PUT PUT PUT... Goes the
Go-Cart
Emergent Literacy Design
Rationale:
This lesson will help children identify
/p /, the phoneme represented by P. Students will
learn to recognize /p/ in spoken words by learning a meaningful
representation (driving a go cart) and the letter symbol P,
practice finding /p/ in words, and apply phoneme awareness with /p/ in
phonetic cue reading by distinguishing rhyming words from beginning
letters.
Materials:
-Primary paper and pencil
-Chart with ''People pulled pranks on poor polly''
-Drawing paper and crayons
-Polly's Pen Pal, Murphy,Stuart J., New York : HarperCollins, c2005.
-Word cards with FOG, FIX, MEET, FIND, PORK, and FAKE
- Assessment worksheet identifying pictures with /f/
(URL below).
Procedures:
1. Say: Our written language is a secret
code. The tricky part is learning what letters stand for when the mouth
moves and we make words with the sounds that come out. Today we're
going to work on spotting the mouth move /p/. We spell /p/ with
letter P. P looks like a golf putter, and /p/
sounds like a go cart puttering along.
2. Let's pretend to drive go carts, /p/,
/p/, /p/. [Pantomime driving go cart] Notice where your lips are?
(Touching lips as they are stuck together). When we say /p/, we blow
air between out top and bottom lips.
3. Let me show you
how to find /p/ in the word leapt. I'm going to stretch leapt
out in super slow motion and listen for my go cart.
Lll-e-e-e-apt. Slower: Lll-e-e-a-pppp-t There it was! I
felt my lips touch each other and blow air out in-between them. I can
feel the go cart /p/ in leapt.
4. Let's try a tongue twister [on chart]. People pulled pranks on poor Polly. Everybody say it three times together. Now say it again, and this time, stretch the /p/ at the beginning of the words. Pppeople pppulled pppranks on poor Pppolly. Try it again, and this time break it off the word: /P/ eople, /p/ ulled, /p/ ranks, on, /p/ oor, /p/ olly.
5. [Have students take out primary paper
and pencil]. We use letter P to spell /p/. Capital P looks like
a golf putter. Let's write the lowercase letter p. Start
at the fence, go straight down into the ditch, come up and put his chin
on the sidewalk.
I want to see everybody's p. After I put 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 /p/ in Thanks or Please? Popsicle
or ice cream?
Joyful or happy? Go or Stop? Rhino or hippo?
Say: Let's see if you can spot the mouth move /p/ in some words. Drive
your go-cart every time you hear the /p/: The, playful, pretty,
kitten, purred, and, patted, my, pants..
7.
Say: Let's read aloud this book by Stuart J. Murphy, called Polly's Pen
Pal.
Ask the children if they know what a Pen Pal is, and then
introduce
Polly's Pen Pal by talking saying, ''A pen pal is
someone from far away that you write letters back and forth too.
You can become great friends, even when you do not see them
often.''
Read book, and then have the students pretend to have a pen pal.
Allow them to write a letter to them and draw a picture to go
along with it.
8. Show PIG and model how to decide if
it is
pig or fig: The P tells me to drive my go cart,
/p/, so this word is ppp-ig, pig.
You try some: PAD: mad or pad? PONG: song or pong? FULL: full or pull?
PORK: fork or pork? MARK: park or mark?
Assessment
9. For assessment, distribute the
worksheet. Students are to draw a line from each of the pigs to a
picture that begins with /p/, and color the pictures that begin with P.
Call students individually to read the phonetic cue words from step #8.
Reference:
Murray, Bruce.
''Brush You Teeth with F''
http://www.auburn.edu/academic/education/reading_genie/sightings/murrayel.html
Assessment
worksheet:
http://www.kidzone.ws/kindergarten/p-begins1.htm