Molly Mouse
By Laura Pope
Emergent Literacy

Rationale:  Children need to learn that letters map to certain phonemes.  Children must be able to identify phonemes before they can map letters to phonemes.  This lesson will help children recognize /m/ in words.  By the end of the lesson, children should be able to recognize /m/ in spoken words by separating the /m/ sound from the rest of the word.  Also, children should be able to recognize /m/ in print, by learning the letter symbol.

Materials:  Primary paper and pencil; chart with “Molly Mouse goes to market on Mondays”; mouse puppet; index card with m on one side and ? on the other; worksheet with the following pictures: mailbox, chair, dog, mouse, shoe, marsh mellow, and snake, The Country Mouse and the City Mouse.

Procedures:
1.  Introduce the lesson by explaining that there are many letters in the alphabet and each letter has a special sound.  Sometimes the letters have more than one sound.  Today we are going to learn about the /m/ sound.  Can everyone say /m/?  Good job!  Now we are going to listen for the /m/ sound and we are going to practice writing the letter that makes the /m/ sound, m.

2.  Let’s try our tongue twister (on chart).  “Molly Mouse goes to the market on Mondays.”  Now let’s all say it together.  Let’s say it again, only this time we are going to stretch the /m/ at the beginning of the words.  “Mmmmolly Mmmmouse goes to the mmmmarket on Mmmmondays.”  Let’s try it again and this time let’s break off the /m/:  “/m/ olly  /m/ ouse goes to the /m/ arket on /m/ ondays.”   Good job!

3.  Now Molly Mouse is going to help us say some words.  When she says words that have /m/ in them she stretches the /m/ out like this mmmmoney.  Now let’s listen to Molly Mouse and then we can repeat the word she says. (Use mouse puppet here)
- mmmmany
- mmmove
- mmmake
- mmmore
- mmmost
- mmme
- mmmilk

4.  Now I want everyone to get out your writing (primary) paper and pencil.  We are going to practice writing the letter that makes the /m/ sound.  That letter is m.  To make a lower case m we are going to start at the fence, go down to the sidewalk, back up to the fence and make a curve, then down to the sidewalk, back up to the fence and make a curve then down to the sidewalk.  I am going to look at everyone’s m.  After I give you a check I want you to make a row of m’s just like that one.

5.  I am going to give everyone a card with m on one side and a ? on the other side.  I am going to say some words.  If you hear the /m/ sound hold up the m.  If you don’t hear the m sound hold up the ?.  Gum or gold?  Mom or dad?  Dog or monkey?

6.  Read The Country Mouse and the City Mouse and talk about the story.  Have students write a message about the country or the city (their choice) using invented spelling.  Display students’ work.

7. For assessment, pass out picture worksheet.  Help students name each picture.  Have students circle the pictures that have the /m/ sound.

Reference:
Davis, Dara (2000).  Droopy Dog says. . .  www.auburn.edu/rdggenie/insights/davisel.html
 
 

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