Rational: In order to be
able to read words Children need to understand and be familiar with the
various
sounds that make up written words. This lesson will teach students the
vocal
gesture that is used to create the sound of /V/. This lesson also
introduces
students to the print make up of the letter “V”. The lesson will
develop the
student’s phoneme awareness of /V/, by giving them instruction and
practice on
how to form the /v/ sound and a creative hand gesture to help them
recall the
vocal gesture of /V/.
Materials:
Primary paper
Pencils
White Paper for Drawings
Board to write words on
Reading A-Z Decodable Book: Vin and Val
Assessment page with /v/ sound
pictures and Vans
Tongue Twister on Sentence
Strip Paper (optional)
Picture card of Vacuum
cleaner and other /v/ words (optional)
I. Procedures:
Introducing the lesson
A.) “The written language is like a secret code.
Today, we are going to be learning about how to break this code. Every
sound we
say in words makes our mouths move differently. Today we are going to
learn
about the sound we hear in the word vacuum, /v/. Can you say /v/..? ”
B.) “The
first sound in the word vacuum is /v/.”
1.
Show
children the
picture card of the vacuum.
2.
Repeat the word vacuum
by emphasizing the initial /v/ sound.
C.)“In
order to
create the /v/ sound we have to put are front teeth over are bottom
lip. Like
this.”
1.
Model how to
make the /v/ sound.
2.
Get all the
children to make the sound together.
D.)
“Today we are
going to learn how to find the /v/ sound in words like vacuum.” (Show a picture
of a vacuum cleaner or other /v/ words.)
II. Giving GESTURE to
remember by:
A.)
Ask the children “What does the vacuum cleaner say as it
clean the floor.”
1.
Model the /v/ sound, showing
how it compares to the vacuum
cleaner sound.
2.
Remembering that both sounds
require the teeth to be placed
over the bottom lip.
B.)
“Today
we are going to pretend to be
vacuuming. Ok, let me hear your vacuum cleaners.”
1.
Model to then how to pretend
holding the handle of a vacuum
cleaner and push it back and forth across the floor.
2.
Then as a class say the /v/
sound while pretending to push
your vacuums over the floor.
III.
Practicing
the Sound with Tongue Twisters:
A.)
“Now
we are going to try a tongue twister. I’ll read it first and then we
will all
say it together.”
1.
Slowly
read the
rhyme below, emphasizing the /v/ sounds
in the words.
2. Then have children say it with you.
B.)“Now
we are going to say it together again,
but this time when we hear the /v/ sound in a word we are going to
vacuum it
up.”
1.
Say the tongue twister slowly
together and when you come to
a /v/ sound stop and pretend to vacuum it up.
2.
Remember to make the /v/ sound
like the vacuum cleaner
makes as it cleans.
C.)Repeat the above activity until
you are
confident that children can identify the initial /v/ sound
in each of the words in the verse.
A.) “Now we are going to
learn about the letter
that makes the /v/ sound. Does anyone know what letter makes the /v/
sound?”
1.
Give each
student primary paper and a pencil to write with.
2.
Tell them that
they will all be drawing V’s today on their papers.
B.) “This
is the letter V. It makes the /v/ sound like in vacuum. This is how you
write
the letter V. Start at the roof or top line. Then draw a slanted line
down like
a slide. Stop to rest on the floor line and then draw a line sliding
back up to
the roof again. This is how you write the letter V.”
C.)
“The letter V looks like a triangle without
it’s top. Lets see everyone try to draw the letter V. Remember to start
at the
roof, slide to the floor and then slide back up.”
1.
Check to see
that all students are getting the concept.
2.
How them
practice making ten or so more on their own.
3.
Remind them that
this letter tells us to say the /v/ sound.
“When
we see the letter V in a word we say the /v/ sound, like are vacuum
cleaners.”
V. Modeling & Finding the /v/ Sound in
words:
A.
Ask children to identify the
sound they hear at the
beginning of the word.
B.
Say the following words and ask
the children to raise there
hand if they know which word has the /v/ sound in it. Say the words
slowly
enunciating each sound.
“Do you hear the
/v/ sound in the
word….. van or fan?”
(Violet or pink, over or top, vase or phone, ran or vest,
victory or
flame, venom or snake, car or drive. )
C.
Now play a game by giving them
the following list of words
one at a time. Tell them to vacuum up the /v/ words they hear. Remember
to say
each sound slowly so they can hear them.
“Everyone
take your vacuum cleaners back out. I’m going to say words and when I
say a
word that has the /v/ sound I want you to pretend to vacuum it up.”
Words for
Game: VEST
SAVE
KISS
VIOLIN
FISH
VALENTINE
VACUUM
SHAVE
FOUR
HOUSE
GUITAR
VASE
CASE
VOLCANO MOUSE
A.)
Read the decodable book Vin
and Val.
B.)
Then reread it and have the
students find and vacuum up
every /v/ word they hear.
C.)
After reading, ask the students
to tell you the /v/ words
they heard in the story and write them on the board.
D.)
Then have the students draw a
picture of their imaginary
vacuum cleaner and write about the /v/ words they vacuumed up in
today’s story.
Encourage them to use invented spellings, as well as, the words written
on the
board.
VII.
Assessment Time
A.)
Give each student a copy of the
V assessment sheet.
B.)
Tell them that the Van is
driving to the /v/ words only.
“The
Vans are trying to find the picture of the words that have the /v/
sound. Can
you help then find the correct pictures.”
C.)
They have to draw a line from
the van to the correct
picture, that contains the /v/ sound.
References:
Byrne,
B.,
&
Fielding-Barnsley, R. (1990). Acquiring the alphabetic principle: A
case for
teaching recognition of phoneme identity. Journal
of Education Psychology, 82, 805-812.
Reading
a-z.com (2004). Lesson 21-consonant v.
http://www.readinga-z.com/newfiles/decode/lessonplans/lesson_21/21_print.html
Kidzone.
(2004). Draw a line- beginning Vv words.
http://www.kidzone.ws/kindergarten/v-begins1.htm
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