recognition is one of the biggest
prediction factors for beginning readers; for that reason, letter
is a very important skill needed to learn.
Before matching letters to phonemes a child must recognize
spoken words. Therefore, it is also important students develop phoneme
awareness. This lesson is designed to help beginning readers to learn
letter p. The target of this lesson
is for the children to be able to write upper and lower- case p. Also, for the children to know p=/p/.
- Index cards with p words on
them (pig, pizza, pirate, popcorn, pie,etc...)
- Dry erase board with markers
- Picture cards with p and
non p words on them (a
pircture of a chair, desk, umbrella, ect.. to see if children can hear
the difference b/t p and non p words)
- Primary Paper
- Book: Pam and Pat Pop Popcorn
Goal: We will learn how to recognize /p/ in words
and be able to write P and p.
- It is important when teaching new
material children still remember things they have previously learned.
This is why I will review previously learned letters like n
and m and o. Then I will begin to
introduce the letter p by showing the students picture
cards that start with the letter p. I will show them
pictures of popcorn, a plate, pickles, and the color purple.
- Next, I will say, Do any
of you know what letter all these picture have in common? Good! That is
right, they all start with the letter p. Can anyone tell me what sound
p makes? You're right, p=/p/.
- How does our mouth look
when we say /p/? Give time for the students to
respond. Our lips start together, kind of like when you
zip your lips. Then we open them and a puff of air comes out. Let's all
- Ok, now we know what are
lips are like when we say /p/. Let's try a tongue
twister so we can get some more practice. Everyone repeat after me.
"Peggy the parrot picks purple pickles in the park." Good, now when we
hear /p/ I want everyone to stretch it out. For
example, "PPPeggy the ppparrot pppicks pppurple pppickles in the
pppark." Let's all try it together now.
- Good job! Now whenever we
hear /p/ lets pop our fingers open. Just like
to the students what it looks like to pop fingers open. Let's
say the tongue twister again. Whenever we hear /p/ I
want everyone to pop their fingers open! Ready? Ok, here we go!
- After practicing with p=/p/
for awhile I will use the dry erase board to write an upper case p and a lower case p. As I draw the
letters on the board I will say what I am doing. Boys and
girls, now we are going to practice writing the letter p. First lets
all try upper case p. I will now pass out primary paper for
everyone. Can everyone get out a pencil for me? Great, is
everybody ready to try? First, go down, pick up, and around to the
fence. Did everyone try? Ok, now by yourselves I want you all to
practice writing upper case p 10 times. Go around the tables
checking on each child and scaffold where needed. Now we
are going to try lower case p. Everyone
watch me, start at the fence. Go straight down into the ditch, come up
and put his chin on the sidewalk. Let's all try it together now. Start
at the fence. Ok, good! Now practice writing the lower
case p 10 times
by yourself. I will come around and help.
- You guys have done great
learning about the letter p today. Can anyone remind me what sound p
makes? Great! It makes the /p/ sound! (I will pop
my fingers when I say that) Now that we have had such
great practice with p today I am going to show you two words. I want
you to pop your fingers when you hear the word with /p/.
Is everybody ready?
- Pirate or Boat? Great. I heard /p/ in the
- Cake or pie? Yep! PPPie
- Park or beach? Good Job!
- Cheese or pizza?
Correct, pp pizza has the /p/ sound.
- Everyone has done a great
job so far! Have all the students gather back on the carpet for a
book. Now I want everyone to make sure they have their
best listening ears on! I am going to read the story, Pam and Pat
Pop Popcorn. As I read the story I want everyone to POP their
fingers when they hear /p/. Can everyone do that!?
Alright! I will stop in-between pages and ask students to come up
and write the p words on the dry erase board. Pam and Pat Pop Popcorn is all about two pigs, named
Pam and Pat, who having a popping pot and cannot control all the
popcorn it pops! Do you think their kitchen will be covered in popcorn,
or do you think they will fix it? I don't know! Let's read and see what
happens to Pam and Pat.
- When the story and discussion is
finished, have the students go back to their tables. Alright,
now I want each table to be a group and work together for the next
activity. We are going to use all the p words from the story you all
wrote on the dry erase board. Move the dry erase board closer to
the tables so each group can see the words. I want each
group to create a story only using these words. The story can be
whatever you want. You can write the story or draw the story! Get
started, and be creative! After the groups finish their story, have
each group share what they have created. (Also works well to look at
children's invented spelling.)
my assessment I will hand out a worksheet with
picture of objects on it. Have the students color in the object with
sound. Leave the objects without
the /p/ sound blank. Boys and girls, I need everyone to
get out their crayons. Look at the pictures and
color in the objects that have the /p/ sound. Let's do
the first one together. Who can tell
me what the first two pictures are of? Yep, it is a pencil and
scissors. Which object has the /p/ sound? PPPencil.
So, color in the pencil. Under the
picture, try the best you can to write the would 'pencil'. Try the rest
on your own. Let me know if you can't tell what the picture is.
Marilyn Jager. Beginning to Read: Thinking and Learning about Print. Illinois (1990)
Bruce. The Reading Genie
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