Pigs Love Pink Pancakes
Rationale: Grapheme and phoneme recognition is important to the reading success of a young reader. If children do not know letters in the alphabet and the sounds that they make, reading and writing will be very frustrating to them. In teaching letter recognition lesson the students need to learn the grapheme along with the phoneme it represents. I am going to teach letter recognition by having the student write the letter and practice the sound. This lesson will help children learn the letter p. The goal for the lesson is for the students to able to write the upper and lower case p and know what sound it makes. Every letter is vital to the enrichment of a child’s reading success. This lesson stresses the importance of grapheme/phoneme connection to enhance fluency, so that reading will become easier to comprehend.
Materials: Poster board with the a big upper and lower case p on it
The tongue twister, “Pigs love Pink Pancakes at Picnics” on chart paper
Picture cards (pig, purse, house, pencil, dog, pen, etc.)
If You Take a Pig to a Party by Laura Numeroff
Publisher: HarperCollins Children Books, Sep 2005
Each child will need primary paper (2 sheets)
Procedure: Explain what we will be working on today. Today we are going to learn about the letter in the alphabet that is in between o and q. Today we are going to be learning about the letter p. The letter p is used in many words. I want us to learn how to write the letter p and hear the sound that it makes.
In order to active their knowledge of the letter p, I am going to hold up a poster board with a big upper and lower case p. This way everyone can see it. I will then ask the class, what letter is this? That is right!! This is the letter p. Does anyone know the sound that the letter p makes? The /p/ sound is right. The /p/ sound can be heard in words like: pink, pencil, paper, pig, and play. Can you think of any words that begin with the sound /p/? When you say /p/ can you feel what your lips are doing? When I say the sound /p/, my lips go tight together then when they open; I can feel my breath rush out. Let’s all try it and see. Put your lips together and say /p/. Did you feel it? Now let’s try that same sound in a word. Let’s say “pickles,” ready say “pickles.” Great job! We can also use our hands to help us say the “p” sound. Hold your hands like you’re making a puppet talk. Open and close your fingers. Now let’s try another /p/ word. When our lips go together, close your fingers like this. (Demonstrate.) When you feel your breath rush out, open you fingers like this. (Demonstrate.) That is just like you would make a puppet talk. Alright now, everyone say pretty purple pigs. How many times did your puppets talk? You’re doing great, let’s practice some more.
I will introduce the tongue twister already written on chart paper: Pigs love Pink Pancake at Picnics. Now everyone say it with me. “Pigs love Pink Pancakes at Picnics.” Remember to open and close your fingers. This silly sentence has a lot of words that start with the letter p. Listen closely to how I put a lot of emphasize on the p sound. I will say the tongue twister using hand motion. Now I want you to say that and remember to hold out the /p/ sound and open your puppets mouths. (They will say it) Great job!!! Let’s say that three more times together. Ready?
Now that we know what sound the letter p makes we are now going to write it. Can everyone please get out a pencil while I bring you a piece of paper. I will pass out primary paper to each student. At the front of the room I will have a piece of chart paper so that I can model for them how to write the letter p. Now watch me as I write the letter p. First I am going to write the upper case P. Go down and pick up and around the fence. After having them watch me I will allow them to write an upper case P. Now I want you to practice writing upper case P five times. I will be walking around so raise your hand if you need help. I will walk around and watch them write if anyone has a problem I will help them. Now we are going to write the lower case p. I am going to start at the fence go straight down to the ditch then come up and put his chin on the sidewalk. Now I want you to practice writing a lower case p five times. I am here for help if you need it. I will walk around and help if needed.
After we have finished writing the letter p, I am now going to go through some pictures to see if they can hear the /p/ sound in words. I am going to hold up two pictures. One picture will start with the letter p and the other will not. I want you to tell me what picture has the p sound in it. Ready? Which of these do you hear the sound /p/? I will hold up one card with a pig and the other with a horse. What picture is this (hold up the horse) class will say, Horse. Then I will hold up the picture of the pig. Class what is this a picture of? Class will say, A pig. Now what picture has the /p/ sound in it? Class will say, pig. I will have other pictures like this and I will go through them in the same way.
I will now read the story, If You Take a Pig to a Party by Laura Numeroff. I have a book I would like to share with you. The name of this book is If You Take a Pig to a Party. I want you make your puppets talk every time you hear the sound /p/. I will then read the story.
First I will pass out some primary paper and get the students to write the letter p in upper and lower case. They write them each three. Also another way to assess my class I will have a paper that will have objects on it. These objects will start with different letters, but they mostly will have objects that start with p. I will tell them to color only the pictures that start with p. I will pass out worksheet and explain directions. This worksheet will help me to assess them individually since we have been doing everything else as a class.
Autrey, Sarah. The Patty the Pretty Pig http://www.auburn.edu/academic/education/reading_genie/constr/autreyel.html
Bruce. The ReadingGenie
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