MMMM  MMMM Good!!!

                                                                                                       by: Gina Thomas


Lesson Title:  MMMMMM  Good!!!

Letter Recognition and phoneme identification: M /m/


Rationale:  To learn to recognize the letter m in written words and the sound /m/ in spoken words.  Children will try to learn that letters stand for different phonemes or vocal gestures.  Before children can recognize different phonemes, sounds, they must first learn to match the letter to the vocal gesture in spoken contexts.  This lesson will help them learn the letter in and the sound it makes mmmmm.  They will practice using and identifying the letter m in written and spoken context. 


Materials:  Primary paper and pencil, homemade flash cards sentence strips, tongue twister on chart paper, Many men make music on Monday.  The book, If you Give a Mouse a Cookie, by Laura Joffe Numeroff, crayons, drawing paper, and picture worksheet.



  1. Introduce the lesson by telling the children that there are 26 different letters in our alphabet and we are going to learn the letter M today.  Express to them that we will learn how to move our mouth when we say the letter m in spoken words.  We will learn to make our voice say, {mmmmm} when we see the letter M.
  2. Ask the children, What would you say if you put something yummy in your mouth? The children should answer, mmmm.  That mmmm sound you made is what we will say every time we see the letter M written.  We will also rub our tummy as we say it.  Lets practice the sound. Say Mice. (mmmmm) ice.
  3. Now, let's try a fun tongue twister [on chart].  Many men make music on Monday.  Have the children say this two times together.  Now, let's try it again, but this time stretch out the mmm sound every time. Example: MMM-any mmm-en, mmm-ake, etc. Ask the children to try it one more time, but this time break the m off the word.  Example: M/ any, /m/ en, /m/ ake, /m/ usic, on, /m/ Monday.
  4. Student will now take out their primary tablet and pencil. Watch me as I draw the letter M on the board. {M} Now, take your pencil and give it a try.  I'll come around and look at your M.  If I say good job, please write nine more on your paper.  If not, I'll help you with your writing.  Now you know when you see the letter M you say, mmmm.
  5. Now, I will call on you to answer the questions I'm about to ask.  Do you hear /m/ in mouse or house? Monkey or donkey? Bop or mop? Man or can? Give the students a blank sentence strip.  Have them write the letter M on one side and a sad face on the other.  Tell them to hold up the M side when they hear the /m/ sound and hold up the sad face when they donČt.  Give the following words one at a time: Many, (M side), men, (M side), make, (M side), music, (M side), on, (sad face side), Monday, ( M side).  The children should only have the sad face showing on one word.
  6. Read the story, If you Give a Mouse a Cookie, by Laura Joffe Numeroff and discuss the story together.  Reread the story and ask the children to write down any words they hear that have the /m/ sound.  When you are finished, I will call you up and let you try to write your word on the board.  If you can't write each letter, I will help.
  7.  Ask the children to take our their drawing paper and crayons.  Ask them to draw a picture of one of the M words on their lists from the book.  Under their picture, ask them to write a short message (as well as they can) about their picture.  Display their work in the classroom.
  8. In assessing the children, pass out a page that has different pictures on it.  Ask the children to circle the picture that has the /m/ sound.  Then ask them to raise their hand to tell which picture they circled.




Byrne B., and Fielding Barnsley , R. (1990).  Acquiring the Alphabetic Principle: A Case for Teaching Recognition of Phoneme Identity. Journal of Educational Psychology, 82, 805-8

       Clifton, Misty. "Munching on M".


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