Mmm Mmm Good With M

Emergent Literacy

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Laurin Lee

Rationale: For students to succeed in reading, they must be able to decode words. In this lesson, students will learn to recognize /m/ the phoneme represented by M. Students will learn to recognize by a meaningful representation (mm mm good) and the symbol M in written words. Students will also write the letter M in both upper case and lower case.

Materials:

Primary paper

Pencils

Five Little Monkeys Reading in Bed by Eileen Christelow

Tongue twister (Miss Mouse munches on marvelous meatballs)

Coloring page with words starting with the letter "M"

Procedures:

1.    Begin by talking about how different letters make different sounds, and that each letter our mouth moves differently. "Today we are going to talk about the letter M and we will focus on how it sounds and the way our mouth moves."

 

2.    Ask the students "Have you ever had anything that tasted very yummy? I love chocolate cupcakes! When you finished eating do you remember what you said? Did you go mm mm good? Can you make that sound? Great! It is the same sound you hear a cow moo. For example, you hear the same sound in make and much. The /m/ sound is at the beginning of these words.  When you make the /m/ sound your lips are together. You bring air up out of your throat and make your lips vibrate, this makes the /m/ sound! Help students find the letter m in words such as movie, majesty, and makeup.

 

3.    Show the students tongue twister on board. "Miss Mouse munches on marvelous meatballs." Now let's say it together, and really emphasize the /m/ sound: "Miss Mouse munches on marvelous meatballs." This time break off the /m/ sound from the words. "/m/iss /m/ouse /m/unches on /m/arvelous /m/eatballs." Great!

 

4.    Now take out your primary paper and a pencil. "Let's practice writing a letter /m/. First I'll write it, and then we can write it together. Let's start with the uppercase M. Start at the rooftop and make a straight line to the sidewalk. Next we put our pencil back at where we started, and make a diagonal line to the fence. Than draw another diagonal line from the fence to the rooftop. We finish by drawing another straight line from the rooftop to the fence. Now you try! (Praise students or assist if needed.) Now we are going to draw the lowercase "m." We will start at the fence and draw a straight line to the sidewalk. We will the start below where we made our first line and make a hump down to the sidewalk. Next, we will make another hump connecting to the first hump down to the sidewalk. This makes the lowercase m (Also, praise and help students.) Now draw one line of uppercase M's and lowercase m's.

 

5.    For an assessment to see if the student understands, you can read words off that have the "m" sound present. Have the student rub their tummy when they hear the sound. "I am going to read some words off a list, if you hear the mm mm good, "m" sound run your tummy. We'll start with mask? Moose? Train? Museum? School? Map? Pathway? Master?

 

6.    Read Five Little Monkeys Reading in the Bed. Booktalk: The 5 monkeys like to read in bed. Mama says, “Lights out! No more reading!” Let’s read to find out what happens when the five monkeys disobey Mama. Have the student listen the first time, and the second time you read instruct the student to rub their tummy when they hear the "m" sound.  Discuss book, and sounds.

 

7.    Finally to formally assess students understanding of the letter "M," I would give a worksheet with the words that start with m and do not start with m. Students are to color only words that begin with the letter m. Words that start with m= monkey, mirror, mountain, magazine, man. Words that do not= bear, car, house, phone, necklace.

 

Resources-

Auburn University Reading Genie, Pearson Matthews (Adventures)

http://www.auburn.edu/academic/education/reading_genie/adventures/mathewsel.htm

Five Little Monkeys Reading in Bed. Eileen Christelow. Scholastic 2007.