as we go along. After we have gone through the
alphabet, I will circle the letter
p. I will say
what letter is this? That is correct,
this is the letter p. Let me hear you
make the /p/ sound. P says /p/ like
the sound you hear when you are popping popcorn /p/ /p/ /p/.
2)
Introducing the letter
p: I will present the students with
a chart upon the board with the
tongue twister Pretty Peggy Plants
Pumpkins in the Patch. I will say the tongue twister first at a normal
speed. Next I will say it slowly and have the students repeat each word after
me. Next, I say Now I want you to repeat
the tongue twister after me slowly, but this time I want you to listen with your
ears to the sound that you hear each time you start a new word /p/retty
/p/
eggy
/p/lants /p/umpkins
in the /p/atch.
Okay great!
The letter p sounds like /p/.
Now, let’s repeat the tongue twister
again slowly, and this time I want you to feel how your mouth moves and what
happens with your mouth as you start each word that makes the /p/
sound.
Your lips come together at first and then
they pop open to let out a puff of air. So when we think of what sound p makes,
we can think of popcorn popping! Pop! Pop! Pop!
3)
Now that we know what sound
letter p makes, let’s learn how to make the letter p. I am going to pass out
play dough, and I want you to first, think about how you can make the letter p
shape with the play dough while I’m passing it out. Then I want you to pair up
with your neighbor, and share some ideas that you have about how you are going
to make the letter p.
I will model for them on the overhead, how to make my letter p with play
dough. We will discuss upper case
and lower case p. I will talk them through the steps as I make the upper case
P first, and then I will repeat this
process as I make the lower case p.
(This will give the students a general idea of how to start writing the letter).
Okay boys and girls, now that we
know how letter p is made, we are going to write both upper and lower case
letter p on paper. I will pass out primary paper, and have them get their
pencils from the pencil box. I will post my blank chart paper in front of the
class. I need all eyes on me, everyone
watch how I write the uppercase letter P. First, I start at the rooftop and go
down to the sidewalk to make my stick. Then I pick up my pencil and go back to
the roof top and go around to the fence. Now I want you to write the uppercase P
with me. As I write it, I will tell you what I am doing, so that you can listen
to how we write the uppercase P while you are writing it. Now that you have
written an uppercase P, I want you to write it five times. I will be walking
around so if you need help, raise your hand. (Allow time for students to
write) Great job boys and girls! Now we
are going to learn how to write the lower case p. Watch how I write the lower
case letter p. I start at the fence and go straight down into the ditch, come up
and put his chin on the sidewalk. Now let’s write this together. Okay, now that
everyone has written the lower case letter p, I want you to write it five times.
Again, if anyone needs help, just raise your hand.
4)
Now that we have learned the
sound p makes, what the letter looks like, and how to write it, we will do some
review words with letter p. I will use ask the students to tell which word they
here the sound /p/
in. Do you here /p/
in pig or dig? Pear or bear? Pail or
nail? Ask questions like: How do now
that you heard /p/ in pig, pair, and
pail? Did you notice that your mouth popped like popcorn when you said /p/ig?
5)
Book talk:
This book is about some friends who were
planning a picnic. They were packing for the picnic, when all of the sudden,
they noticed that the pantry was empty and so was the picnic basket. Oh my! Now
what will they do? We will have to read to find out. I will read
The Pigs Picnic mini book series from
scholastic. I’ll be sure to do a book talk before I turn during the reading, and
constantly reminding the students to listen for the /p/ sound.
I will also pass out
a paper back copy of this book for
them to read along.
6)
To prepare them for
assessment, I will give each group a set of word matching cards (with letter
p). I will model for them, how to
play the game. They will play the matching game, where they match the pictures
with the words. (Picture of pig goes with the word
pig).
Assessment: I will
give each student an initial sounds worksheet.
I will read the instructions aloud and have the students complete the
worksheet. This will help to assess them on the sound and writing of the letter
P, p.
(see copy below) While students are working independently, I will have
each student come up individually to read a few pages of the book to me, to
check for reading ability.
Extra
Activities for fun:
Take the students outside and place an air popcorn popper outside and place it
on a big piece of paper. Leave the lid off and let the students listen for the
pop! Have student pop up, each time they hear the pop sound. They can eat the
popcorn that is left on the paper afterwards.
References:
Adams, Marilyn J.
Beginning To Read: Thinking
and Learning about Print-A summary. Center for the Study of Reading, The Reading
Research and Education Center, University of Illinois at Urbana-Champaign.
1990. p. 51
Alpha Tales: The Pigs
Picnic (Letter P). Scholastic Mini Books. October
10, 2011.
http://minibooks.scholastic.com/minibooks/detail/?id=30262
Scholastic. The Letter
P: Pictures and word cards.
http://printables.scholastic.com/printables/detail/?id=42618. September 18,
2011.
Teachers.Net Lesson Plans. P
letter ideas.
http://teachers.net/lessons/posts/1005.html . September 18, 2011.
Welcome to the Jungle. Mrs. Cox’s Kindergarten Class. Tongue Twisters. http://teachers.plainfield.k12.in.us/tcox/TongueTwisters.htm. September 18, 2011
