The Pink Puffing Train
Emergent Literacy
Rationale
The association between
letters and phonemes is important for children to make as they begin to
learn to read. This lesson is designed to help children associate the
phoneme /p/ with the grapheme P.
Students will begin to make to correlations between the two by
developing phoneme awareness by practicing finding /p/ in words, and
applying phoneme awareness with /f/ in phonetic cue reading.
Materials
Tongue Tickler
(Penny had a pretty pink puffing train) on chart or Screen (projector,
document camera)
Flash Cards with:
pound, round, pan, dan, pet, wet, splash, dash,
speak, weak
Picture with P and p and puffing train
Primary paper (URL
below) (enough for each student)
Pencils (enough for
each students)
Drawing paper
(enough for each student)
Book,
Hop on Pop
Crayons
Assessment
Worksheets with pictures on it (URL below) (enough for each student)
Procedures
1. Say:
Sometimes it is hard to learn what sound to say when we see a
letter.
It helps to know how the mouth moves when we spot a letter.
Today we are going to work on /p/.
When we see p we are going to think of a train
puffing smoke.
When we say /p/ we are going to think of that puffing sound.
We're going to practice writing the letter
p and practice finding the letter/sound in different
words.
Let's get started learning this wonderful letter.
2. We're going to
practice /p/ by pretending we are a train that is puffing smoke.
Let's put our hands above our heads and pop them open as we puff.
What do you realize about your mouth when we puff?
To make /p/ our lips first come together and then open to let a
puff of air out.
3. Let's see if the
puffing /p/ is in stamp.
I'll know if it's there if my lips come together and then I let
a puff of air out. S-tampppp- - slower- -
S-s-t-t-t-a-a-a-m-m-m-p-p-p.
That was /p/ at the end my lips came
together and let a puff out! We do say /p/
in stamp.
4. Let's try a
tongue tickler (on chart or screen):
"Penny had a pretty pink puffing train."
a. This alliterative tongue tickler will be used to place emphasis on
the /p/. Students will stretch the phoneme every time they hear it.
b. Everyone say it three times together.
c. This time we are going to break the /p/ off the word:
"(P) enny had a (p) retty
(p) ink (p) uffing train."
5. (Have students
take out primary paper and pencil) we use the letter
p, P to spell /p/.
To make a lowercase p we are going to start at
the fence, go straight down into the ditch, come up and pit his chin on
the sidewalk. We can think about the
letter p and how it looks by thinking the long part is
when our lips are pressed together and the round part is us letting our
puff of air out! I am going to look at everyone's
p.
After I put a stamp on it, I was to see nine more puffing
p's!
6. Let's do some
practice with /p/. (Call on students) Do
you hear /p/ in mop or
broom?
In pan or
skillet?
In chips or
crackers?
What am I saying:
stam-p? stri-pe? mo-p?
What am I saying:
sp-lash?
p-rint? p-ig?
7. Introduce
Hop on Pop by Dr. Seuss.
Let's look at this fun book.
This book has a pup and a cup. Can you
guess what the pup is doing with a cup?
We're going to look at the ps and /p/ on pages
3-5 as well as throughout the book.
We are going to listen for our puffing /p/!
After, we are going to come up with other silly things that a
pup and a cup can do or students can use other /p/ words.
They will then draw a picture to represent this as well as write
what it is using inventive spelling.
8. Phonemic Cue
Reading:
Model: Show
POUND and decided if /p/ is in
pound or round. We
know that when we see
P we make a puffing sound and let out some air. So,
when I read p-ound I left my puff of air out like that train, so /p/ is
in pound.
Is it in pan or
skillet? Is it in
dog or
pet? Is it in
splash or
dash?
Is it in speak or
weak?
a. pan
b. pet
c. splash
d. speak
9. For Assessment,
students will be given a sheet with pictures on it.
Students will draw a line from the pigs to the other pictures
that start with /p/. Students can then
color the pictures that start with /p/.
References
Freeman, Katie.
"Piggy's Love P-P-Popcorn and P-P-Pancakes
http://www.auburn.edu/academic/education/reading_genie/projects/freemanel.html
Penny, Jessica.
"Put, Put, Put Goes the Go cart."
http://www.auburn.edu/academic/education/reading_genie/solutions/pennyel.htm