Roar with R
Emergent Literacy Design
This lesson is designed to help students learn the phoneme /r/. They will learn the correct pronunciation, how to locate it in a word, and how to write it. First, the growl of a lion is to help the students know that an "r" says /r/. The tongue twister was designed to work on the pronunciation because the /r/ is exaggerated and repeated. The students will be asked to draw out the sounds in the word care so that they can locate the /r/ sound. Their phonemic awareness is tested by being asked in which word they hear /r/. The students are then asked to practice writing the letter r so that they can identify the actual letter with the phoneme.
The Hungry Caterpillar, primary paper, pencils, tongue twister felt board, phonemic awareness list, markers, large print primary print paper, construction paper, scissors.
1. Say: Each letter in our alphabet stands for a specific sound. Sometimes it is hard to remember what sound each letter makes. Today we are going talk about the sound R makes. R makes a /r/ sound kind of like a lion, rrrrrrrr.
2. Have you ever heard a lion say /r/r/r/r/r/? Do you feel your mouth making that /r/ sound? Let's say it a gain and really stretch out the /r/r/r/r/r/. Today we are going to practice saying /r/. When we make that sound, our lips make a round shape while the lips are pushed out and our jaw is slightly open.
3. Listen to me as I try to find the /r/ sound in crab. c-rrr-aaa-b. c-rrrrr-aa-b. Oh I found it! I felt my mouth making that open o shape. Can you find the /r/ in care?
4. Now I have a short game. Let's try to say this tongue twister that is on the felt board. "Roger's rabbit ran from the red rat." Can we say it slowly one time while we pull out the /r/ sounds? "RRRRRRogerrrrr's rrrrrrabit rrrrrran frrrrrrom the rrrrrred rrrrrrat." Great job!
5.I want to hear everyone one now making the /r/ sound. Ready? 1, 2, 3 /r/r/r/r/r/r/r/! Do you hear our lion /r/ in ring or sing? fun or run? pretty or ugly? Ask the each of the students one of these questions so we can make sure all of them can locate the /r/ sound. If the student gets it wrong, go back to them after a few students so that they can try to get the next one right.
6.We are going to practice writing "r" so here is some paper and a pencil. [Here you hand the student primary paper and a pencil] When writing a lowercase "r", start by making the stem of a lower case "i" then go back up the stem and curve around like a little c. When we make a capital "R", make a capital "P" and when the curve hits the stem, go back along the curve and instead of going up, bring the line down to the sidewalk.
7.Now give the students a piece of white paper that has very big primary lines. Have the students write the best "r", lower or upper case, they can on the lines. Next, have the students cut out the r and paste it into the middle of a piece of construction paper. Give the students a few minutes to draw a picture turning the letter into a picture that starts with an r. For example, the student could draw bunny ears on the top and a face in the middle and say that he or she made a rabbit. Show the class the teacher example.
8.Read the story The Hungary Caterpillar to the class. Every time they hear a word that starts with an r, have the students give their sparkle fingers so we know that we heard a special word.
9.For the assessment, the students will complete an activity sheet at their desk. First off, they will have to circle the words that have an "r" in it. For example, rain and pain. Then the students complete the worksheet by connecting the "r" rabbit with another r word on the other side of the page with a line. This assessment tests whether students can both identify the letter and the phoneme or not.
Return to the Project
Do you hear /r/ in:
Do you hear /r/ in:
1. ring or sing
2. cat or car
3. bat or rat
4. tub or rub
5. jar or jam