“Poppy
P”
I. Emergent Literacy
Rationale:
Children
must be
able to distinguish individual sounds in a word before they can begin
to read
and write. The smallest unit of a sound in a word is called a phoneme.
Phonemes
are the basic vocal gestures or “mouth moves” in which words are
constructed.
In this lesson, students will be able to readily recognize the /p/
phoneme in
spoken and written words through instruction, decodable text, and
worksheets.
Materials:
Primary
paper,
pencils, 1 large copy of Nap in a Pan decodable
text, poster with tongue twister: “Pretty pink poodles pose for
pictures”,
worksheet with pictures of objects that begin with the letter /p/ and
words
that do no begin with the letter /p/ with the following words: pencils,
bat,
heart, pineapple, happy-face, pig, barn, bananas, pears, pizza,
lightening,
pail (1 per student), dry erase board (for teacher), dry erase marker,
stickers
(any kind)
Procedure:
1.)
Begin by
telling students that we make different mouth moves for different
sounds in the
words we say. Explain to the students that today they will be learning
many
things about the /p/ sound including the way our mouth moves when we
say /p/,
we will be able to identify a /p/ sound
when we hear it spoken, and also be able to recognize the letter/p/ as
a
written word when we see it.
2.)
Ask students
if they have ever seen or heard popcorn when it is cooking. “What sound
does it
make?” Tell them, “Today, we are going to make the same popping sounds
with our
mouth!” Have students practice forming the /p/ sound with their lips by
pressing both lips together, then blowing the air out. Say, “Let’s say
/p/
together. As we make our popping /p/ sound, let’s ball up our fist then
pop out
our fingers when we say /p/. Ready? Let’s try it together! /p/ /p/ /p/
/p/
POP!” Have students practice a few times as necessary.
3.)
Say, “Now,
let’s try a silly tongue twister.” (Use poster to point to the words as
you say
them). “I’ll say it first and you listen, then we will say it
together.”
“Pretty pink poodles pose for pictures.” “Okay, now let’s try it
together!”
Repeat tongue twister with students. “Great Job!” “This time, let’s say
/p/
three times whenever we hear one. Ready? Pppretty pppink pppoodles
pppose for
pppictures. Wonderful! Now, let’s make a fist again and pop out our
fingers as
we hear the p’s in our tongue twister. Excellent everyone!”
4.)
“Now, I need
everyone to take out 1 piece of paper and a pencil and we are going to
write
the lowercase letter p. I need everyone to first watch me as I
demonstrate how
to draw the lowercase p. First, we will start with our pencil on the
dotted
fence line, go straight down past the sidewalk and in the ditch. Now, I
will go
straight up to the fence on the line I just drew and curl around to the
right,
down and around until I touch my line again on the sidewalk. Now, I
want you to
try. When I come by and put a sticker on
your paper, I want you to write 9 more ppperfect p’s!”
5.)
After everyone
has finished, read students a list of words and have them raise their
hand when
they hear a word with the /p/ sound in it.
6.)”Okay,
now I
need you to put on your thinking caps and try to think of yummy food
that
begins with the letter p. Let me get you started thinking on the right
track. A
yummy food that I can think of that begins with the letter p is
‘pudding’. I’ll
give you about 1 minute to think of some great examples. Raise your
hand when
you think of one.” After time is up, make a list of student’s answers.
Possible
answers could be: peanuts, pizza, pudding, pickles, popcorn, peaches,
pears,
pancakes, peas, pies, plums, pumpkins, potatoes, peppers, pistachios.
7.)
Next, invite
students to stand beside their desk and sing the “I love p’s song”.
Start off
the song for students. “This song is called ‘I love p’s’ and is sung to
the
tune of ‘Skip to My Lou’. I will sing it one time for you and then we
will sing
together through our list of yummy /p/ words we just came up with.
Ready? Let’s
have some fun!” “I like pudding, yes I do, I like pudding,
yes I
do, I like pudding, yes I do, and my tummy likes it too!”
8.)
“Great job
singing everyone! Now’s let’s sit in our desk and I am going to read
you a
story about 2 dogs who like to sleep in strange places. As I read, I
want you
to hold your fist in the air and pop out your fingers whenever you hear
a /p/
word.” (Read Nap in a Pan).
9.)
For
assessment, I will give students the worksheet to color the objects
that begin
with the letter /p/ and also to have students correctly label the /p/
words by
using the word bank at the bottom of the worksheet.
References:
Angel,
Veronica. Nap in a Pan. (2002). www.readinga-z.com Decodable
Book 3a:
Learning Page Inc.
McClanahan,
Hope. Pop Popcorn Pop!
http://www.auburn.edu/academic/education/reading_genie/explor/mcclanahanel.html
Watson,
Sue. The Letter P: Picture and Word Match.
http://specialed.about.com/od/wordwalls/ss/pws_3.htm
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