Mmmmm!  Mmmmm!  Yumm!

By: Ivy Hopkins
Emergent Literacy

Rationale:  In order for children to read efficiently it is important for them to be aware of the letter-to-sound relationship.  This lesson will help children identify /m/.  The phoneme /m/ and letter m will be taught along with identifying /m/ in words. I want them to be able to identify m in written form as well as be able to identify objects that begin with the letter m.

1.    Primary paper and pencil.  
2.    Poster board with “My mom makes me mash my m&m’s.”
3.    drawing paper and crayons
4.     If you Give a Moose a Muffin By: Laura Numeroff  
5.    pictures of  moose, mat, dog, mountain, muffin, computer, McDonalds and flower  

1.    I will start by asking the children, “Do you know that our mouth moves different ways when we say words?  The hard part is being able to see all the different ways our mouth moves.  So, I am going to help you understand the way our mouth moves when we say /m/.  Understanding what sound each letter makes helps us to become better spellers and readers.”
2.    Ask the students:  “Have you ever heard someone say /m/ after they tasted good food?  Let’s do this together, say /m/.  This time I want you to rub your stomach, like the food was good and say /m/.  Great job!  Every time we come across a word and it has the /m/ sound I want to do the hand motion each time.” (remember to stretch out the /m/)
3.      "Let’s try a tongue twister [off the poster board].  'My mom makes me mash my M&M’s.'  I want everyone to say it with me.  Good!  Now, say it again and this time remember to do the hand motion and stretch out the /m/ at the beginning of the words.  'Mmmy mmmom mmmakes mmme mmmash mmmmy mmmm&mmmm’s.'  We are going to say the sentence one more time and I want you to break the /m/ off the beginning of the word.  For example, /m/ at.  Alright, now let’s do it again.  '/M/ y /m/ om /m/ akes  /m/ e /m/ ashe /m/ y /m/ & /m/’s.' "
4.    Now get the students to get out their primary paper and pencil.  "We can use the letter m to spell /m/.  I want us to write this together.  Start at the fence, go straight down to the dirt, then go back up that straight line and near the top of your line go out and touch the fence and make a little hill, go down to the dirt and then make another little hill just like you did before.  Raise your hand when you are done and I will check it.  After I check it I want you to write 8 more just like it.  Now you will know how to write the letter m, when you hear the /m/ in a word."
5.     "Let me show me how to find the /m/ sound in the word perform.  Stretch out the word pppeeerrrffooorrrrmmmmm.  Do you hear the sound /m/ in perform like mmm yummm." Ask the students questions about which words have the /m/ in spoken words.  I am going to read you two words and I want you to tell me which words have the /m/ sound in it.  For example, do you hear /m/ in mat or stairStand or move? Man or lady? Yours or mine?  
6.    Show the students pictures of moose, mat, dog, mountain, muffin, computer, McDonalds and flower.  "When you hear the /m/ sound, rub your tummy."  
7.      Read the story If You Give a Moose a Muffin By: Laura Joffe Numeroff and discuss the story with the children. Book talk: If you give a moose a muffin, there is no telling what all he is going to want next, because he keeps wanting more. So if you want to find out what all the moose wants and gets, let’s read this book and find out. As you read the book, have the children rub their bellies when they hear the /m/ sound. After they have drawn something have them use invented spelling to explain what they drew.  Display their work.
8.    For assessment, I will pass out pictures that have the students identify the ones that have the /m/ sound.


Gamble, Beth. Up, Up, Up and Away.
Gibson, Courtney. Howwwwl at the Moon.
Numberoff, Laura (1991) If You Give a Moose a Muffin. Laura Numeroff. New York, NY.

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