Mmm, Mmm Good!

Melon

Emergent Literacy

By: Mary Kathryn Wheeler

 

Rationale:

In this lesson, students will learn to recognize /m/, the phoneme represented by the letter M, in spoken language. They will also learn to understand how their mouth moves while making the /m/ sound. These things will help students remember and learn the letter m.

 

Materials:

·        Chart with the tongue tickler written largely on it: "Molly makes me yummy milkshakes on Mondays." (1)

·        Pictures milk, juice, a mushroom, a potato, a melon, grapes, a muffin and toast. These will be pasted in pairs (milk--juice, mushroom--tomato, melon--grapes, muffin--toast) on a large pieces of chart paper within a giant notebook. (1 of each)

·        Are You My Mother? by P.D. Eastman, Random House, 1960 (1 copy)

·        Worksheet with pictures of a magazine, a telephone, mountains, a car, a pencil, money, a map (for each student)

·        Colored pencils (for each student)

 

Procedures:

1.     Introduce the lesson to the class by saying: Boys and girls, today we are going to talk about the letter M! Just as each letter looks different, you have to move your mouth a different way to make each sound as well. The letter M is in many words, and we need to discover what M looks like and what sound it makes so that we can read words.

2.     Let's pretend you just ate a yummy meal. Let's all put our hands on our tummies and rub them and say Mmmmm that was yummmmmmmy. What is your mouth doing while you make the /m/ sound? When I say /m/ my lips touch each other and my tongue touches the back of my lips. It looks like this: (demonstrate).

3.     Now I am going to look for the /m/ sound in the word mountain. Say word slowly, emphasizing the /m/ sound: /Mmmmountain/. Now you say it with me. /Mmmmountain/. Did you hear the /m/ sound? I felt my lips come together to make the sound at the beginning of the word.

4.     Let's try a tongue tickler to practice making our new sound (point to the chart). Molly makes me yummy milkshakes on Mondays. Let's try it together three times. (Class says tongue tickler three times.) Good! Now let's say it again and stretch out the /m/ sound when we hear it. Mmmmolly mmmakes mmme yummmmmy mmmmilkshakes on Mmmmondays.

5.     Alright, now let's see which words we hear /m/ in. Who can raise their hand and tell me which word they hear the letter M in? (Flip first page to show milk and juice pictures.) Milk or juice? (Call on student.) Explain why you think that word has an M. (Flip second page to show mushroom and potato.) Mushroom or potato? (Call on student.) Explain why you think M is in that word. (Flip third page to show melon and grapes.) Melon or grapes? (Call on student.) Explain why you think M is in that word. (Flip last page to show muffin and toast.) Muffin or toast? (Call on student.) Explain why you think M is in that word.

6.     Now let's read a book. We're going to read Are You My Mother? by Dr. Seuss. It's about a little bird who can't find his mother and goes looking for her. When we read it, I want you to rub your tummies like this (demonstrate) when you hear the /m/ sound. (Read the book together.)

7.     Okay class, now I'm going to see how much you've learned today about the letter M. Pass out worksheet with pictures of different things. I want you to color only the things that start with the letter M.

 

References:

Talley, Amanda. "Ha Ha, Horray for Reading!" http://www.auburn.edu/academic/education/reading_genie/invitations/talleyel.htm

 

Nobles, Brittney. "Zooming Bees" http://www.auburn.edu/academic/education/reading_genie/invitations/noblesel.htm

 

Text:

Eastman, P.D. Are You My Mother? Random House. New York: 1960. Pp 64.

 

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