Pat the Pink Pig Popped Popcorn

Mary Elizabeth Sandlin

Rationale: For children to read well, they must have a good foundation of letter to sound correspondence. It is important for children to understand and recognize each letter in the alphabet and the sound they make. At the end of this lesson, children will be able to understand the grapheme p. Hear the phoneme /p/ in spoken words, and is able to write the upper and lower case p by modeling for the student. In order for a child to become a successful reader they must recognize letters and their corresponding sounds.

Materials: Primary paper and pencil; chart with Pat the Pink Pig Popped Popcorn Primary writing paper for the child to write on; If you give a pig a pancake By Laura Numeroff published, by Harper Collins: words cards with PIG, PANCAKE, DOG, PAT, POP, CAT; worksheet for assessment with p words: pig, party, pat, pop, pink.

Procedures:

1. Explain what we will be doing today so the child will know what is expected. Today we will be learning the letter /p/ We will learn how to write the letter /p/ and what sound it makes.
2. Let’s pretend we are popping popcorn, /p/, /p/, /p/. (Doing the gesture for popping) When we say /p/, we  push our lips tight together then open our mouth wide open.
3. Let me show you how to find the letter p in the word pink.  I’m going to stretch pink out in slow motion and you listen for the /p/ sound. Pppppppiiiiiiiinnnnnnnnkkkkkkkk. Did you hear the /p/ in the word pink?
4. Now we are going to say our tongue twister (on chart) I am going to say it first Pat the Pink Pig Popped Popcorn. Now I am going to say it slower and when you hear the /p/ sound act like you are popping popcorn. We will practice the sentence saying the phoneme /p/.
5. Have the child take out primary paper and pencil. We use the letter p to spell /p/. I am going to show you first how to write the letter /p/. You start at the top of the line and go down to the bottom line and make a straight line, and then you make a backwards lower case  /c/ to make the letter /p/. I will show the child again to make sure they understand it. Then child will practice writing upper and lower case /p/ on their writing paper several times. I will walked around the room and make sure they are writing the upper and lower case /p/ correctly.
6. Call on students to answer and tell how they knew: Do you hear p in dog or pig? Cat or pink? Fish or pat?  Sat or pan?
7. Now let’s read the book If you give a Pig a Pancake. Listen for the /p/ sound in the story. When you hear the /p/ sound, I want you to act like your popping popcorn with your hands.
8. For assessment, I will have the student number 1-5 and I will call out words that start with the /p/ and that do not start with /p/. If it starts with  /p/ then the student will write the letter /p/ if it does not start with the letter /p/ then they leave the number blank.

Reference:

            Pink Puffy Pig by Hilary Kilgore

http://www.auburn.edu/academic/education/reading_genie/odysseys/kilgoreel.html

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