Popping Popcorn With P
Emergent
Literacy
Rationale:
This lesson will help students to recognize /p/ the phoneme represented
by
P. The students will learn to recognize /p/ in spoken
words by learning a meaningful representation (popping popcorn) and the
letter symbol P, practice finding /p/ in words, and
apply phoneme awareness with /p/ in phonetic cue reading by
distinguishing rhyming words from beginning letters.
Materials:
Primary
Paper
Pencil
Chart
with tongue tickler: "Petunia pats her pet pig Penelope."
P's
only worksheet with pictures of : a horse, rabbit, watermelon
slice, cow, pair of pants, pair of shoes, pear, pig, penguin, and a frog.
The words on the sheet are: bad, lime, pants, pink, bug, pear,
day, pet, dog, and play.
Crayons
Word
Cards with: rose, pork, faint, and pet.
Construction
paper
Picture
of Popcorn P
Procedures:
1.
Our written language is a secret and tricky code. The trickiest parts
are learning what the letters stand for and the mouth moves we make as
we say words. Today we are going to work on noticing the tricky mouth
move /p/. We spell /p/ with the letter P. P
looks like popped popcorn and /p/ sounds like popcorn when it is
popping.
2.
Let's all pretend we are popping popcorn /p/ /p/ /p/ (move our fingers
from a fist to a high five position as we say /p/). Do you notice how
our lips begin together? Can everyone show me? When we say /p/ we blow
the air out of our mouth between our bottom lip and top lip.
3.
Let me show you how you can find /p/ in the word happy. I am going to
stretch out the word by saying it in super slow motion and I want you
to watch me and listen for the sound of popping popcorn.
Hh-aa-ppp-yy. Ok, now we will try it a little slower
Hhhhhhh-aaaa-pppppp-yyyyy. I heard it! Did you hear it? I felt my
lips come together and then I felt myself blow the air out between
them. I can certainly hear popping popcorn in the word happy.
4.
Ok everyone let's all try a tongue tickler (on chart).
"Petunia pats her pet pig Penelope." Great! Now let's say it three
times in a row. Excellent! Now let's try stretching out the /p/ at the
beginning of the words. "Pppppetunia pppats her pppet
pppig Pppenelops." Try it again and break the /p/ off of the word:
"/P/ - etunia /p/-ats her /p/-et /p/-ig /P/-enelope."
5.
Have all of the students take out primary paper and a pencil. We use
the letter
P to spell /p/ and the letter
P looks like popped popcorn. Let's draw a lowercase
p. Ok, everyone start at
the fence and draw a straight line down past the sidewalk into the
ditch, follow that line back up to the fence, and now draw a fat belly
(backwards
C) curving at the straight line at the top of the fence
to the straight line down at the sidewalk. Can everyone show me their P? Great job everyone and if I put a smiley face on your
paper please draw ten more just like the first one.
6.
I will call on students to answer my questions and explain how they
came up with their answers. Do you hear /p/ in cookie
or
chip? Marker or pencil?
Green or Purple?
Happy or sad? Teeth or lips? I will
now read some words aloud and if you hear /p/ I want you to make the
popping popcorn motion: The, pretty, pink, frog, sat,
playfully, on, a, perfect, pad.
7.
Begin activity with: Ok everyone we will be looking at a book called:
The Pigeon Wants a Puppy by Mo
Willems. Can anyone hear popcorn P in the title?
Great! This is a story about a pigeon who really wants a puppy and is
trying to talk someone into getting him one. We will read the story
aloud together and then I want you all to go back into the story and
find your favorite page. After you have found your favorite page draw a
picture of the pigeon and what he is doing, then name your pigeon, and
write his name and/or his actions on your paper using invented
spelling. Display completed work around the room.
8.
Show PINK and model for students how to decide if the word is pink or
sink. The
P tells me to pop my popcorn so this word is Pppp-ink.
Now you try: ROSE- is this rose or pose?PORK- is this fork
or pork? FAINT- is this paint or faint? PET- is this word pet or met?
9.
For assessment I will pass out a worksheet. The students are to color
every block that has a picture or word that begins with P
and leave the rest of them colorless. The pictures and words for this
worksheet are listed above on the materials list. Also, I will call
students forward to individually read the words from number 8 above.
References:
Free
Clipart from Google images.
Helpful
Lessons:
Elise
Schupp, Flapping Flag F:
http://www.auburn.edu/academic/education/reading_genie/solutions/schuppel.htm
Amanda
Godbee, J -J- J Jumbo Jellyfish:
http://www.auburn.edu/academic/education/reading_genie/solutions/godbeeel.htm