Jennifer O'Meara
Emergent Literacy
Telephone Fun!



Rationale:  For children to learn to recognize a letter and its sound they must receive practice with this letter. Children must recognize the phonemes that match with the letters in order to learn to read and write.  This lesson will help students to identify the letter /f/ and will provide them with practice writing the letter, recognizing and making the sound.

Materials:
primary paper, pencil, chart paper, clay, PVC pipes (two pipes that fit together to form a semi-circle shape that looks like a telephone), flash cards with pictures of objects that have /f/ in the word and pictures that do not have the /f/ sound. (fish, car, horse, reef, tree, farm), worksheet for assessment.

Procedure:
1.) Introduce the lesson by explaining to students that each letter in the alphabet has its very own sound.  We must know the mouth moves that we make when we speak to help us to read and write. Today we are going to learn all about the letter f, the sound and mouth move it makes and how to write it.
2.) The letter f makes a /f/ sound.  Can everyone repeat the sound /f/.  It sounds like the noise a fan makes.  Try it again.  We hear /f/ in fish and roof.  Lets all try, fffffish, rooffffff.  The sound can be heard at the beginning of a word, in the middle of a word, or at the end.  When do you hear the /f/ sound in staff? Yes at the end! How about farm? Yes at the beginning. What about safe? Yes in the middle!  Can anyone tell us a word where they can hear the /f/ sound?  Teacher writes words students come up with on chart paper.  Once the list is complete teacher will read words from the list and students will echo the teacher.
3.)  Teacher then reads a tongue twister from the chart.  "The five funny fish hide behind the reef to be safe from the fat shark."  Let's say it all together.  Now clap your hands when every time you hear the /f/ sound in the tongue twister.  Now we are going to stretch the /f/ sound when we say it.  Great!  Read it one more time and when you hear the /f/ say it loud and whisper everything else.  Wonderful job!!
4.) Now that we are all experts in the sound /f/ lets practice how to write an f.  [on board] To write the lowercase f we will remember that it looks like a candy cane with its arms stretched out.  [on board] I want everyone to watch how I write f.  I will start by putting my point a little below the roof and curve around and touch the roof and then go straight down to the basement.  I will give the f arms by crossing it at the sidewalk.  Now with your finger trace the lowercase f in the air.  Now take out your paper and pencils and write a capital and a lowercase f.  Once you are done raise your hand, if I put a star on your page then you are to make one row on your paper.  When you are done with your row go and put your paper in the completed workbasket and sit back down.  Once everyone has completed the students will be given clay and will work on forming the letter f with the clay.
5.)  Each student will get a partner and a telephone.  One child will hold the PC pipe to his mouth and ear like a telephone while making the sound of /f/ into the phone.  The child will be able to hear the sound he is making in the phone and this will help him to recognize how he is saying /f/.  The partner will then show a set of flash cards which have two pictures on them, one picture of a /f/ word and one that does not contain the sound.  Child will say what the word of the two pictures are and then determine what picture has the /f/ sound.  The partner will tell the other if they are correct by looking on the back of the flash card for the answer.  The two will switch and repeat the process.  The teacher will then use the flash cards with the entire class.  She will hold the card up and have the students say what picture has the /f/.
6.) Administer a work sheet in which the students must write the lowercase f and they must circle the appropriate picture which contains the /f/ sound.

References:
www.auburn.edu/rdggenie/breakthroughs/mcinnishel.html

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