Popping Popcorn with P
Emergent
Literacy Design
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.