Emergent Literacy Lesson /p/


Lindsey Barrett


Rationale: This lesson will help children identify /p/, the phoneme represented by P. Students will learn to recognize /p/ in spoken words by learning a meaningful representation (Popcorn popping) and the letter symbol P, practice finding /p/ in words, and apply phoneme awareness with /p/ in phonetic cue reading by distinguishing rhyming words from beginning letters.


Materials:  Chart with tongue twister: Patty Paints Pink Peaches. word cards with PIG, DIG, PICK, SICK, PORK, FORK, PLATE and, DATE; assessment worksheet identifying pictures with /p/ (attached)


Procedures:e 1. Say: Our written language is a secret code. The tricky part is learning what letters stand for, the mouth moves we make as we say words. Today we're going to work on spotting the mouth move /p/. We spell /p/ with letter P. P sounds like popcorn popping.


2. Let's pretend our hands are popcorn popping, /p/, /p/, /p/. [Pantomime popping popcorn with hands] Notice how your lips move? (they come together and then apart really fast to make the /p/ sound] When we say /p/, we blow air out between our top and bottom lips.


3. Let me show you how to find /p/ in the word jump. I'm going to stretch jump out in super slow motion and listen for my toothbrush. J-u-m-p. Slower: j-uuu-mmm-ppp There it was! I felt my lips touch and blow air out. I can feel the popcorn /p/ in jump.


4. Let's try a tongue twister [on chart]. " Patty Paints Pink Peaches." Everybody say it three times together. Now say it again, and this time, stretch the /p/ at the beginning of the words. "PPPatty PPPaints PPPink PPPeaches." Try it again, and this time break it off the word: "/p/ atty /p/ aints /p/ urple /p/ eaches.


5. [Have students take out primary paper and pencil]. We use letter p to spell /p/. Capital P: Go down, pick up, and around to the fence. Lowercase p: Start at the fence, go straight down into the ditch, come up and put his chin on the sidewalk. Let's write the lowercase letter p. I want to see everybody's p. After I put a smile on it, I want you to make nine more just like it.


6. Call on students to answer and tell how they knew: Make your popcorn pops if you hear /p/. Do you hear /p/ in work or play? pie or candy?  Lift or drop? Soup or bread? Say: Let's see if you can spot the mouth move /p/ in some words.


7. Lets see if we can think of foods that start with /p/. Everyone think of words and make your popcorn popping when you think of a food that starts with /p/  (Pie, pretzels, peanuts, pickles, pork, pizza)


8. Show PIG and model how to decide if it is pig or dig: The p tells me to pop my popcorn, /p/, so this word is ppp-i-g. You try some: PICK: Pick or Sick? PORK: Pork or Fork? PLATE: Plate or Date.


9. For assessment, distribute the worksheet. Students are to complete the partial spellings that begin with p. Call students individually to read the phonetic cue words from step #8


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