Emergent Literacy Lesson Design
Emergent
Literacy Lesson Design
Rationale:
In order to learn to read and spell words, children need the alphabetic
awareness that letters represent phonemes and spellings pave the way
for phoneme in spoken words. Before they can match letters to phonemes,
children have to recognize phonemes in spoken word contexts. For this
lesson the student needs to hear and see phoneme and grapheme /o/=aw.
The literacy goal of this lesson is to expose children to this grapheme
and phoneme and help them learn to recognize them in speech or in
writing. To accomplish this goal, the students will associate this
phoneme with Count Dracula laughing and practice finding /o/ in words.
Materials:
Primary paper and pencil and pen; chart with Drawings of tiger paws
without any claw flaws, and rhyme Tiger Paws; word cards with Draw
tiger paws without any claw flaws written on them; drawing paper and
color pencils for the paws without any claw flaws, treasure chest with
fake money and cards with words that have been used in this lesson.
Procedures:
Introduce the lesson by explaining that the letters we write represent
certain sounds that we make when we are speaking. The part that is
sometimes funny and weird is the part where we try to figure out which
sound goes with each letter or letters. Remember that sometimes more
than one letter can create just one sound. Today we are going to
practice the /o/=aw sound. We will practice this short /o/ sound by
searching for a hidden treasure.
Ask students: Have you ever watched
Let’s try a tongue twister (on chart). Draw tiger paws without any claw
flaws. Let’s see if we can all say this three times and say all the
words correctly! Let us say it again and this time when we say the
words make the /o/ sound longer than the other sounds. Now separate
this sound from the other sounds in the words. When you hear the /o/
sound we will be very happy and laugh like the count. Example /d/ /r/ -
/o/ /o/, /o/, /o/, etc.
Have the students take out their paper and pencil. We will be using the
letters aw to stand for the /o/ sound. Let’s write it. Don’t start at
the fence. Start under the fence. Go up and touch the fence, then
around and touch the sidewalk, around and straight down. For the next
letter start at the fence and slant down, up, down, and up again. Now I
want to see everyone’s aw and when you have received a smiley face then
you can practice writing these letters until you have written them nine
times. When we wee these letters together like this in a word that
means we will make the /o/ sound with our mouths.
5. Call on students to answer and tell how they knew:
6. Read Tiger Claws (on chart), the self written rhyme. Read it again
and have students raise their hands when they hear words with /o/. List
the words on the board. Then have each student draw their best tiger
paw without and claw flaws.
7. For assessment, create a treasure chest filled with fake money as
well as the words that we have already discussed in this lesson with
and without the /o/ phoneme. Students will take turns drawing cards and
attempting to read the words they drew. When they correctly identify
the word and whether or not it contains the /o/ sound they can keep the
card. If not, they throw the card back into the treasure chest.
Reference
Dr. Murry’s handout: Example of Emergent Literacy Design: Sound the
Foghorn
Eldredge,
J. Lloyd, Teaching Decoding in
Holistic Classrooms.
Chapter 5 Developing Phoneme
Awareness
through Stories, Games, and Songs, 1995, Prentice-Hall Inc.,
Hill,
Courtney, http://www.auburn.edu/rdggenie/insp/hillel.html,
Inspirations, Lesson
Designs
from Preservice Teachers,
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