Pigs Love Pink Pancakes
Emergent
Literacy
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
Chart paper
Marker
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.
References:
Autrey, Sarah. The Patty the Pretty Pig http://www.auburn.edu/academic/education/reading_genie/constr/autreyel.html
Murray,
Bruce. The ReadingGenie
http://www.auburn.edu/academic/education/reading_genie/