Pink Puffy Pig

Emergent Literacy

By: Holly Kilgore

 pink pig

RationaleIn 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

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