Penelope, the Precious Pig
Emergent Literacy
Rationale: Knowledge of letters and phonemic awareness have been found to bear a strong and direct relationship to success and ease of reading acquisition. Since letter recognition and grapheme-phoneme awareness is so important to beginning readers, this lesson will concentrate on introducing and improving both with the letter p. In the lesson, the students will be able to write uppercase and lowercase p’s and identify /p/ in spoken words.
Materials: poster board with an uppercase and lowercase p on it, chart with Penelope, the precious pig, painted purple polka dots on her pink purse, chart paper, primary paper, paper to make class book, markers, picture cards with p and non-p words (pie, house, pumpkin, dog, penguin, tree, pirate, clown), worksheet with p and non-p objects (puppet, popcorn, sandbox, marker, pancakes, banana ), and Pam and Pat Pop Popcorn.
Procedures:
1. I will review
previous learned
letters and the sounds they make before teaching the new letter by
saying: Who
remembers what sound the letter A makes? Who remembers what sound the
letter E
makes? Who remembers what sound the letter I makes?, etc. Introduce the
lesson
by explaining that the alphabet is a secret code and that the hard part
is learning
what sound each letter stands for and how the mouth moves for each
sound. Today,
we are going to learn about the letter p and the sound it makes. Can
anyone
tell me what sound p makes? If they are correct, say: That is exactly
right! A
p makes a /p/ sound. When we say the /p/ sound, our lips push together
and then
open up to let a rush of air come out of our mouths. It sounds kind of
like
popcorn when it is popping in the microwave. Let’s see if you can make
the /p/
sound like popping popcorn (and also have them pop up out of their
seats like
popping popcorn). Repeat after me: /p/. Good job!
2. Now, I am going to
say a tongue
twister that has p’s in it [on chart]. Pop up like popcorn when you
hear the
/p/ sound. Penelope, the precious pig,
painted purple polka dots on her pink purse. Now,
repeat it after me. Let’s say it one
more time. Okay, now, we are going to say it again and stretch out the
/p/ in
each word. Model to the students and then have them do it themselves.
Ppppenelopppe,
the pppprecious ppppig, pppainted pppurpppple pppolka dots on her
pppink
pppurse. Now, let’s break it off the word. Model and then have them do
it.
Great job!
3. Now that we know
what a p
sounds like and can hear it in words, we’re going to learn what it
looks like
and how to write it. Pass out primary paper to students. Show them the
poster
board of what a p looks like. Then, show them on chart paper how to
write p’s
how to write an upper and lowercase p and verbally walk through the
process. Now, you try it. Still verbally
explain while they are writing it. Now, write 5 uppercase p’s and 5
lowercase
p’s. Go around the room to make sure they are writing them correctly
and help
them if they are having trouble.
4. I’m going to say
some words,
and if you hear the /p/ sound, pop up like popcorn. Say: pancakes,
chocolate,
pizza, flower, princess. Go over the words that have the /p/ sound by
stretching it out.
5. I’m going to show
you some
pictures. If you hear the /p/ sound for an object, pop up like popcorn.
Show
pictures of pie, house, pumpkin, dog, penguin, tree, pirate,
clown. Go over each one and stretch out
the /p/ sound in the p
words.
6. Now, we’re going to
play a
game. I am going to say two words. One will have a /p/ sound and the
other
won’t. Pop up on the words that have the /p/ sound. Do you hear /p/ in
pink or
blue? Bag or purse? Pencil or maker? Pickles or lettuce? Cow or pig? Go
over
each.
7. Read Pam
and Pat Pop Popcorn and have them pop up like popcorn when they
hear the /p/ sound.
8. Now, we are going
to come up
with sentences that have p words in them. Come up with a sentence that
has at
least 2 p words in it, but try to have as many p words as you can. Once
you
come up with one, share it with the person next to you. I will also
call on a few
students to share with the class. Now that we have thought of the
sentences, we
are going to write them down and draw a picture that goes with it.
Then, I will
put every student’s sentence and picture together in a class book.
Encourage
them to use inventive spellings and to be very creative. Go around the
room
helping them with their sentences if they need it.
9. For assessment,
have the
students complete a worksheet that has pictures of p and non p words
(puppet,
popcorn, sandbox, marker, pancakes, banana) and have them circle the p
words.
References:
Murray,
Bruce. "Example of Emergent Literacy Design: Sound the Foghorn". http://www.auburn.edu/academic/education/reading_genie/connect/murrayel.html
Marsden,
Brigette, Precious Pigs. http://www.auburn.edu/academic/education/reading_genie/navig/marsdenel.html
Harrington,
Meagan. P is for Popcorn.
http://www.auburn.edu/academic/education/reading_genie/encounters/harringtonel.html
.