Popping
Popcorn
Emergent
Literacy
Rationale:
The
ability to name and recognize the letters of the alphabet is one of the
two
best predictors of a child's reading success. This lesson will teach
students
to recognize the letter p in print and the phoneme /p/ in spoken
words.
This goal will be met by having children listen for and repeat the
phoneme in
spoken words and by having them practice writing the letter p (both
capital and lowercase).
Primary Paper (one sheet
for each student), Pencils, Chart with Pretty Peggy plants pumpkins in
a path
written for students to see, The Pig’s
Picnic by Helen H. Moore and Ellen Joy Sasaki, White board or
chart paper
to write students ‘P’ words on, Dry erase marker
Procedure:
1. “Boys and Girls today we
are going to be learning about the sound that the letter p makes. The
letter p
makes the /p/ sound like when popcorn is popping. Let’s all try this
together
by making the popping sound. Ready? PPPPPPP.
Great job! I knew you could do it!”
2. “Now let’s try this
tongue twister. I am first going to say the sentence then you can
repeat it
back to me. Ready? Pretty Peggy plants
pumpkins in a path. Do you think you
can repeat that back to me? Excellent Job! Now we are really going to
stretch
out that /p/ sound when we read it this time.
PPPPretty PPPPeggy pppplants ppppumpkins in a ppppath. Awesome!
Did
everyone hear the /p/ sound? What words did we hear the /p/ sound in ?(pretty, peggy, plats, pumpkins, and path)"
3. “Now it is time for us
to start practicing writing the letter p. Can you remind me what sound
does the
letter p make? And what does this letter sound like? That’s right! The
letter p
makes the sound of popping popcorn! We are now going to start writing
an
uppercase p. Everyone find the rooftop line and put your pencil on that
line.
Now, we are going to walk down to the side walk line and then pick up
your
pencil. Then were going to come back to the line we just made at the
rooftop
and make a curve around to the fence line. Wow! Look at those perfect
p’s! Now
we’re going to practice writing a lowercase p. Everyone find the fence
line and
walk down to the ditch and lift up your pencil. Now go back to the
fence line
and curve around to the sidewalk line. Now I want you to practice
writing a row
of lowercase p’s and a row of upper case p’s.”
4. I
am going to read some words out loud, and I want you to tell me if you
hear the /p/ sound in the beginning of the word, the middle, or the end.
For example, if the word was lamp the /p/ sound is at
the end of the word. (I will hold up cards with the
words on them and have the students tell me where they hear the /p/
sound in the word). Where do you hear /p/ in the
word plant? Where do you hear /p/ in the word flop? Where do
you hear /p/ in the word proch? Where do
you hear /p/ in the word carpet?
This next word is tricky. Let’s see if you
can hear the /p/ sound in more than one place. Where
do you hear the /p/ in the word paper?
5. “Boys and girls you
are doing a great job
today! Now it is time for us to read a fun book! Our book today is
called The Pigs Picnic. These three pigs are
about to go on a picnic and need to find some food to take with them.
We’re
going to follow them around their house to see what they pack for their
fun
picnic!”
6. “Did everyone enjoy
that book? Me too! Now we are going to come up with some of our own p
words. I
want you to think of some words and hold on to them tight in your brain
so when
it’s your turn you can tell me a p word.”
Assessment: For
the assessment I am going to ask students if they hear the /p/ sounds
in two
different words. I might ask them one of the following:
Do you hear the /p/ sound in:
pike
or like? (pike)
fan
or pan? (pan) cart or part?
(part)
penny
or Denny? (penny)
pig or dig?
(pig) carpet or mat?
(carpet)
References:
Cunningham, P. (n.d.). Alphabet
Tongue Twisters.
Retrieved February 22, 2009, from ABC Tongue Twisters: http://lw015.k12.sd.us/abcyonguetwisters/abc_tongue_twisters.htm
Moore, H. H., &
Sasaki, E. J. (2001). The Pig's Pinic.
Scholastic, Inc.