Mmm, Mmm
Good!
Emergent
Literacy
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.