Emergent Literacy Design
Rationale:
This lesson will help
children identify /f/, the phoneme represented by
F.
Students will learn to
recognize /f/ in spoken words by learning a memorable and meaningful
representation (flag flying) and the letter symbol
F, practice finding /f/ in
words, and apply phoneme awareness with /f/ in phonetic cue reading.
Materials:
Chart with ''Fred's fantastic french fries are full of flavor''
Dr. Seuss's One Fish Two Fish Red Fish Blue Fish (Random House, 1960)
word cards with FIX, RAKE, FRY, HIVE, FORK
construction paper
craft sticks
tape
assessment worksheet.
Procedures:
1. Say: Our written
language is a secret code.
The tricky part is learning what letters stand for - the mouth
moves we make as we say words. Today we're
going to work on spotting the mouth move /f/. We spell /f/ with letter
F.
F
looks like a flag, and
/f/ sounds like a flag flapping in the wind.
2. Let's pretend a flag is flapping in the
wind, /f/, /f/, /f/. [Pantomime a flag flapping with your hand] Notice
where your top teeth are? (Touching lower lip). When we say /f/, we
blow air between out top teeth and lower lip.
3. Let me show you how to
find /f/ in the word
flag. I'm going to stretch
flag
out in super slow motion
and listen for my flapping flag. Fff-ll-aa-gg. Slower: Fff-ll-a-a-gg.
There it was! I felt my teeth touch my lip and blow air. I can feel the
flapping flag /f/ in
flag.
4. Let's try a tongue twister [on chart]. " Fred's fantastic french
fries are full of flavor." Let's say it three times together. Now
say it again, and this time, stretch the /f/ at the beginning of the
words. "Fffred's fffantastic fffrench fffries are fffull offf
ffflavor." Try it again, and this time break it off the word: "/f/
red's /f/ antastic /f/ rench /f/ ries are /f/ ull o /f/ /f/ lavor.
5. [Have students take
out primary paper and pencil]. We use letter
F
to spell /f/. Capital F looks like a flag. Let's write the
lowercase letter
f. Start just below the
rooftop. Start to make a little c up in the air, then straighten it out
all the way down to the sidewalk. Then cross it at the fence. I want to
see everybody's
f. After I put a star 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 /f/ in
work
or
fun?
Fan
or pan?
On
or
off?
Right
or left?
Stiff
or
sore? Say: Let's see if you can
spot the mouth move /f/ in some words. Flap your flag if you hear /f/:
Frank, is, funny, when,
he, flies, his, flamingo, kite.
7. Before
reading the book, have students construct a flag out of construction
paper and a craft stick.
Students should write the letter F on their flag and can color
their flags. Say: Let's look at this book,
One Fish Two Fish Red
Fish Blue Fish.
I'll read the book to
you, and when you hear /f/, wave your flag.
8. Show FIG and model how to decide if it
is fig or pig: The F tells me to flag my flag, /f/, so
this word is fff-i-g, fig. You try
some: FIX: fix or mix? RAKE: rake or fake? FRY: fry or dry?
HIVE: hive or five? FORK: fork or
pork?
9. For
assessment, distribute worksheet. Students
are to circle the pictures that start with /f/.
Students can color their worksheet.
Display in class.
Reference:
One Fish Two Fish Red Fish Blue Fish by Dr. Seuss. New York: Random House, 1960.