Rationale:
Phonemic awareness and letter recognition are directly related
to a child’s success in reading, spelling, and writing. Therefore, it
is important for children to learn the letters of the alphabet and the
sounds that they make for them to be good readers and rights. This
lesson will be focused on teaching children the letter /r/. My goal for
this lesson is to help students recognize, identify, and locate r = /r/
in spoken or written words.
Materials:
Poster with tongue twister on it: Robert races red racecars
rapidly.
Picture of racecar
Primary paper for each student
Pencil for each student
Book: Cynthia Klingel and Robert B. Noyed. Rusty Red. Child's World:
2005
Worksheet: http://www.kidzone.ws/kindergarten/r-begins2.htm
Procedure:
1. Start the lesson: "Today, we are going to learn a new letter. Who
can tell me what letter makes the /r/ sound? That is correct, it is the
letter R. Now, I want everyone to concentrate on what our mouth is
doing while we make the /r/ sound. Our tongue is touching the roof of
our mouths. Now, when we make the /r/ sound lets make sure our mouth is
making the right movement."
2. Ask the students: "Who knows what sound a racecar makes? Rrrrrrrr. That is correct. Let’s
put our hands on the steering wheel and act as if we are driving a
racecar. (show a picture of a racecar) The sound we are making while
driving he racecar is the /r/ sound."
3. Finding the Letter R: "Now
lets find /r/ in the word bright. We are going to stretch out the word
bright by saying it really slow and listening for the racecar noise and
for the movement of our tongue that makes. Br-ight. Good but lets try
to stretch it out a little more. B-r-igh-t. Great. Did you feel your
tongue touching the roof of your mouth? Great job."
4. Tongue Twister: Now, we are going to learn a tongue twister. (On
poster board) "Robert races red racecars rapidly." Lets now all say it
together three times. Now I want everyone to say it again but stretch
the /r/ every time you say a word that starts with R. "Rrrobert rrraces rrred
rrracecars rrrapidly." Lets say it one more time breaking the /r/ sound
from the word. "/r/ obert /r/ aces /r/ ed /r/ acecars /r/ apidly."
5. Writing: "Everyone please take out primary paper and a pencil we are
going to practice writing R.
Lets start by making a capital R
by starting at the rooftop go down past the fence and stop at the
sidewalk. Now, start back at the rooftop loop around then the fence.
The last step is drawing a diagonal line from the fence to the
sidewalk. Now, lets make a lowercase R.
First, start at the fence and drawl a line down to the sidewalk. Next,
make an arc starting a little below the fence then go up to the fence
and back down below the fence again. Those are great looking R’s and now I want to see nine more
just like those."
6. Finding R: Call on
different students to answer. Do you hear /r/ in cat or rabbit? Rug or wood? House or mouse? (neither) Left or right? Soft or ruff? Bright or dark? (both) Now, I want you to
race your racecar when you hear /r/ in this sentence. The, red,
dog, likes, eating, radishes, rapidly.
7. Reading: Now, I am going to show you a word and I want you to tell
me which word it is. I will do one first for you. (show the word: RAT) is this word rat or bat. The R tells me to race a racecar and my
tongue touches the top of my mouth so the word is rat. Now, it is your
turn. RIGHT: might or right. DIM: rim or dim. RHYME: time or rhyme. RAN: ran or can.
8. "Now we are going to read Rusty Red. This book is about a little boy
who has a rust red wagon. He loves to run and do many things with
his rusty wagon. To find out all the things that he does with his
wagon you will have to read Rusty Red."
Assessment:
For assessment hand out a worksheet. Worksheet will have the students
finish writing the beginning sound that words make and color the words
that start with R.
Reference:
Jenna Landers. “Ta-Ta-Timer” http://www.auburn.edu/academic/education/reading_genie/navig/landersel.html
Assessment Worksheet: http://www.kidzone.ws/kindergarten/r-begins2.htm
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