Pajama Party!
Jenny Earnest
 Emergent Literacy
Rationale:  Once a child has learned their alphabet, the next step is learning the phonemes that go along with the letter names.  In this lesson the phoneme /p/ will be introduced and investigated.  The children will learn to recognize /p/ in spoken words by learning a memorable name for the sound, practicing it in rhymes, identifying objects that start with /p/, and seeing the letter p in written text.

Materials:  Chart with “Pam wore purple pajamas to the party”; primary paper and pencils for each student; popcorn and popcorn popper; Dr. Seuss’s Hop on Pop; bag containing pajama party items (pillow, blanket, peanut butter, slippers, pretzels, dog, clock, purse, etc.); worksheet for assessment

Procedures:
1. “Writing is like a secret code.  The tricky part is learning what sounds the letters stand for.  Each letter of the alphabet has sounds that it makes.  Today we are going to be searching for the /p/ sound in words.  Do you know what sound the letter p stands for?  That’s right!  The letter p stands for the /p/ sound.  Every time we see the letter p, we know that it is going to say /p/.”

2. “Have you ever heard the sound of popping popcorn?  Popcorn     sounds like this when it is popping: /p/  /p/  /p/  /p/  /p/.  (May pop a bag of popcorn and let children hear the sound)  Can you make the popcorn popping sound?  Good!  You have all made the sound of the letter p!  Listen to see if you hear the /p/ sound in this word: p-p-p-p-party.  Did you hear the /p/ sound?  I said /p/ at the very beginning of the word party.”

3. “I have a tongue twister that I would like for us to try. (Show chart)  ‘Pam wore purple pajamas to the party.’  Can you all say the tongue twister with me?  Let’s say it a couple more times.  Good Job!  Now, let’s see if we can say it again, but this time let’s stretch out the /p/ sound in the words.  ‘PPPPam wore ppppurple ppppajamas to the pppparty.’  Let’s try it one more time in a different way.  This time we will break the /p/ sound away from the other sounds like this: /p/  arty.  Can you try that?  Great!  Now let’s say our tongue twister like that: /P/ am wore /p/ urple  /p/ ajamas to the /p/ arty.’ That was just ppperfect!”

4. (Have students take out primary paper and pencil)  “We can use the letter p to spell /p/.  Let’s see if we can all practice writing the letter p.  (Model each step as students write)  Pick up your pencils and start writing at the top of the fence.  Now draw a line straight down from the fence to the mole’s underground hole.  Now, draw straight back up until you have almost reached the top of the fence and draw a round belly, kind of like an ‘o’.  You will curve up to touch the fence and then down to the ground and around until you meet the straight line.  You have now drawn a p!  I will come around to see all of your wonderful p’s.  After I have checked your p, I would like for you to continue to draw five more p’s.”

5. “Have you ever been to a pajama party?  I have packed a bag with some things that I might take to a pajama party.  I want to see if you can tell me which things that I brought start with /p/ sound and which things don’t.  I am going to pull things out of my bag, one at a time.  If it starts with the /p/ sound, I would like for you to make the popcorn popping sound /p/ /p/ /p/ /p/ and if it doesn’t I would like for you to say ‘no way’.  Are you ready?  (Pull out the pillow and then follow with other items)  Good job boys and girls!  You knew that pillow, peanut butter, pretzels, and purse all started with /p/.”

6. “I am now going to say two different words.  I want you to listen very carefully for the /p/ sound in each of the words.  It might be at the beginning, or it might be at the end, so listen very carefully.  Raise your hand if you know which word has the /p/ sound, and I will call on someone to answer.  Are you ready?  Do you hear /p/ in pot or hot?  Clap or clam?  Pack or sack?  Pet or met?  Sit or sip?  Poor or door?”

7. “We will read the book Hop on Pop.  When you hear the /p/ sound I want to open your hands like popcorn popping.  Listen very carefully.  I want to see lots of popcorn popping when I say a word with /p/.

8. For assessment, students will complete a worksheet.  The worksheet will have pictures with a line to write on below them.  If the picture starts with p the children will write a p on the line below.  If the picture does not start with p the children will make an X over the picture.  This will assess that the students can recognize pictures with the /p/ sound and will also assess that they can write the letter p.

References:
      Mrs. Jeri Earnest.  Kindergarten teacher at Lee-Scott Academy.
          Auburn, AL.  2001

    http://www.auburn.edu/rdggenie/breakthroughs/mcinnishel.html

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