Pop Goes Popcorn P
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.
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)
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.
Letter P worksheets:http://www.kidzone.ws/kindergarten/p-begins2.htm
Alligator Arrived With Apples by Crescent Dragonwagon; Macmillan Publishing Company; 1987; New York, NY.
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