Emergent Literacy Design: Growl Like a Dog with R

 

Melissa Thompson

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

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