Rationale: This
lesson will help children learn how to identify mouth movements and
sounds
of /r/ as well as the phoneme
represented by R.
Students will
make a meaningful association between /r/ and the letter R through
helpful
motions (roaring like a lion), the letter R, identifying /r/ in words
Materials:
Primary paper
and pencil
poster with Ruth and Rachel ran after Richard's rabbit in the rain
Rusty Red by
Cynthia Klingel and Robert B. Noyed
drawing paper
and crayons
bean bag
picture of a
lion clawing
Procedure:
1. "Today we
will be learning about the letter R. R
is a very important letter for us to know, but its also a tricky one! We write /r/ with letter R.
When we write the letter R, we start on the
fence, go down to the sidewalk, back up to the fence, and curve out a
little
bit. R makes the sound /r/.
Can you say /r/? Lions say /r/ when they are
roaring."
2. "Everyone
stand up and follow after me. Lift your
hand and claw into the air like a lion clawing for food.
Now let’s roar while we do this motion
(combine motion and /r/). Notice how
your mouth looks. Freeze and look at your neighbor to see how your
mouth looks
when you say /r/. We open our mouth in a
square shape and our tongue is in the middle of our mouth."
3. "When you
hear the word "read" you hear the /r/ sound. (Say it slowly) R-e-a-d.
See when
I say read my mouth makes the /r/ shape.”"
4. "Let’s
figure out when we hear /r/ in some
words. When you hear /r/ let’s make the
clawing motion like a lion that we did a minute ago.
Okay watch me first. C-R-A-F-T. Now
everyone do these words with
me: soar, Fred, paper, free. Do you hear /r/ in rabbit or hawk? Three or two?
Brad or Blake?"
5. "I am going to
pass out some paper and we are going to practice writing the letter R.
I am going to pass out paper. We are going to
practice
writing the letter that
makes the /r/ sound. To make a lower case r we are going
to start on the fence, down to the sidewalk, go back up to the fence,
and curve
out a little bit. I will make one on the board (draw r on board) Now
you make a row of r's
just like that."
6. "When you are
finished come sit on your square on the carpet. Now that everyone is
here
repeat after me: Ruth and Rachel ran after
Richard's rabbit
in the rain. Now let's look at the poem written on this poster. Notice
all of
the r's are written in red, but the rest are in black. When we get to
the
letter r, let’s all do the lion paw as we sat it out loud (read poem)."
7. Today we
are going to read the book Rusty Red by
Cynthia
Klingel and Robert B. Noyed. Rusty is a dog
who lives in a house with a very sweet family. Rusty
has a red coat of fur. What other animals
do you know who have a
coat of fur? Rusty has one very big
problem. He doesn’t know why he looks
different than his family. Will Rusty
figure out how to be himself or will he try to be like the rest of his
house? Lets read to find out! Listen for /r/ as we read the book.
8. "Let's play a
game. When I toss you the beanbag, think of a really good word that
starts with
/r/. I will start first "REMEMBER." Good job catching the beanbag, Bob, now can
you say a word that starts with /r/? Fantastic! Now toss the beanbag to
a
friend so they can name one." When the activity is over have students
go back to
desk.
9. "We are going
to make pictures of things that start with /r/. I will give you crayons
and
some paper. I want you to be very creative and show me what you
remember about
/r/ and the letter R."
Assessment:
Teacher can assess group progress
by
walking around and observing students as they write the letter r across their
lined paper. For individual assessment, the teacher will have them
label/identify pictures of things that start with the letter r.
Source:
Cherof, Cassie. http://www.auburn.edu/academic/education/reading_genie/sightings/cherofel.html
Noto, Rachel. http://www.auburn.edu/academic/education/reading_genie/sightings/notoel.html