Moose Enjoy
Magnificent
Muffins
Emergent Literacy
Rationale: Grapheme and phoneme
recognition is
important to the reading achievement of a young reader. If children do
not know
letters in the alphabet and the sounds that they make, reading and
writing will
be very hard to them. In teaching letter recognition lesson the
students need
to learn the grapheme along with the phoneme it represents. I am going
to teach
letter identification by having the student write the letter and
practice the
sound. This lesson will help children learn the letter m. The
goal for
the lesson is for the students to able to write the upper and lower case
m
and know what sound it makes. Every letter is fundamental to the
improvement of
a child's reading success. This lesson shows the importance of
grapheme/phoneme
correlation to enhance fluency, so that reading will become easier to
understand.
Materials:
Poster board
with the a big
upper and lower case m on it
The tongue twister, "Moose
enjoy magnificent muffins in May. " on chart paper
Chart paper
Marker
Picture cards (moose,
muffins, house, jar of jam, store, pig, etc.)
If You Give
a Mouse a Muffin
by Laura
Numeroff
Publisher:
HarperCollins Children Books, 1991
Each child will need
primary paper (2 sheets)
Procedure:
Explain what we
will be
working on today. Today we are going to learn about the letter in
the
alphabet that is in between l and n. Today we are going to be learning
about
the letter m. The letter m is used in many words. I want us to learn
how to
write the letter m and hear the sound that it makes.
In order to active their
knowledge of the letter m, I am going to hold up a poster board with a
big
upper and lower case m. This way everyone can see it. I will
then ask
the class, what letter is this? That is right!! This is the letter
m. Does
anyone know the sound that the letter m makes? The /m/ sound is right.
The /m/
sound can be heard in words like: moose, muffin, milk, mint, and
magnificent.
Can you think of any words that begin with the sound /m/? When
you say /m/
can you feel what your lips are doing? When I say the sound /m/,
my lips
go tight together then they mmm rolls off the lips while they are
pressed
together. Let's all try it and see. Put your lips together
and say
/m/. Did you feel it? Now let's try that same sound in a
word. Let's say "milk," ready say "milk." Great
job! You're doing great, let's practice some more.
I will introduce the tongue
twister already written on chart paper: Moose enjoy magnificent
muffins
in May. Now everyone say it with me. "Moose enjoy
magnificent
muffins in May." This silly sentence has a lot of words that
start
with the letter m. Listen closely to how I put a lot of emphasize
on the
m sound. I will say the tongue twister using hand motion. Now I
want you
to say that and remember to hold out the /m/ sound. (They will say it)
Great
job!!! Let's say that three more times together. Ready?
Now that
we know what sound the letter m makes we are now going to write it. Can
everyone please get out a pencil while I bring you a piece of paper. I will pass out primary
paper to each
student. At the front of the room I will have a piece of chart paper so
that I
can model for them how to write the letter m. Now watch me
as I write
the letter m. First I am going to write the upper case M. After
having them
watch me I will allow them to write an upper case M. Now I
want you to
practice writing upper case M five times. I will be walking around so
raise
your hand if you need help. I will walk around and watch them write
if
anyone has a problem I will help them. Now we are going to write
the lower
case m. Now I want you to practice
writing a lower case m five times. I am here for help if you need it.
I
will walk around and help if needed.
After we have finished
writing the letter m, I am now going to go through some pictures to see
if they
can hear the /m/ sound in words. I am going to hold up two
pictures. One
picture will start with the letter m and the other will not. I want you
to tell
me what picture has the m sound in it. Ready? Which of these do you
hear the
sound /m/? I will hold up one card with a moose and
the other
with a pig. What picture is this (hold up the pig) class will
say, Pig.
Then I will hold up the picture of the moose. Class what is this a
picture
of? Class will say, A moose. Now what picture has the /m/ sound in it?
Class
will say, moose. I will have other pictures like this and I will
go through
them in the same way.
I will now read the story, If
You Give a Mouse a Muffin by Laura
Numeroff. I have a book I want to share with you. The
name of
this book is If You Give a Mouse a Muffin.
Please raise your hand when you hear the /m/
sound. I will now read the story.
First I will pass out some
primary paper and get the students to write the letter m in upper and
lower
case. They write them each three. Also another way to assess my class I
will
have a paper that will have objects on it. These objects will start
with
different letters, but they mostly will have objects that start with p.
I will tell them to color only the pictures that start with m.
I will
pass out worksheet and explain directions. This worksheet will help me
to
assess them individually since we have been doing everything else as a
class.
Thornton, BeLinda "Pigs
Love Pink Pancakes" http://www.auburn.edu/academic/education/reading_genie/odysseys/thorntonel.html
Autrey, Sarah "The
Patty the Pretty Pig" http://www.auburn.edu/academic/education/reading_genie/constr/autreyel.html
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