Pop Goes Popcorn
P
Emergent Literacy
Rationale: This lesson will help
children recognize /p/, the phoneme represented by the letter P. The students will learn to identify /p/ in spoken
words by learning a fun and meaningful representation (popping sound)
and the letter symbol P. They will also practice
finding /p/ in words, as well as applying phoneme awareness of /p/ in
phonetic cue reading.
Materials:
Primary paper and
pencils
Chart with "Peter
Piper picked a peck of pickled peppers"
Word cards with: POT,
VAST, PRESS, PINK, BUS
Alligator Arrived
With Apples by Crescent Dragonwagon; Macmillan Publishing Co. New York,
NY
Drawing paper and
crayons
Assessment worksheets
identifying /p/ (URL below)
Procedures:
1.
Say: The way we speak in
English can be very tricky at times. We have to figure out what letters
stand for, and the way our mouth moves when we say those letters. Today
we are going to work on the letter P. Letter
P makes the /p/ sound. It sounds like popcorn popping
so we will call it popcorn
P.
2.
Whenever we hear the
popcorn
P we can make a popping motion with our hands. Let's
pretend to be popcorn popping, /p/ /p/ /p/. What does your mouth do
when we make the /p/ sound? When we pop our kernels our lips are
pressed tightly together and then we let out a puff of air at the end.
Let's try popping again, /p/ /p/ /p/.
3.
I am going to show you how
to find popcorn P in the word shop. I am going to
stretch out the word shop and say it in very slow motion, so listen
carefully for that popcorn P. Sshhh o-o-o- ppp. I
heard a popcorn P at the very end.
4.
Let's try a fun tongue
tickler. "Peter Piper picked a peck of pickled peppers." Can we say
that three times together? Good Job.
a.
Now we are going to say it
again, but this time we are going to stretch popcorn
P at the beginning of the words. "Pppeter Pppiper
pppicked a pppeck of pppickled pppeppers." Great!
b.
Let's try it one more time
and this time we are going to break off our popcorn
P's.
/P/eter /P/iper /p/icked a /p/eck of /p/ickled /p/eppers.
Way to go!
5.
(Have students get out
primary paper and pencil) We use the letter
P to spell the /p/ sound. Let's use our paper and
practice writing the lowercase
p. To write a lowercase
p you want to start at the fence, go straight down into
the ditch, come up and put his chin on the sidewalk. I want to come
around and see everyone's p. After I put a stamp on it
I want you to make nine more just like it.
6.
Call on students to answer
and tell you how they now: Do you hear popcorn
p in
spot or look? Spiff or
stun? Up or down? Jump or Stand? Help
or not?
a.
Let's see if you can spot
popcorn P in these words. Pop your kernels if you hear
/p/: The punky purple kitten pawed at the pink petaled petunias.
7.
Let's look at the book
Alligator Arrived with Apples. In this book all types
of animals come to Thanksgiving dinner with different types of food. In
this book we hear popcorn P
in: Pumpkin pie and pickled peaches were provided by parrot. Can
you make up a meal that that you can hear popcorn P
in? After you figure out your meal you can draw a picture of it as
well.
8.
Show hop and model how to
tell if it is hop or stand. The popcorn P tells me to
pop my kernel so this word is ho-ppp, hop. Let's try some more
together. Is this POT or
DOT?
VAST or
PAST?
PINK or
SINK?
PLUS or
BUS?
9.
To assess the children you
can hand out one of the worksheets on the sound /p/. The students will
complete the partial words that begin or end with
P. While they do this you can call students individually to read
the phonetic cue words from step 8.
References:
Letter P
worksheets:http://www.kidzone.ws/kindergarten/p-begins2.htm
http://www.kidzone.ws/kindergarten/p-ends2.htm
http://www.kidzone.ws/kindergarten/p-color1.htm
Primary Paper:
http://www.abcteach.com/directory/teaching_extras/border_papers/paperprimary_lines/
Alligator
Arrived With Apples by Crescent Dragonwagon;
Macmillan Publishing Company; 1987; New York, NY.