Emergent Literacy
Whistle While You Work
Emergent Literacy
Rationale: Children must understand
phonemes in
order to be able to read and write.
Phonemes are very important for beginning readers, if children
do not
understand phonemes they cannot read.
The goal of this lesson is for children to be able to recognize
the
letter w in spoken and written words. They
will learn what movement their mouths
make when saying the w sound. They
will also learn how to write the letter w.
Materials:
Chart with tongue twister:
"Wendy
whistles when she walks in the woods."
Primary paper for each
child
Pencil for each child
The Worrywarts by Pamela Duncan Edwards
A worksheet for each
student that has
w pictures on it (ex. whale, woods,
weasel, witch) and some pictures that do not have the w sound
pictures (ex.
carrot, bed, pillow, cat)
Procedures: 1. Today we are going to
learn about
the letter w. Does anyone
know what sound the letter w makes?
Wh-wh. Yes, that's great! When
we say the /w/ sound our lips tighten
up really close and then out. Today we
are going to learn how to spot the letter w
in words.
2.Does
anyone know of something that makes the /w/
sound? A washing machine makes the wh sound, so does a lariat. Does
anyone know what a lariat is? It's like a
whip. Then I will show them a motion to
use while
saying the w sound. (I will make a
motion like I'm holding a lariat.)
3. Now let's
try saying a tongue twister (on chart). "Wendy whistles
when she walks in the woods." Can you
say that three times in a row? Now let's
all say it together and stretch out
the /w/ that is at the beginning of
the words. "Wwwendy wwwhistles
wwwhen she wwwalks in the wwwoods." Now let's try it again except
let's
break the w off of the word: "/W/
endy /w/ istles /w/ hen she /w/ alks in
the /w/ oods." Very good.
4. Now I
would like everyone to take out their primary paper and pencil. We are going to write the letter w.
Let me show you how. You start
off at the fence and slant down to the sidewalk. Without
lifting you pencil slant back up to
the fence then slant back down to the sidewalk and one more time slant
back up
to the fence. This is how we make the
letter /w/. Now I want you to make
nine more just like it. When you see the
letter /w/ in a word you know to make
the /w/ sound.
5. Now I'm
going to show you how to find the /w/
sound in a word. When I stretch out the
word whale I want you to watch my
mouth and listen for the lariat sound. Ww-ww-ww(Do you hear it) aa-ll.
It was in the beginning of the word.
Did you hear it?
6. Now I
will call on student randomly to see if they heard the sound. Do you hear the /w/ sound in walk or stride? Woods
or forest? Water or coke? I want everyone to
wave their lariat in the air when they say the /w/
sound.
7. I will
read The Worrywarts and every time
the children hear the /w/ sound they
will throw their lariats up in the air.
Can everyone show me their best lariats?
Those are great, so not while I am reading the book I want you
to put
your lariats up in the air every time you hear the /w/
sound.
8. For the
assessment u will pass out a worksheet with pictures that make the /w/ sound and pictures that do not make
the /w/ sound. They will
circle the pictures that make the /w/ sound. This will show me that they can recognize the
movement their mouths make when they say the words.
Reference:
http://www.auburn.edu/academic/education/reading_genie/passages
The
Worrywarts by Pamela
Duncan Edwards
https://blackboard.auburn.edu/webct/urw/lc22554136011.tp0/cobaltMainFrame.dowebct