Emergent
Literacy Design: Growl Like a Dog with R
Rationale:
This
lesson will help children identify /r/, the phoneme represented by
R.
Students
will learn to recognize /r/ in spoken words by learning a meaningful
representation
(growling) and the letter symbol
R,
practice finding /r/ in words,
and
apply phoneme awareness with /r/ in phonetic cue reading by
distinguishing
rhyming
words from beginning letters.
Materials:
Primary
paper and pencil; chart with "Ruth and Ryan Ran in the Rain after a
Rabbit";drawing paper and crayons; word cards with
REAL,
REEF,
HIDE,
SCREAM,
RIGHT,
and; Marley's Big Adventure by Susan Hill;
assessment worksheet identifying pictures with /r/ (URL below).
Procedures:
1. Say: Our written language is a secret code. The way we can break
this code is to know our letters, what the mean, and how they sound
when we say them. Today we're going to work on spotting the mouth move
/r/. We spell /r/ with letter
R.
R
looks
like an angry mouth,
and /r/ sounds like a growling dog.
2.
Let's pretend to growl, /r/, /r/, /r/. Notice where your top teeth are?
(tongue curls up to the roof of the mouth). When we say /r/, the back
of our tongue touches our back teeth.
3.
Let me show you how to find /r/ in the word
drop. I'm going to stretch
dropt
out in
super
slow motion and listen for my growl. Dd-r-r-o-p. Slower:
Ddd-r-r-r-ooo-p.
That's
correct! I could feel my tongue curl up to the roof of my mouth!
4.
Let's try a tongue twister [on chart]. " Ruth and Ryan Ran in the Rain
after a Rabbit." Now let's say it three times together. Now say it
again, and this time, stretch the /r/ at the beginning of the words.
"Rrrruth and Rrrryan Rrrran in the Rrrrrain after a Rrrabbit." Try it
again, and this time break the R off the word: "/r/ uth and /r/ yan /r/
an in the /r/ ain after a /r/ abbit.���
5.
[Have students take out primary paper and pencil]. We use letter
R
to spell /r/.
Capital
R looks like an angry mouth. Let's write the lowercase letter
r.
Start at the fence and draw a line straight down, then follow that line
back to the fence and make a swoop like a sideways c. After I check
everyone's paper I would like for you to do 8 more just like the first
one.
6.
Call on students to answer and tell how they knew: Do you hear /r/ in
short
or
tall?
finger
or
toe?
light
or
right?
Lift
or
drop?
Fight or fright?
Say: Let's see if you can spot the mouth move /r/ in some words. Growl
like a dog if you hear /r/:
The,
cute,
furry, rabbit, jumped, far, and, landed, by, the, creek.
7.
Say: "I'm going to read Marley's Big Adventure, as each of you
follow along using your copy. When you hear or see the letter R or the
sound /r/ I want all of you to growl like Marley would if he were
angry.��� After the story I will have the students draw their own
Marley's growling.
8.
Show REAL and model how to decide if it is
real
or
seal:
The
R
tells me to growl like a dog, /r/, so this word is rrrr-eal,
real.
You try some: REEF: reef or leaf? HIDE: hide
Or
ride? RIGHT: right or light? SCREAM: scream or steam?
9.
For assessment, distribute the worksheet. Students are to complete the
worksheet by looking at each picture, saying the name of the picture
out loud and coloring each picture. Then they should practice writing
their R's at the bottom of the page.
Reference:
www.auburn.edu/rdggenie
Assessment
worksheet:
http://www.kidzone.ws/prek_wrksht/learning-letters/r.htm
