Letter Recognition
Roger
That!
Letter Recognition
Rationale: “No
matter the level of a
child’s phonemic awareness…she or he must learn to identify the visual
forms of
individual letters” (
Materials: primary paper, ABC picture flashcards,
pencils, crayons, Rr
Worksheets, Piglet Feels Small by Jennifer Weinberg,
flashcards of both
“R” words and other words.
Procedure:
1. Start lesson with a review of the previous
letters: A-Q. Use
the ABC picture flashcards to help the
children practice writing the letters.
2. Introduce the new letter…Radical “R”. Write the upper and lowercase forms on the
board. CLASS, THIS LETTER IS “R” AND IT
MAKES THE SOUND /r/. CAN YOU SAY THE
NAME OF THIS LETTER? CAN YOU MAKE THE
SOUND /r/? Have them practice the sound
/r/ several times to themselves. Next,
pair them up and have them take turns watching what the other person
does with
their mouth to make the sound. WHAT DID
YOU NOTICE ABOUT YOUR PARTNER’S MOUTH?
WHERE’S THE TONGUE? DID YOU DO
THE SAME MOVEMENT? VERY GOOD!
LET’S MOVE ON!
3. As the teacher writes the sentence on the
board, tell class, THIS EXCITING TONGUE TWISTER TELLS US A MESSAGE. CAN YOU FIGURE IT OUT? ROGER
RABBIT RUINED THE ROSES. LET’S SAY THIS
TOGETHER…Rrroger Rrrabbit
Rrruined the Rrroses. TURN TO YOUR
NEIGHBOR, PRACTICE BACKAND
4. Direct the children’s attention to the board
where “Rr” is written. Teacher points to
capital “R” and asks, CAN YOU DRAW THIS WITH YOUR FINGER IN THE AIR? Allow students to draw. Next,
ask the same question for lowercase “r”
and allow time for them to practice that.
Then, have students get out primary paper and pencil. As the teacher models how to write each
letter, the students will follow on their paper.
For capital “R”: START AT THE ROOF;
THEN DRAW A LINE STRAIGHT
DOWN TO THE SIDEWALK. NEXT, BOUNCE RIGHT
BACKUP THAT STRAIGHT LINE UNTIL RIGHT BEFORE YOU HIT THE ROOF. CURVE OUT ANDTHEN MEET THE STRAIGHT LINE AT
THE FENCE. FINALLY, YOU WANT TO SLIDE
DOWN THE FENCE TO THE SIDEWALK. YOU
TRY! I WANT TO SEE THREE STAR
PERFORMANCE “R”.
For lowercase “r”: START AT THE
FENCE AND GO STRAIGHT DOWN TO
THE SIDEWALK. THEN, BOUNCE BACK UP THE
STRAIGHT LINE UNTIL RIGHT BEFORE YOU HIT THE FENCE.
INSTEAD OF CROSSING THE FENCE, BARELY TOUCH
IT JUST LET IT CURVE AND HANG OUT THERE.
YOU TRY! I WANT TO SEE THREE STAR
PERFORMANCE “r”. Allow children to
finish up their practices. DO THEY HAVE
ANYTING IN COMMON? WHY OR WHY NOT? Children should notice that the letters are
shaped different, but is still the same letter.
5. Call on students to answer the following
phoneme identity questions: DO YOU HEAR
/r/ IN RAT OR CAT? SOAP OR ROPE? ROAD OR TOAD?
Then, use the word flashcards, with words like race, riddle,
ring,
phone, helmet, rose, etc, to play a game.
Instruct the children to make bear claws when they hear the /r/
sound
and sour faces when they don’t hear it in a word.
6. Read Piglet
Feels Small through.
Then, go back and have the children listen
for the /r/ sound. When they hear it,
allow them to make bear claws. During
all other sounds, children keep hands in their lap.
Afterwards, give children a picture of a
rabbit that can color and have them make up a story about what Roger
Rabbit
does when he feels small. Display their
work on a bulletin board that looks like a field of flowers.
Assessment: When
children have finished
that, pass out the Rr worksheet. Help
students label the figures and ask them to circle the items that have
the
/r/ sound.
References:
Zooming through to Z by Randi Lipscomb
www.auburn.edu/rdggenie/discov/lipscombel.html
Beginning to Read:
Thinking and Learning about Print- A Summary by Marilyn Adams,
Piglet Feels Small by Jennifer Weinberg, Disney
Enterprises, Inc.
(2002)
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