Wemberly worried when Will went wacky.
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