Pop Bubbles with P

Bubbles

Emergent Literacy Design
Sarah Mobley

                     

 

Rationale: This lesson is to help students recognize /p/, the phoneme represented by P.  By learning a hand motion (popping bubbles) to go along with the /p/ phoneme, students will learn to recognize the phoneme as they hear it in spoken words and will begin to recognize the letter symbol P.  Saying a tongue twister using the /p/ phoneme will allow students to think about the position the mouth is in while saying that sound. 

 

Materials:

-Tongue twister on chart paper. "Pat the pig puts pickles and paper in his pack."

-Primary Paper and Pencil

-List of Words to ask- POT, TREE, FEET,CRISP, PORK, LIKE, PIT, HAT, PART, TAPE

-Book- The Pigs' Picnic by Helen H. Moore

-Worksheet

 

Procedures:

1.Introduce the idea that our written language is made up of different letters and sounds. Tell the students that today we are going to work on recognizing the movement of the mouth during the phoneme /p/.  We need to know this in order to spell the letter P.  The top of P looks like a bubble and /p/ sounds like we are popping a bubble. 

 

2.Let's pretend to pop bubbles with our index fingers while saying /p/, /p/, /p/.  How are your lips placed as you make this sound? (Lips together) When say /p/ air stops flowing for a brief moment. To feel this, let's put our hand in front of our mouth to see how the air stops flowing. 

 

3.I am going to say a word- Nap.  When I hear the /p/ sound in this word I am going to use my index finger to pop a bubble. I am going to listen to each letter in the word.  Nnn-aa- pp (pop bubble).  I popped my bubble as I heard the /p/ in last letter of nap. 

 

4.Now, we are going to look at the tongue twister on the chart.  "Pat the pig puts pickles and paper in his pack."  We are going to say it together several times first.  Now, I want you to say it again using your finger to pop a bubble every time you hear the /p/.  "/p/at the /p/ig /p/uts /p/ickles and /p/a/p/er in his /p/ack."  You should have popped 7 bubbles in our tongue twister.

 

5.Since we are becoming so good at finding the /p/ sound in words I am going to ask you a few questions, but first I will give you an example.  Do I hear /p/ in tree or pot? /p/, /p/ pot I hear it in pot! Now let's see if you can find the /p/ sound. Do your hear /p/ in feet or crisp? Pork or like? Hat or Pit? Tape or left? Part or Swing?

 

6.Next we are going to learn to write the letter p, which represents the sound /p/.  (Take out primary paper and pencil.)  I will first model how to write the lowercase letter p as I explain the steps to you.  "Start at the fence going straight down into the ditch, and then come back up and around to place the chin on the sidewalk.  Have the students write the letter 10 times correctly.

 

7."Does anyone like pigs?" Today we are going to read a story about pigs that have a picnic.  In the story that are planning what to pack for their lunch.  We will have to read the story to find out what they decide on.  Every time you hear /p/ as I read the story I want you to use your index finger to pop a bubble, to make sure you are recognizing the correct sound for the letter P.  Read The Pigs' Picnic.

 

8.To assess the students I will use a worksheet.  The worksheet asks that the students look at a list of words to find the letter p.  They will use the words that use the letter p to label a photograph of the object and then they will color the pictures which contain the /p/ sound. 

 

 

References:

-Book: The Pigs' Picnic by Helen H. Moore, New York, Scholastic Inc., 2001, 20 pages

-Internet site: The Letter P - http://specialed.about.com/library/ppic.pdf

-Brushing Your Teeth with F by Bruce Murray             http://www.auburn.edu/academic/education/reading_genie/sightings/murrayel.html

-Please Play with Peter Puppy by Amanda Merkel

                        http://www.auburn.edu/academic/education/reading_genie/passages/merkelel.html

 

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