Pink
Puffy Pig
Emergent Literacy
By: Holly Kilgore
Rationale:
In
order for children to begin to read, it is important for them
to have a foundation of letter to sound correspondence. Each
child needs
to be able to recognize each letter of the alphabet and the sound that
they
make. By the end of the lesson each student should be able to
recognize
the grapheme p in text, hear the phoneme /p/ in spoken
words, and
write the upper and lower case form of p by my modeling.
To become
a successful reader children must recognize letters and their
corresponding
phonemes.
Materials:
Cards with
individual Upper case alphabet letters on them
Bubbles
Poster with tongue
twister on it: Pat poked the
pink puffy pig.
Chalkboard or dry
erase board with primary writing
lines drawn
Chalk or dry erase
markers
Primary
writing paper for each student
Pencils
Book: If You
Give a Pig a Party by Laura
Numeroff, Published by Harper Collins
Notebook paper
numbered to
eight (For assessment) Words will be: Party, Dell, Bake, Pancake,
Play,
Marker, Pencil, Puppy
Procedure:
Explain
why: It is important to let the students know what they will be
doing so
they will know what is to be expected of them. Today we are going
to
learn about the letter p. We will learn how to write it
and what
sound it makes.
Review: It
is important to review background knowledge to
get them thinking about the new topic as well as review to see what
they
remember from previous lessons. For review we would go over each
letter
previously by holding up a card with the letter on it getting them to
say the
letter and sound. First we are going to review some letters that
I have
on index cards. I want you to tell me the letter and then the
sound that
letter makes. For example, Rachael what is this letter and
what
sound does it make? (showing the letter M.) I would go
through all
of the letters we have done from previous lessons.
Explain How:
To introduce
the letter p, I will have some bubbles for the children.
Today
boys and girls I brought some bubbles to help us learn about our new
letter p.
I would draw the letter p on the board and ask the class if
anybody has
seen this letter before. Then I would ask them what sound that
letter
made. The bubbles will be used to help us with the sound of the
letter p
because when you pop a bubble it makes the p sound.
Model: When
you say p, it makes the p
sound. To make this sound everyone needs to put your lips
together and
push them out where you will make the p sound. Now can
everyone
make the p sound with me. Now point your pointer finger
like you
are fixing to pop a bubble. I will show them which finger is your
pointer
finger. Move the finger back and forth as you are making the p
sound. I would be doing this with them as well. Now we are
going to
say our tongue twister (on poster board). I will say the sentence
first. Pat poked the pink puffy pig. Now I am going to say
it again
slowly and every time you hear the p sound I want you to act
like you
are poking that bubble. We will practice saying the
sentence
together and stretching out the phoneme /p/.
Simple
Practice: Now we are going to learn how to write the
letter p upper and lower case. I will demonstrate for the
students
how to write the letter p, upper case on the board with primary
lines. Now boys and girls I am going to show you how to write a
capital P.
First start at the rooftop and draw a line to the sidewalk. Pick
your
pencil up and go bake to the rooftop where you drew that line and make
a
backwards c going form the rooftop to the fence. Now you practice
your
capital P. Take out your primary paper, I will
repeat the
steps maybe two more times as children are writing. They can also
follow
me as I am writing the letter on the board. Then the students get
to try
by themselves. I will walk around to see if they are getting
it.
Now we will work on lower case p. I will also model this
on the
board. We will start at the fence and draw a line to the ditch,
pick up
the pencil and go back to the fence where your line is, and draw a
backwards c
from the fence to the sidewalk. They will first practice with me,
and
then they get to try it by themselves.
Whole Texts:
Now students I am going to read If You Give
a Pig a Party… Every time you hear a word that has the p
sound,
after I read it I want you to repeat the word while poking your
bubble.
Assessment:
To conclude the lesson I will ask the students
to number there paper from one to eight. I will say some words
that start
with p and some words that do not start with p.
If the
words start with p, they will write the letter p.
If the
words do not start with p they will put a x on that
number.
References:
Bouncing
Pig by Jenna Goodwin
http://www.auburn.edu/academic/education/reading_genie/catalysts/goodwinel.html
Swimmy Swim Swiftly by Jessica Wallace
http://www.auburn.edu/academic/education/reading_genie/catalysts/wallaceel.html
Quirky Pink Pigs by Ashley Keel
http://www.auburn.edu/academic/education/reading_genie/catalysts/keelel.html