Popping Popcorn with P

Emergent Literacy Design

Brooke Whitlock

 

Rationale:   This lesson will help students to indentify the phoneme /p/.  It is represented by the grapheme p and P.  It is important for students to be able to recognize phonemes that the individual letters make.  They must learn this before they can recognize letters in words.  The students will make a meaningful connection to /p/, so that they can remember the sound.  They will practice the sound by completing some activities that require them to pick out /p/ in spoken and written words.  The students will also practice writing the graphemes p and P.

Materials:  

Primary paper

Pencils

Crayons

Worksheets

Tongue twister chart

Note cards with PILL, PAD PICK

 Procedures:

1.  Say:  Today we are going to work on spotting the mouth move /p/.  We spell /p/ with the letter P.  P looks like a tongue sticking out of a line when you write it.  /p/ sounds like pop corn popping.

 

2.  Lets pop some pop corn��� /p/, /p/, /p/.  (Make popping motion with hands).  Notice how your mouth pops open when you say /p/.

 

3.  Let me show you how to find /p/ in the word pig.  I am going to stretch pig out in super slow motion and listen for my mouth to pop like popcorn.  Pppp-i-i-gg.  Slower: Pppp-i-i-i-ggg.  There it was!  I felt my lips pop open to make a /p/ sound when I say pig.

 

4.  Let���s try a tongue twister (on chart).  ���Peter punches puffy pillows.���  Everybody say it three times together.  Now say it again, and this time, stretch the /p/ at the beginning of the words.  ���Pppppeter ppppunches ppppuffy ppppillows.��� Try it again, and this time break it off the word: ���/p/eter /p/unches /p/uffy /p/illows.���

 

5.  (Have students take out primary paper and pencil.  We use letter P to spell /p/.  To draw a capital P, we draw a straight line down from the roof top to the side walk.  Then at the rooftop give the line a tongue or backwards c.  After I look at your P and put a sticker on your paper, I want you to practice by writing ten capital Ps  on your own.

 

6.  Call on students to answer and tell how they knew:  Do you hear /p/ in pool or water?  In pillow or bed?  In power or weak?  Say: Let���s see if you can spot the mouth pop /p/ in some words.  Make your popping motion if you hear /p/:  Pickle, pour, buggy, plenty, cat, dog, pill, funny, pink, sour.

 

7.  Show PIG and model how to decide if it is pig or dig.  The P tells me to pop my mouth open, /p/ so this word if pppp-ig.  You try some: PILL: pill or dill?  PAD: sad or pad?  PICKLE:  pickle or tickle?

 

8.  For assessment, distribute the worksheet.  Students are to complete the partial spellings and color the pictures that begin with P.  Call students individually to read the phonetic cue words from step #8. (see attached)

 References:

Murray, Bruce--Brush Your Teeth with F http://www.auburn.edu/academic/education/reading_genie/sightings/murrayel.html

 Adams, M.J. (1990) Beginning to Read: Thinking and Learning About Print.  Center for the study of Reading and the Reading Research and Education Center, University of Illinois at Urbana-Champaign.

http://www.kidzone.ws/kindergarten/p-begins2.htm

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