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.
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 Assessment page with different pictures
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.
Courtney Nims, Red Rabbit
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