Miley
the Monkey
Emergent
Readers
By:
Megan Mitchell
Rationale:
I have been working with my students on short vowels but since vowels
are
probably the toughest phonemes to identify, I'm going to start off with
consonants. This lesson will help children identify with /m/.
They
will learn to recognize /m/ in spoken words by learning meaningful
representation and letter symbol, and then practice finding /m/ in
words.
Materials:
primary paper, picture page with characters that have the letter/m/
associated
with them, markers, chart with "On Mondays Michael's mother Mary mostly
mopped."
Procedures:
1. Introduce the lesson and the letter m to the student. Talk about the
way the
letter m makes your mouth move and the sound that it makes.
2. Ask Student: Have you
ever seen a monkey at the
zoo? Well I went to the zoo not too long ago and I saw a monkey named
Miley. Monkey begins with /m/. That's
the mouth move we're looking for in words. Let's try making that sound
together.
3. Now let's try a tongue
twister that uses this
same letter. "On Mondays Michael's mother Mary mostly mopped." Let's
repeat this tongue twister together. Now say it again, and this time
lets
stretch out the the/m/ at the beginning of the words. "On MMMondays
MMMichael's mmmmother MMMary mmmostley mmmopped." Now
let's try it again but this time we will
break off the /m/ in the words. " On /m/onday /m/ichaels /m/other
/m/ary
/m/ostly /m/opped."
4. Have students take out
the primary paper that is
supplied have them practice writing the letter m.
5. Now I'm going to
stretch out the word thumb in
slow motion and I want you to listen for the /m/ we hear in Miley the
Monkey.
th-th-u-m-m-b.
6. Call on student to
answer which word they hear
/m/ in. Do you hear/m/ in moo, or shoe?
In milk or silk? Movie,
or TV?
7. For assessment,
distribute a picture page and
help students name the pictures and color in the ones whose names have
/m/
Reference: Author:
Dr. Bruce Murray Title: The Reading
Genie Website