Wemberly’s Wonderful Wonders
Emergent
Literacy Design
Angela
Carroll Long
Materials:
Primary
paper and pencil; chart with tongue twister written on it (Wemberly’s
wonderful wonders were wondrous); dry erase or chalk board; dry
erase
markers or chalk; Wemberly Worried by Kevin Henkes published by
Greenwillow.
Procedures:
1.
Review previous letters and the phonemes
that
represent them. “So
far we have learned 23 letters and their
phonemes. If you can remember a letter
that you have learned raise your hand.” As
children are chosen, write the letter on the board.
“Great job
remembering your letters! Now when I point to one of the letters
I want
you to say its phoneme. If it is a
vowel, we will say the long and short phoneme.
I am very amazed at how well each of you remember the letters and the
phonemes, so we are going to learn a new letter and its phoneme
today.”
Introduce the letter w by
writing it on
the board. Ask: “Does anyone know what
this letter is? W, that is
right. Today we are going to learn how
to write the letter w and learn the vocal gesture the
letter w
makes.
2.
Introduce
the tongue twister that is written on the
chart. “Here
is a tongue twister about the letter w: Wemberly’s
wonderful wonders were wondrous. Now,
let’s say it together.” Point to each
word as the children read them. “Good
job. Does anyone see the letter w
in the tongue twister?” Have the
students come up individually and circle the w in each word.
3.
Discuss
the vocal gesture of the letter w. “Does
anyone know the phoneme for the letter w? That is correct, it is
/w/.
Now let’s look at the tongue twister
again. Every time we get to a w
that is at the beginning of a word, we are going to hold the phoneme
/w/
out. For example, the word Wemberly will
be W-w-w-wemberly. Let’s begin.” Do this procedure throughout the
entire
tongue twister.
4.
“Now I am going to say two words at a
time, and I
want you to tell me which word has /w/ in it.”
a.
WORD PAIRS
i.
Wash or
scrub
ii.
Tore or wore
iii.
Wood or
should
iv.
Bend or wind
v.
Wing or sing
vi.
Switch or
smooth
vii.
Stand or
swing
“Good
job listening for /w/ in each pair of words.”
5.
“I want everyone to take out a piece
of primary paper
and your pencil. We are going to learn
how to write the upper and lower case w.” At this time explain the procedure
used to
make the letter w.
a.
“First we are going to make an upper
case w. I want you to take your
pencil and place it
on the roof of the first line” (by this time children will understand
that the
top line is the roof, the dashed line is the fence, and the third line
is the
side walk on the primary paper). “Now,
move your pencil in a slant down to the sidewalk. Next, move your
pencil up to the roof. Take your pencil up to the fence.
Now, take your pencil back down to the
sidewalk. Last, take you pencil back up
to the roof.” Be sure
to give the
instructions slowly and make the w on the board with the children as
you give
instructions. “Good job listening to
my instructions and writing neatly. I
want you to write the upper case W five times and then stop.” Be sure to monitor each child to make
sure
they have a complete understanding of how to make an upper case W
before moving
to the next step.
b.
“Now we are going to make the lower
case w. Place you pencil on the
fence, and now move
your pencil down and stop at the sidewalk.
Next, move your pencil up to the fence.
Then, move your pencil back down to the sidewalk. Last, move your
pencil to the fence. Great job!
Now, I want you to practice writing the lower case w five times.” Once again give the procedure for
writing
the letter slowly, and also monitor the students as they practice.
6.
Assessment:
Read Wemberly Worried they
hear a word with a w
in it. by Kevin Henkes to the children.
As you read have children say /w/ every time “I
am going to read you a book that was written by
Kevin Henkes. It is called Wemberly Worried. This book is about
a young
mouse that worries about everything. No
matter how happy she is she always worries.
Wemberly has to start her first day of school tomorrow, but guess what-
she is worried about something. To find
out why she is worried we are
going to read the book. While I am reading the book to you I want
you
to listen for words that have /w/ in them.
If you hear a word with /w/ in it, then I want you to say /w/.
Let’s begin.”
The children will be
assessed through observing their participation,
and observing the understanding of the correspondence being taught.
Reference:
Adams,
M.J. Beginning to
Read: Thinking and
Learning About Print, A Summary By Steven A. Stahl, Jean Osborn, and
Fran Lehr. 1990.