No, Nick!

hand
 

Emergent Literacy Lesson

By: Alexis Ogubie

 

Rationale:

Children must first learn that letters stand for phonemes and must recognize that each letter helps to create words.  It is also important for children to understand how to listen and identify beginning sounds in words in an attempt to gain letter recognition.  This lesson will help children identify the letter n /n/.  They will also learn to recognize /n/ in spoken words by learning a letter symbol and then practice finding /n/ in words. 

Materials:

Procedures:

1. The teacher introduces the lesson by explaining that language that a secret code and that we all must first learn to recognize what each letter stands for.  Today we are going to talk about the letter /n/ (n=n).  Show the students the chart with the letter n written on it.  Now ask what sound / n/ makes.

2. Let the students practice the ''nnnn'' sound until they get comfortable. Next, ask a student to tell you the movements their mouth makes as they try pronouncing the sound.  Be sure to point out that your tongue presses against the roof of your mouth as you exhale and the sound comes from your throat.

3. Ask students,''What is the opposite of yes'' After they say ''no'' praise them and say that ''no'' starts with the letter n and every time we hear that sound we are going to wave our finger as if we are saying ''no, you can't do that.''

4. Bring out poster with Tongue Twister on it.  Now we are going to practice a tongue twister using the /n/ sound.  I am going to say it first and then we will say it together.  Listen,''Nnnno Nnnnick it's nnnnot nnnnice to nnnag Nnnellie'' Now let us say it together slowly, paying close attention to the /n sound. Remember to use hand gesture as you are saying the tongue twister.

5. Next, the students will practice writing the letter n.  Students now should take out primary paper and pencil and model what you do.  First, I am going to model and then I want you to try.  To make a capital N you go down straight, down the slide, down straight. To make a lowercase n, you go down, up and hump over.  Now let me see you try on your paper.  Allow them to practice making the letter n along a line of primary paper 

6. Phoneme practice. Hold up pictures of items that have a /n/ and you and the students say its name and determine whether it has an ''n'' in its name; there will be pictures that do not have the /n/ phoneme.  I have some pictures I want you to look at.  I want you to say the object name with me and then let me know if it has the letter /n/ by raising your hand.  For example, I hold up a picture of a nail, this is a nail and it begins with the letter n, so I will raise my hand; does everyone understand? This can serve as a type of informal assessment to see how many of the students understand the concept.

7. At this point, I will have students listen as I read the story ''No David!''  Before I start, I will give a book talk.  We are going to read a story about a little boy named David.  He is a troublemaker and his mom always has to tell him no or to stop. Will David ever stop getting in trouble? During the reading, ask the students to use the hand gesture every time we hear the /n/ sound in a word.

Assessment:

The students will be given a worksheet with pictures of items that contain the letter n.  There will also be items that do not begin with the letter n. They are to color only the items that begin with the letter n

References:

Murray, Bruce.  The ReadingGenie http://www.auburn.edu/academic/education/reading_genie/

Coleman Ellis, Nothing but Nests. http://www.auburn.edu/academic/education/reading_genie/catalysts/ellisel.html

Shannon, David. (1998) No David! Scholastic.


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