Leann Patterson
Emergent Literacy Lesson Plan
-Rationale One of the two best predictors of students' success in reading is their ability to recognize and name the letters of the alphabet (Adams). It is vital that teachers teach the alphabet and the corresponding phonemes. A good place for children to begin learning is by recognizing beginning sounds. This lesson will help children to recognize the letter "R" and its phoneme /r/. After this lesson, my hope is for students to be able to recognize the letter "R," and to have an association between the letter "R" and its phoneme /r/.
-Materials Rr worksheet, lined
chalkboard, chalk, primary writing paper for every child, a pencil for
every child, rubber band (for the teacher), crayons, coloring activity
page, picture flashcards, 1 picture of a frog, *Picture Dictionary (Diane
Muldrow), Dr. Seuss's A B C (Theodore Geisel).
*-optional
-Procedures
1. Begin by reviewing the letters previously taught. Today, I
am teaching the letter "R." Therefore, I would review the letters
"A-Q" with my students.
A. We would begin by singing the alphabet song.
Children commonly know the entire song even though they have not been exposed
to all of the letters yet.
B. Next, on the chalkboard, I would write the letters
"A-Q" (Uppercase and lowercase each time, example- What letter does this
represent? "Rr"). Make sure to mix-up the letters when reviewing
with the children.
2. After reviewing the letters "A-Q," introduce the letter "R."
Begin by using Dr. Seuss's A B C. Show the students the "R"
page. Explain to them that this is the letter "R." Demonstrate
on the chalkboard the letter "R" and tell the students that this letter
makes the /r/ sound. Have the students repeat this after you.
The letter "R" says /r/. Then, have students look at the picture
of the frog (see sheet). What sound does a frog make? Yes!
A frog says "ribbit, ribbit." Good job!
A. Can anyone explain to me what your mouth does
when you make the /r/ sound? Do you lift your tongue? Do your
lips get in the "pucker" position? Let's all practice saying it together.
Very good!
3. Now, let's try a tongue twister. Rowdy Robert ran the race really right. Now, let's say it together. Marvelous! Now, watch me stretch out the /r/ sound. Use a rubber band to show the stretching out of the /r/ sound (Morgan). "Rrrrowdy Rrrrobert rrrran the rrrrace rrrreally rrrright." Now, each of you pretend that you are holding a rubber band and stretch it out to make the /r/ sound.
4. Have the students take out their primary writing paper and pencils.
First, practice writing the uppercase "R" on the lined chalkboard.
Demonstrate the steps by telling the students:
A. Place your pencil at the roof. Then, go
straight down the sidewalk. Pick up your pencil and go around the
fence. Now, just slant down like this. This is how we make
the uppercase "R." Now, have the students practice on their own paper.
As they practice, repeat the steps to help them make an "R." I will
come around and check your letter to make sure you have done it correctly.
After I have checked your letter, I want you to practice writing the uppercase
"R" four more times. Remember: Practice makes perfect!
5. Everyone did a great job! Now, we are going to learn how to make the lowercase "r." You simply start at the fence and make a straight line down to the sidewalk. Then, go straight back up to the fence and hook over. This is how we make the lowercase "r." Repeat the steps as the students practice writing on their paper. Again, I will come around and check to see if your letter is correct. After I check it, I want you to write it four more times as well.
6. Great! Now, all of you know what an uppercase and lowercase "Rr" looks like. It is very important to know the letters in the alphabet when we read. Who can remember what "R" sound like? Wait for response. Yes, "R" says /r/ like in "ribbit, ribbit!"
7. Activity: We have just reviewed how to say /r/. Can anyone think of any words that start with /r/? Wait for response. Now, I am going to show you all some cards with pictures on them (Morgan). I want you all to say "ribbit, ribbit" if the picture starts with /r/. Show picture flashcards to students. Make sure to include some flashcards with words that do not start with /r/.
8. Activity (optional): Have students color the activity page that contains pictures and words that start with the /r/ sound.
9. Assessment: Have the students to complete the
attached worksheet. They should circle all the pictures that begin
with the /r/ sound. You may want to do one picture with the class
to show an example. For instance, we would circle ring because ring
starts with the /r/ sound.
References:
1. Adams, Marilyn. Beginning to Read: Thinking and Learning
about Print - A
Summary. Champaign:
Center for the Study of Reading Research and Education Center, 1990.
2. Coloring Activity page- http://www.enchantedlearning/com/letters/big/Rr.shtml.
3. Geisel, Theodore. Dr. Seuss's A B C. New York: Random House, 1963.
4. Hill, Tonya. 2001. "The Kite is the Key"-
http://www.auburn.edu/rdggenie/elucid/hillel.html.
5. Morgan, Jayme. Graduate Student-Auburn University.
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