Wemberly worried when Will went wacky.

Description: http://i.infopls.com/images/tv/printables/fe/pc/0,,19696-1425,00.gif

Lauren Thomas

Emergent Literacy

 

Rational:  This lesson will help children to associate the phoneme /w/ with the grapheme /W/.  It is very important that students learn that letters represent phonemes in spoken words. Children need to have explicit instruction and practice to be able to recognize phonemes because sometimes it can be very confusing to children.  This lesson will help student to recognize /w/ in spoken words giving them a meaningful representation (whipping a fishing rod) and the grapheme symbol w.  Students will also have practice identifying /w/ in spoken words.  Students will gain a better understanding of the correspondence by focusing on the mouth movements made when saying the sound, and by doing a letter box lesson to spell and read words with /w/.  They will also practice writing the phoneme /w/ with the grapheme W.

 

Materials:  1) Primary Paper

                   2) Pencil

                   3) Laminated sheet with tongue twister "Which wand did Wanda the witch wish for?" and picture of 

                       someone casting a fishing rod on it.

                   4)Letter Boxes

                   5) Letter Tiles

                   6) List of word both with and without /w/ to read to the child so they can pick which has the /w/

                   7)Assessment worksheet identifying pictures with the /w/

 

Procedures: 

1.Say. "Our written language is a secret code.  The tricky part is learning what letters stand for.  Today we're going to work on /w/.  We spell /w/ with the letter W.

2.Next discuss with the student the sound a fishing rod would make as you whip it through the air to cast it.  Say:  "If you were to go fishing and cast out your fishing line would sound would your fishing rod make as it whipped through the air?  Can you try make the /w/ sound as your move your fishing rod?  Do you notice how you make a tight circle with your lips and blow air out?

3.Say:  "Why don’t we try a tongue twister?  Which wand did Wanda the witch wish for?  Now lets try it together and really stretch out the /w/ at the beginning of the words.  WWWWhich wwwwand did WWWWanda the wwwwitch wwwish for?"

4.To make sure the student can identify /w/ in spoken words ask them to pick in which word they hear the /w/ sound.  Say:  Do you hear /w/ in want or hot? water or rock? wander or stay? whisper or shout? walk or beg? wiggle or stil?  Now lets see if you can see the mouth movement /w/ in some words.  Cast your fishing rod if you hear /w/.  Nut, whale, wave, super, Willie, apple, whip, clock, wood.

5.Next complete a letter box lesson with the words the you used in the previous spoken part of the lesson, making sure to get the student to cast their rod when they recognize the /w/ in words.

1.Next take out the primary paper and pencil and distribute it to the student.  Model and tell the student how the write an upper case and lower case W.  Say while you model, "For a capital W, start at the rooftop and come down at an diagonal to the sidewalk, then come up to the fnce at a diagonal, then back down to the sidewalk at the same angle, then all the way back to the roof top at he same diagonal.  For a lower case "w" do the same thing but start on the fence and don’t go over the fence. 

2.For assessment, distribute worksheet and have children complete by drawing a line to the pictures that start with the phoneme /w/.

 

Resources:  Chaffin, Grant, Fishing with /w/. 2010

http://www.auburn.edu/academic/education/reading_genie/invitations/chaffinel2.htm

 

Assessment worksheet: http://www.kidzone.ws/kindergarten/w-begins1.htm

 

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