Malissa Lopez
Emergent Literacy
Rational:
In order for children to be successful in phonics, reading, and spelling, they need to understand phonemes and letter recognition. Children learn to recognize different phonemes and sounds by matching letters to their vocal gestures in spoken contexts. In this lesson, children will learn to recognize the letter r as well as the phoneme /r/. They will practice using and identifying the phoneme /r/ in written and spoken content.
Materials:
º tongue twister on chart paper( Ruth's Rodeo runs rough so Rusty replaced Ruth's radiator)
º A picture of a key in an ignition with r=/r/ on the bottom.
º Picture cards (brain, rainbow, bear, ruby, fair)
º Primary paper (for each child)
º Pencils
º Assessment page with different pictures
Procedure:
1. Introduce the lesson by explaining to the students that we are going to learn a new letter and also the sound the letter makes. then ask the students to see if they can figure out the movement the mouth makes when you say r or /r/.
2. To make the /r/ sound, your mouth moves in a certain way. "To make the /r/ sound, push your tongue back. Curl the tip of your tongue upwards towards the roof of your mouth. Round your lips and make sure your upper tip is above your front teeth." Pretend that you are cranking a car...... RRRRRR, try it again, RRRRRRR RRRRR. (While making the sound make a twisting motion with your wrist, like cranking a car.)
3. "Now, make the r sound in these words. "Repeat after me." Say each word once, and then repeat it with the students: brain, rainbow, ruby, far). Be sure to emphasize the /r/ sound in each word. "Good job! Now lets try a tongue twister with lots of r's! "Say it with me. Ruth's Rodeo Runs Rough so Rusty Replaced Ruth's Radiator." Point to the words on the chart as you say each word in the tongue twister. "Let's read our tongue twister again two more times, but lets turn the ignition of our automobile when we say /r/." "Now we are going to do it again and hold the /r/ sound at the beginning of the words." " RRRuth's RRRodeo RRRuns RRRough so RRRusty RRReplaced RRRuth's RRRadiator We are going to try it one more time, but we are going to break the sound away from the word: "/r/ uth's /r/ odeo /r/ uns /r/ ough so /r/ usty /r/ eplaced /r/ uth's /r/ adiator." "Great Job! I love the way you all try to crank Ruth's Rodeo!"
4. "Now I am going to need your help finding the /r/ sound in these words. When you hear the /r/ sound I want you to crank Ruth's Rodeo." Hold up the pictures one at a time saying the corresponding word. Stretch out each word so the /r/ sound is clear. Pictures: brain, rainbow, bear, ruby, and fair.
5. "Do you hear /r/ in car or pan?" Call on a student who is raising their hand to answer and to explain how they knew the /r/ sound to the class. The go on to ask about: brush or comb, watch or ring, walk or run, car or van.
6. "The letter r is going to help us spell /r/." Have the students get out primary writing paper and a pencil. "To write an r put your pencil on the fence, go strait down to the sidewalk, come up to the fence and make a hook. Now, I want everyone to write an r on their paper. I will walk around to make sure you are doing it correctly. Now I want you to fill the paper up with r's. Now you all know how to write an r in a word that has the /r/ sound!"
7. To assess the student's individual understanding of the phoneme /r/. Give each student a page with different pictures on it. Some of the items contain the /r/ sound and others do not.
Reference:
Courtney Nims, Red Rabbit Roundup
http://auburn.edu/academic/education/reading_genie/voyages/nimsel.html
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In order for children to be successful in phonics, reading, and spelling, they need to understand phonemes and letter recognition. Children learn to recognize different phonemes and sounds by matching letters to their vocal gestures in spoken contexts. In this lesson, children will learn to recognize the letter r as well as the phoneme /r/. They will practice using and identifying the phoneme /r/ in written and spoken content.
Materials:
º tongue twister on chart paper( Ruth's Rodeo runs rough so Rusty replaced Ruth's radiator)
º A picture of a key in an ignition with r=/r/ on the bottom.
º Picture cards (brain, rainbow, bear, ruby, fair)
º Primary paper (for each child)
º Pencils
º Assessment page with different pictures
Procedure:
1. Introduce the lesson by explaining to the students that we are going to learn a new letter and also the sound the letter makes. then ask the students to see if they can figure out the movement the mouth makes when you say r or /r/.
2. To make the /r/ sound, your mouth moves in a certain way. "To make the /r/ sound, push your tongue back. Curl the tip of your tongue upwards towards the roof of your mouth. Round your lips and make sure your upper tip is above your front teeth." Pretend that you are cranking a car...... RRRRRR, try it again, RRRRRRR RRRRR. (While making the sound make a twisting motion with your wrist, like cranking a car.)
3. "Now, make the r sound in these words. "Repeat after me." Say each word once, and then repeat it with the students: brain, rainbow, ruby, far). Be sure to emphasize the /r/ sound in each word. "Good job! Now lets try a tongue twister with lots of r's! "Say it with me. Ruth's Rodeo Runs Rough so Rusty Replaced Ruth's Radiator." Point to the words on the chart as you say each word in the tongue twister. "Let's read our tongue twister again two more times, but lets turn the ignition of our automobile when we say /r/." "Now we are going to do it again and hold the /r/ sound at the beginning of the words." " RRRuth's RRRodeo RRRuns RRRough so RRRusty RRReplaced RRRuth's RRRadiator We are going to try it one more time, but we are going to break the sound away from the word: "/r/ uth's /r/ odeo /r/ uns /r/ ough so /r/ usty /r/ eplaced /r/ uth's /r/ adiator." "Great Job! I love the way you all try to crank Ruth's Rodeo!"
4. "Now I am going to need your help finding the /r/ sound in these words. When you hear the /r/ sound I want you to crank Ruth's Rodeo." Hold up the pictures one at a time saying the corresponding word. Stretch out each word so the /r/ sound is clear. Pictures: brain, rainbow, bear, ruby, and fair.
5. "Do you hear /r/ in car or pan?" Call on a student who is raising their hand to answer and to explain how they knew the /r/ sound to the class. The go on to ask about: brush or comb, watch or ring, walk or run, car or van.
6. "The letter r is going to help us spell /r/." Have the students get out primary writing paper and a pencil. "To write an r put your pencil on the fence, go strait down to the sidewalk, come up to the fence and make a hook. Now, I want everyone to write an r on their paper. I will walk around to make sure you are doing it correctly. Now I want you to fill the paper up with r's. Now you all know how to write an r in a word that has the /r/ sound!"
7. To assess the student's individual understanding of the phoneme /r/. Give each student a page with different pictures on it. Some of the items contain the /r/ sound and others do not.
Reference:
Courtney Nims, Red Rabbit Roundup
http://auburn.edu/academic/education/reading_genie/voyages/nimsel.html
Return to the Projects index