Patti the Pig Pops Popcorn




Emergent Literacy Design:  Phoneme Awareness

Jenn Miranda

 

Rationale:  Every word has phonemes in it.  For beginning readers it is hard for them to find the individual phonemes in each word.  Sometimes phonemes can be a single letter like /a/, or they can be multiple letters blended together to make a single sound like /ch/.  For example the four phonemes heard in jump are /j/ /u/ /m/ and /p/.  However in the word child, there are four phonemes /ch/ /I/ /l/ and /d/.  This lesson will teach students that p = /p/.  Students will practice writing upper case and lower case p’s, identify written words that begin with the /e/ sound, and be able to recognize the /p/ sound in spoken words.  The students will also learn a motion that will stand for the /p/ sound, thus creating a memorable experience that they can store away.  Hopefully by creating these memorable experiences, the students will remember how to write, say, and decode the /p/ sound.

 

Materials:

- Primary Paper (one for each child)

-  Pencil with eraser (one for each child)

-  Cut-outs of the upper and lower case P

Pictures that have the /p/ sound in them and some that do not (apple, queen, cat, pet, moon, sun)

-  Drawing Paper (one for each student)

Crayons

-  If You Give a Pig a Pancake by Laura Numeroff

-  Stickers

Procedures: 

 

1.  “Every word makes its own sound.  Today we are going to work with the letter p and figure out how to make a /p/ sound.  We are also going to learn how to write upper case and lower case p’s.  After we get plenty of practice we are going to find pictures that begin with p.  At the end, we are going to see if you can make the p sound by yourself and find it in words we say out loud.”

 

2. “Have you ever listened to popcorn popping in the microwave?  What sound do you hear?  Yes, that’s right, you hear pop pop pop.  (make a fist and then spread fingers).

 

3.  “How about we try a tongue twister together that has a /p/ sound in it?  I am going to read the sentence first and then you repeat it.  Patti the Pig Pops Popcorn.  Now when we read the sentence I want you to extend the /p/’s you hear.  When you say the /p/ in each word I want you to make the popping popcorn motion we just learned.  Pppppatti the Ppppig Ppppoppppppppped Pppppopppcorn.

 

4.  “Great job saying the /p/ sound.  Now we are going to learn how to write upper case and lower case p’s.  (Model the upper case p.)  OK, we are going to draw a line from the go down  to the ground.  Then pick up and make a circle from the rooftop to the fence.  Great!  You just made a capital P!..  Now lets learn how to make a lowercase p.  (model the lower case p)  Start at the fence and go straight down to the sidewalk.. Come up and put his face on the sidewalk.  Now lets write 6 upper case p’s and 6 lower case p’s.  I am going to walk around and to look at the p’s.  After I check it, I will put a sticker on it.  Continue making uppercase and lowercase p’s until everyone has been checked off.  Now you will be able to write upper case and lower case p’s and you know what sound a /p/ makes!

 

5.         “I am going to read some words out loud.  Watch me and I want you guys to do the same thing I do.  Pop  Ok, do I hear the /p/ sound in pop?  I do.  I hear the /p/ sound twice.  So I will use the popcorn motion twice.  Ok class, I am going to read six more words and I want you to do the popcorn motion every time you hear the /p/ sound.  Do you hear the /p/ sound in Peter?  Yes, very good!  What about man?  Oh, that was a trick! Do you hear the /p/ sound in sun?  No!  You all are correct!  What about pig?  Yes, now do you hear it in the beginning or the end?  Yes, we hear the /p/ sound in the beginning of the word.  What about bed?  No /p/ sound!  Last word, what about in dog?  Very good, we do not hear the /p/ sound.

“Now I am going to give you a choice of two words.  I want everyone to call out the word that has the /p/ sound.  Watch how I do it.  Do you hear the /p/ sound in popcorn or candy?  Hmm, let me sound out the words…. Ppppoppppcorn or cccaaannndddy.  I hear the /p/ sound in popcorn.  Ok, does everyone understand?  Do you hear the /p/ sound in up or down?  Yes, you hear it in up.  What about top or tug?  Yes, top!  What about brown or pink?  Yes, in pink!  You guys are getting the hang of it!”

 

6.  “Today we are going to read If You Give a Pig a Pancake. by Laura Numeroff.  How many of you have read If You Give a Mouse a Cookie?  Wow, a lot of you!  Well, this book is very similar, but this book is about a pig.  Now every time you hear a /p/ sound I want you to make the popcorn motion.  This book is about a little pig who just loves pancakes.  So she eats them a lot., but the syrup makes her all messy.  We will have to read the book to find out what happens when she tries to get clean.

 

7.  After I finish reading the story, the students will write words that have the /p/ sound in them based from the story.  After they write the word or words, I will pass out crayons and the students can illustrate the sentence.  The students will then be called up one by one to share their pictures and word.

 

8.  I will assess the students by passing out a worksheet that has pictures of things that with the /p/ sound and others that do not contain the /p/p sound.  Students will circle the /p/ sounds and make an X through the pictures that do not.  If time permits, children may color in the pictures.

 

References:

 

Cooper, Erin.  Timmy the Turtle Goes Tick Tock

http://www.auburn.edu/academic/education/reading_genie/catalysts/cooperel.html

 

Numeroff, Laura.  If You Give a Pig a Pancake.  USA.  An Imprint of Harpers/Collins Publisher.  1998.   29 pages. 

 

Murray, Bruce.  Reading Genie:  Hand Gestures for Phonemes

http://www.auburn.edu/academic/education/reading_genie/gestures.html

 

 
Click Here to Return to Perspectives Page