Speed Boating with N
Emergent Literacy Design
Rationale:
This
lesson will help children identify /n/, the phoneme represented by N.
b
Students will learn to recognize /n/ in spoken words by learning a
meaningful
representation
(speed boating) and the letter symbol
N, practice finding /n/ in words,
and
apply phoneme awareness with /n/ in phonetic cue reading by
distinguishing
rhyming
words from beginning letters.
Materials:
Primary paper and pencil; chart with "Nick���s nanny napped all night";
drawing
paper and crayons; (My N Book); word cards
with
NOSE, NAP, NET, NIP, NINE and NAT;
assessment worksheet identifying
pictures
with /n/ (http://www.kidzone.ws/kindergarten/n-begins2.htm)
Procedures: 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 /n/. We spell /n/ with letter
N.
/n/
makes
the sound that a speed boat makes.
2.
Let's pretend drive a speed boat, /n/, /n/, /n/. [Pantomime steering a
speed boat] Notice
where
your tongue is? (Touching the roof of your mouth and back of your front
teeth). When we say /n/, we blow air
through
your nose.
3.
Let me show you how to find /n/ in the word nest. I'm going to
stretch
nest out in
super
slow motion and listen for my speed boat. Nnn-e-e-ss-t. Slower:
Nnn-e-e-e-sss-t
There
it was! I felt my tongue touch the rough of my mouth and the back of my
front teeth. I can feel the speed boat
/n/.
4.
Let's try a tongue twister [on chart]. " Nick���s nanny napped all
night." Everybody
say
it three times together. Now say it again, and this time, stretch the
/n/ at the
beginning
of the words. "Nnnick���s nnnanny nnnapped all nnnight.��� Try it
again, and
this
time break /n/ off the word: "/n/ ick���s /n/ anny
/n/ apped all /n/ ight /
5.
[Have students take out primary paper and pencil]. We use letter N to
spell /n/.
Capital
N starts at the rooftop and comes straight down.
Then put your pencil back at the point you started your
N, except make a slanted line away from the first line
all the way to the sidewalk.
Come back up to the roof with a straight line.
Now lets make a lowercase n.
Start at the fence and draw a straight line down to the sidewalk.
Then start at the fence and make one hump down to the sidewalk.
I want to see everybody's n. After Iput 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: Do you hear /n/ in
nap
or
play?
nip or tuck? mean or nice? sun or
mad?
team or ton? Say: Let's see if you can spot
the
mouth move /n/ in some words. Drive your speed boat if you hear /n/: The,
near,
fun, far, nap, nail, pink, niece, put, sun.
7.
Say: "Let's look at an ���My N Book.��� It
tells us about a boy named Nick who gets in trouble with his nanny. Can
you guess why he gets into trouble?" Read ���My N Book���, drawing out
/N/. Ask children if they can think of other words with /n/. Ask them
to write a silly sentence using 2 words that begin with N.
Then have each student illustrate their sentence and share it
with the class. Display their work.
8.
Show NAP and model how to decide if it is nap or map:
The N
tells me to drive a speed boat, /n/, so this word is nnn-ap,
nap. You try some: NOT: not or cot? Neck: neck
or
peck? NOW: cow or now? NET: net or pet? CAN: cat or can?
9.
For assessment, distribute the worksheet. Students are to complete the
partial
spellings
and color the pictures that begin with N. Call students
individually to read
the
phonetic cue words from step #8.
Reference:
Byrne,
B., & Fielding-Barnsley, R. (1990). Acquiring the alphabetic
principle: A case for teaching recognition of phoneme identity. Journal
of Educational Psychology, 82, 805-812.l
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to the Realizations index:
http://www.auburn.edu/academic/education/reading_genie/realizations.html