Whining,
Whistling Whales
Emergent
Literacy
Rationale: For
children to have the knowledge and
understanding of how to read and write, they need to learn phonemes and
the
spellings.
This
lesson will help
the children to recognize the letter w and
its phoneme /w/. The goal of the lesson is for the students to
learn to
recognize /w/ in spoken words by learning mouth moves and gestures such
as
blowing out a candle. The students will write the upper and lower
case
form of w by my modeling and finding /w/ in words.
Materials:
Chart
with tongue twister, "When the weather is warm we will walk with
William
in the wild woods" and "White whales whistle when whining."
Primary
paper for each student
Pencil
for each student
Crayons
for each student
Wemberly
Worried
by Kevin Henkes
Worksheet
with pictures of objects that start with the letter /w/ (ex. whale, someone walking, woods, whistle) and
some that do
not (barn, pool, car, bug).
Procedures:
1.I
will introduce the lesson by talking about how we have to
crack the code to figure out our secret language. We
have to figure out what each letter stands
for and how it sounds to see if it fits the word correctly by breaking
the code
to see how our mouth moves. Our mouth
moves in many different ways when saying different words.
Today we are going to work on seeing the
mouth move /w/ and doing it together. As you become more familiar
with
it, you will be able to spot /w/ in a number of both written and spoken
words.
3.Introduce
the tongue twisters that are written on the
chart. Let's try the tongue twisters using the /w/ sound. I
will
read it one time and then let's try it all together.
"When the weather is warm we will walk with William in the
wild woods". Now, let's say it together." Point to
each word as the children read them. Now I want everyone to
stretch out
the /w/ sound. Wwwhen the wwweather
is wwwarm wwwe wwwill wwwalk wwwith Wwwilliam in the wwwild wwwoods.
Great job. Now let's try "White
whales whistle when whining." Now
let's say it together. Point to each word
as the children read
them. Let's all stretch out the /w/
sound again. Wwwhite wwwhales
wwwhistle wwwhen wwwhining. Way to go.
4.Everyone
needs to take out a piece of paper and a pencil for
this next activity. We are going to use the letter w to spell
/w/.
We are going to learn how to write the upper and lower case w.
5.The
first thing we are going to learn how to do is to make an upper case W. Everyone needs to take their pencil
and place it on the roof of the first line (by this time children will
understand that the top line is the roof, the dashed line is the fence,
and the
third line is the side walk on the primary paper). Now, move your
pencil
in a slant down to the sidewalk. Next, move your pencil up to the
roof.
Take your pencil up to the fence. Now, take your pencil back down
to the
sidewalk. Last, take you pencil back up to the roof. The
instructions will be given slowly and I will make the w on the board
with the
children as the instructions are given. I am going to walk around
and see
everyone's W. After I see your paper I want you to write
the upper
case W five times and then stop until
I give the next instructions.
6.Now
we are all going to learn to write a lower case w. Place
you
pencil on the fence, and now move your pencil down and stop at the
sidewalk. Next, move your pencil up to the fence. Then,
move your
pencil back down to the sidewalk. Last, move your pencil to the
fence. Way to go everyone. Now, I want you to practice
writing the
lower case w five times. I will give
the procedure again for writing the letter slowly, and also watch each
student
as they practice.
7.
Now let me show you how to find the /w/ in the word swing. I am
going to
stretch it out in slow motion. I want you to listen for the /w/
sound. S-s-w-w-i-ng. S-s-w-w
there it is. I heard the /w/ sound in switch.
8. I
am going to give you two words and I want you to tell me
which word has the /w/ sound. Raise your
hand if you know which word it is and how you know it has the /w/ sound. I will call on the one who is sitting still
and quiet.
Weak or creak?
Seal
or wheel?
Switch
or smile?
Wash
or clean?
9.Read
Wemberly Worried by Kevin Henkes. Today
I am going to read you a book called Wemberly Worried. This
book is about
a young mouse that worries about everything even if she is very
happy.
Wemberly has to start her first day of school tomorrow, but she is
worried
about something that we will not know if we do not read this book
together.
While I am reading the book to you I want you to listen for words that
have /w/
in them. I am going to reread the book
and if you hear a word with /w/ in it, then I want you to raise
your hand
when you hear it. I will talk about the story as we read
it. List
the words the students found on the board.
Allow the students to write about what was read on their paper
using
invented spelling.
10.For
assessment, distribute a sheet with pictures on it and have the
students color
the pictures that begin with the /w/ sound and x out the pictures that
do not
start with the /w/ sound.
References:
Henkes,
K. Wemberly
Worried. Greenwillow Publishing: 2000.
Murray,
Bruce. Sound the Foghorn. http://www.auburn.edu/academic/education/reading_genie/navig/murrayel.html
Murray,
Bruce.
Wallach and Wallach's Tongue Twisters. http://www.auburn.edu/academic/education/reading_genie/twisters.html
Rockwell,
Leah. Wacky Wednesday. http://www.auburn.edu/academic/education/reading_genie/voyages/rockwellel.html