Get
Poppin' with P
Emergent Literacy
Rationale:
Learning
letter recognition is a very important building block for reading
success. Grapheme
and phoneme
recognition is also important to the reading achievement of a young
reader. In
teaching letter recognition lessons the students need to learn the
grapheme
along with the phoneme it represents. The goal for the lesson is for
the
students to able to write the upper and lower case p
and know the sound that it is connected to.
Materials:
Primary paper
crayons
pencils
white board or chalk board
white board marker/ chalk
letter P worksheets (class
set)
The Princess and the Potty by Wendy Cheyette Lewison
Procedure:
1.Today we are going to learn about the letter p. Does
anyone
know what sound the letter p makes? puh-puh. Good job everyone!
When we
say the /p/ sound our lips press together up really close and then
out.
Today we are going to learn how to spot the letter p in words.
2. Does anyone know of something that makes the /p/
sound? A
motorboat makes the puh sound, and so does popcorn that is
popping.
Whenever you hear the puh sound I want you to make your hands act like
they are
popping. (Demonstrate for the class what this looks like.)
3. I want you to first listen to me say the tongue twister
then we will
say it as a class, "Polly put a pencil in her pocket." Now as a class
we are going to try this tongue twister. "Polly put a pencil in her
pocket." Now let's say it together. Making the p sound longer than the
other sounds that we hear. I would also like for you to make your hands
pop
whenever you hear the p sound. "PPPPolly pppput a ppppencil in her
ppppocket." Very good! I love the way all of your hands popped!
4. Have
students take out primary paper and pencil. We use letter P
to spell /p/. Watch me as I write a p. To write a capital P you
draw a straight line from the rooftop to the sidewalk. Then you take
your
pencil back up to the rooftop and make a half circle and connect it to
your
line at the fence. Like this (show example here talking the students
through it
as you go). For a lower case p you do the same thing except you start
your line
at the fence and take it into the ditch. Start your half circle back up
at the
fence and connect it at the sidewalk. Once your work has been checked
please
make 9 more on your paper.
5. Now we are going to listen
for the /p/ in the different words. I will ask you questions such as do
you
hear /p/ in pig or big? in pork or fork? in pail or mail? etc. Please pop your hands whenever you hear
the
p sound.
6. You will also hear /p/ at the
end of words as well. For example we hear /p/ in flip at the end of the
word.
It also appears in the middle of words like in the word people we hear
it at
the beginning and in the middle of the word. So let's try our game
again,
remember pop your hands when you hear /p/. Do you hear it in bank or
staple?
clap or bang? etc.
7. Now we are going to read a book called The
Princess and the Potty.
Whenever you hear our special sound, what is our special sound
can you
all make it for me? Wow! That's right! "puh-puh-puh" Whenever you hear that sound I want you to
pop your hands like we have been practicing. Give a short book talk, A
long
long time ago there was a princess who was very picky about the potty
that she
used. She was never happy with her potty! That sounds silly doesn't it?
But
will she ever find her perfect potty? Let's find out! Here we go!
8. For the assessment a worksheet will be passed
out with pictures that make the /p/ sound and pictures that do not make
the /p/
sound. The students should color the pictures that start or end
with the
/p/ sound. This will show me that they can recognize the movement
their
mouths make when they say the words.
Reference:
Murray,
Bruce. Brush Your Teeth With F.
http://www.auburn.edu/academic/education/reading_genie/sightings/murrayel.html
KidZone
http://www.kidzone.ws/kindergarten/letterp.htm