Mmmmm! Mmmmm! Yumm!
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
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 stair? Stand 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
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. http://www.auburn.edu/academic/education/reading_genie/invent/gambleel.html
Gibson, Courtney. Howwwwl at the Moon. http://www.auburn.edu/academic/education/reading_genie/catalysts/gibsonel.html
Numberoff, Laura (1991) If You Give a Moose a Muffin. Laura Numeroff.
New York, NY.
Click here to return to Perspectives.