Me,
Myself, and /M/ (not I!)
Emergent
Literacy
Rationale:
This lesson will
help students
identify the consonant letter m. Consonants
are slightly easier than short
vowels for emergent readers to understand. They will learn to recognize
/m/ sounds in spoken words by learning a
meaningful gesture and a letter symbol, and then practice finding /m/ sounds in words.
Materials:
FOR TEACHER-
I Like Myself by Karen Beaumont
Dry erase board
Dry erase markers
Letter m cut
out from poster board
Tape
A pen
FOR
STUDENTS-
I Like Myself
by Karen Beaumont
Primary paper
Pencils
Posters to display the Tongue Twister " My
mean
magical monsters make magnificent music for me"
Worksheet on finding /m/ in
words (circling the picture name)
Pictures of sun,
gum, mom, dad, lemon, nut, ham, and nest.
Procedures:
Introduce the
lesson by walking around the students with a cut out of the letter m. Ask "Where is this letter in the alphabet,
what
letters are next to it?" l and n.
"Good! Well, remember how your mouth moves different ways to say each
letter
in the alphabet? Today we are going to
work on the /m/ movement. Do you know of any words that have the /m/
mouth
movement? (show movement of mouth by
dramatically putting lips together.)"
(model
hugging yourself and vocalizing Mmmm!)"When
someone hugs you, have you ever heard the sound that the consonant m makes?
Remember this is the movement we will be looking for today. (show how you hug yourself and make sound)"
"Mmmmm!"
Inform the
students of what should be happening,
"So, we should all be hugging ourselves now!" (place the
letter on the board and hug yourself)
Direct the
class to "follow the teacher" by putting your lips together. Walking
by each desk and listening for the correct sound. "Great job boys and girls!"
"Now I am going to say my tongue twister out
loud
and then I want everyone to try together! My
mean magical monsters make magnificent music for me. Everybody say
it with
me three times! Good! Now let’s say it
again, but this time stretch the /m/ at the beginning of the words. Mmmy mmmean
mmmonsters
mmmake
mmmusic for mmme. One
more time, but break the /m/ off the word
say /m/
y /m/
ean /m/
onsters /m/
ake /m/
usic for /m/
e."
Give each
student a piece of primary paper and a pencil. "We are going to write the letter m to spell /m/. Let’s
write it!! (model on the board a few
times). Starting at the fence you move your pencil straight down to
the
ground. Now pick your pencil up and put it a little under the fence,
now you
hump around and then hump around again. GO
DOWN, HUMP AROUND, HUMP AROUND." Walk
around and begin observing the students work. Tell the students, "I
will put a smile on when I see the letter m on your paper. Then you
make five
more just like that one!"
"Now when we see the letter m all alone in a word,
that will be the signal for you to give yourself a mmmajor hug and say
/m/."
"Let me show you how to find /m/ in the word…them (write word on board). I’ll stretch
the word out in mmmajor slow mmmotion and listen for the hug /m/ in them.
Th- th- th- th –e- e- the—mmmm. There it is! Did you hear it?"
Worksheet
of pictures [pass out a card to
each student.]
"Let’s see if you can spot my mouth move /m/
in
some words. Give yourself a mmmajor hug if you hear /m. My, mean, magical, monsters, make,
magnificent music, for, me."
"I like myself! I sure hope each and every
one of
you can say all of the things you like about yourself! As a class we
will read I Like Myself, raise your hand when you hear
words with the consonant /m/ and I will make a list of those words on
the
board."
"On the card each of you should have, you
will
individually draw something you like about yourself and write a message
about
it. This is what I might do (show
example by making one in front of the class. I will draw a smile.
Underneath
the smile I will use invented spelling and write I luv tu smiel.)" All work will be displayed in classroom.
"Turn in your paper in by reading it to me (raise your hand when you
are
complete) and I will hand you a piece of tape to hang it up on the
class board!"
For
assessment, pass out a worksheet of pictures (as is stapled to lesson
design).
*grade to
check understanding and discuss answers
Give yourself MAJOR hug!
mmmmmmMMM! Squeeze tight!
Reference:
http://www.auburn.edu/academic/education/reading_genie/
http://www.auburn.edu/academic/education/reading_genie/sightings/montgomeryel.html
(my idea for a consonant
lesson and help with lesson format)
Beaumont, Karen. I Like
Myself! Scholastic
Incorporated. 2004. "unpaged". David Catrow
Create
a worksheet where the student will…SAY THE NAME OF EACH PICTURE. CIRCLE
THE
PICTURE THAT HAS THE consonant /m/.