Pretty Pink Pigs
Jeri Lynn Martin
Jeri Lynn Martin
Rationale: Children cannot begin to read unless they have a clear understanding of letter to sound correspondence. It is crucial that children are able to recognize the alphabetic letters and their corresponding phonemes. At the end of this lesson each student should be able to recognize the grapheme p and hear the phoneme /p/ when spoken. In addition to writing the letter p in upper and lower case form. This will be modeled for students before it is taught, so it is taught correctly from the beginning.
- Book The Pigs Picnic
- Picture of upper/lower case p
- Flashcards of pictures that begin with/without p
- Flashcards with/without p words
- Chart tablet paper for tongue tickler
- Primary paper for letter p practice
- Worksheet (for writing p words assessment)
- Worksheet (for identifying p pictures assessment
- Extra primary paper (for writing assessment)
1. The English language that we speak can be very tricky. We have to learn what letters stand for and how we should move our mouth when we say the letters in our words. Today we will be focusing on the /p/ sound in the letter P. The letter P is fat like pink pigs.
2. The class should understand that when you make the sound /p/ the lips should be sealed tightly and then open. They should be able to feel the air on their hand from saying the /p/ sound. Model the /p/ sound several times for the students until they get the hang of it.
3. . "Hold your hand out in front of your mouth. I want you to see if you can feel the air when you say /p/ in the words I'm about to ask you to say. "Say the word pizza. Now try pig. Can you feel the air on your hand when you say the /p/ sound?" Name some p words and ask the students to think of some other words that begin with p. "/p/ is in purple, party, play, and pig. Now you guys tell me some words that begin with the sound /p/."
4. I will have a tongue twister for the /p/ sound hanging up on the board. Pink pigs like peppered pizza with pickles. "Let's try this sentence together pink pigs like peppered pizza with pickles. I want you to listen to me say this funny sentence again and watch how I say the P (I will say tongue tickler putting a lot of emphasis on the letter p). "Now it is your turn." Students will say the tongue tickler together. "Remember to put a lot of stress on the /p/ sound. You should feel the air from your mouth on your hand." The students will now say the tongue tickler again as a class. "Let's try it a few more times you are doing great!" I will present a cheer to the class to keep practicing the /p/ sound. "Lets get up on our feet for a fun cheer using the /p/ sound." The class will say this cheer:
"P is for pig, pickles, and pot
P is for pizza, gooey and hot
P is for pancakes, piled up high
P is for puppy, popcorn, and pie
Hooray for P, big and small—
the peachiest, peppiest letter of all!"
"Great job! I think you all have the /p/ sound down and are ready to move on to learn more about P."
5. "We need to learn how to write the letter P since we know how to spell and sound it out." Paper will be provided by the teacher. I will model on chart tablet paper how to write the upper and lower case P. "Watch me closely as I write the letter P. We are going to start with the upper case P." Now I will explain how to write the upper case P. "Start at the roof top and go all the way down. Pick your pencil up and take it back to the top make a curve to the right. Now you try writing the upper case P 5 times." I will walk around to see who needs help. "Quietly raise your hand if you need any help." After students have practiced we will move to lower case p. "Watch me as I write lower case p. It is the same as upper case we just start on the fence instead of the rooftop. Write 5 lower case p's. I will be walking around if you need help."
6. When we have finished our writing activity for letter p we will see how well they can hear the /p/ sound in some words. I have jumbo flash cards with pictures on them. One of the pictures will have a /p/ sound and the other will not. I want the students to tell me which one has the /p/ sound and how they know. "Let's see how well you guys can identify the /p/ pictures. I want to know which one of these pictures makes the /p/ sound and how you know which picture has the /p/ sound. What is this picture? (pizza) what is this picture? (dog). Which one of these pictures makes the /p/ sound? (student of teachers choice will say pizza)" I will have several sets of these to continue this acitivty.
7. I will read the book The Pigs Picnic. "I am going to read a book to you that has our special sound /p/ in it. The name of our book is The Pigs Picnic. Each time you hear the /p/ sound I want you to clap your hands." Now I will read the story to the students.
8. I will show the word pig and model how to determine if it is pig or cat. "Lets see if we can find our sound out this p word. The p tells me hold my hand out and feel my breath on my hand, /p/, this word is ppp-ig, pig." Now students will tell me which word starts with p and sound it out. "Lets try some a few more (call on students individually) pink: pink or red? party: party or girl?"
9. To begin the assessment process the students will have a sheet with several pictures on it. They will be asked to say each picture out loud as a class putting emphasis on the letter p. At the bottom of the sheet, independently, they can practice writing the letter p. Next, the students will be given another sheet to practice writing words that begin with the letter p. These 3 assessments (one as a whole group the other two individually) will allow me to assess students individually and as a whole group to know who needs extra help with the letter p.