POP!
with the letter P
Emergent
Literacy Design
by
Rebecca Macintire
Rationale: Students
will learn to identify the letter
P and the phoneme that it represents: /p/.
They will learn to recognize /p/ in spoken words by learning a
meaningful representation (pop! with hand gesture), the letter symbol P
(looks
like a lolliPOP), practice finding /p/ in words, and apply phoneme
awareness
with /p/in phonetic cue reading by distinguishing rhyming words from
beginning
letters.
Materials:
Primary paper and pencil
Chart with "Polly's
pink pet poodle paraded proudly"
Drawing paper and crayons
Dr. Suesss' ABC (Random House, 1963)
Word
cards with PICK, BIG, LOT, PET, PLAY, and FORK
Assessment worksheet
Procedures:
1.
Say: Our written language
is a secret code. The tricky part is learning what letters stand
for—the mouth
moves we make as we say words. Today we're going to work on spotting
the mouth
move /p/. We spell /p/ with letter P.
P
looks
like a crooked
lollipop, and /p/ sounds like "pop!"
2.
Let's make a pop sound. "Pop!"
and make a hand gesture of balling hands into fist then extending
fingers out
when you say, "pop!" Notice the shape your mouth makes.
When we say /p/, we blow air out of our lips.
3.
Let me tell you how to
find /p/ in the word hope. I'm
going to say hope in super slow motion, and you
listen for the "pop!" Hhh-ooo-ppp-e. There it is! I heard my lips pop!
4.
Let's try the tongue
twister. "Polly's pink pet poodle
paraded proudly." Let's say it
three times out loud. Now let's say it
but we'll stretch out the /p/. "Ppppolly's
pppink pppet pppoodle ppparaded ppproudly." This
time let's break of the /p/ from the
rest of the word. "/p/ olly's /p/
ink /p/et /p/oodle /p/araded /p/ roudly."
5.
[Have students take out
primary paper and pencil.] We used the
letter P to spell /p/.
Capital P looks like a crooked
lollipop. Let's write the lowercase p.
Start at the fence and draw a straight line all the way into the
ditch. Now draw a backwards c
that touch the fence and the
sidewalk. I want to see everybody's p.
After I put a smile on it, make 9 more just like it.
6.
Call on students to tell
the answer and how they know. Do you
hear /p/ in run or skip? Play or work?
Up or down? Pink or blue?
Let's see if you can spot the mouth move /p/
in some words. "Pop!" with
hand gesture if you hear /p/. Pretty,
purple, birds, play, in, the, fun, park.
7. Let's look at Dr. Suess's ABC book. Read pages 38 and 39, drawing out /p/. What are some other words with /p/? Can you think of a two or three silly things
that begin with /p/ that you can put together?
[like "painting pink pajamas. Policeman in a pail."] Have them draw a picture of their idea.
8.
Show PICK and model how
to decide if it is pick or kick.
The P tells me to "pop!" so this word is ppp-ick. You try some: PIG,
jig
or pig; POT, pot or lot;
PET, pet or set; PLAY, clay
or play; PORK, pork or fork.
9.
For assessment,
distribute the worksheet. Students are to complete the partial
spellings
and color the
pictures that begin with P. Call
students individually to read the
phonetic cue words from
step #8.
Reference:
Byrne,
B., &
Fielding-Barnsley, R. (1990). Acquiring the alphabetic principle: A
case for teaching recognition of
phoneme identity. Journal
of Educational
Psychology, 82,
805-812.
Murray,
Bruce. Emergent literacy lesson: "Brush Your Teeth with F."
http://www.auburn.edu/academic/education/reading_genie/signtings/murrayel.html
Assessment
worksheet:
http://www.kidzone.ws/kindergarten/p-begins2.htm