Rational:
Students need to learn to distinguish individual
sounds, or phonemes in order to associate sounds with letters. This
association leads to children learning to blend words during reading
and segment words during writing. In this lesson, students will
learn to identify /p/ in spoken and written words.
Materials:
1 Sheet of primary paper per child
1 Pencil per child
Tongue twister on chart paper: “Polly penguin peeked at Patty’s purple
petunias”.
Word list for phoneme finding: Jelly, Skip, Fish, Ball, Puppy, Dog,
Camp, Purple, Jet, Pet, Girl, Soap
Assessment worksheet (pictures: pizza, rocket, balloons, pumpkin, bike,
pencil, dog, penguin, football, puzzle.
If You Give a Pig a Pancake
By: Laura Numeroff
Publisher: HarperCollins Children Books,
1998
Smartboard (or chalkboard)
Teaching Procedures:
1. Introduce the lesson by explaining that our language is made up of
different sounds. “Each of these sounds has a special mouth move that
is made as the sounds are said. Like detectives we need to find out
what movements our mouth makes when we say /p/. It may be hard at first
to spot the /p/ mouth movement, but it won’t take long before you are
finding the /p/ sound in lots of words.”
2. “Today we are going to be learning a new mouth move, /p/. To make
the /p/ sound, close and press your lips together. Then quickly pop
open the lips to let out a puff of breath. Demonstrate how to make the
/p/ with your mouth.”
3. “I love to eat popcorn! Have you ever heard popcorn cooking in the
microwave? It makes a popping noise that sounds like our /p/ sound. Use
a hand movement to model popcorn popping. Start by making a fist with
hands and then rapidly opening them as if they are popping open while
saying /p/. Repeat a couple of times with the students joining in.”
4. “Let’s try to pop the p sound in this silly tongue twister. Point to
the words on the chart as you say each word: Polly the penguins peeked
at Patty’s purple petunias. Repeat with the students. We are now going
to do it again while holding the /p/ sound at the beginning of the
words. Ppppolly the ppppenguin ppppeeked at Ppppatty’s ppppurple
ppppetunias. We are going to do it one more time, but this time we are
going to break the /p/ sound away from the word: /p/ olly the /p/
enguin /p/ eeked at /p/ atty’s /p/ urple /p/ etunias. That was a great
job!!”
5. “Since your detectives you’re going to have to help me find the
missing /p/ sound in these words. I am going to read you a list of
words and when you hear the /p/ phoneme in a word you’re going to need
to pop up out of your seat and then seat back down again. Let’s get to
popping- Jelly, Skip, Fish, Ball,
Puppy, Dog, Camp. Purple, Jet, Pet, Girl, Soap”
6. “I need y’all for some more detective work. Listen carefully and
help me find out which words have the /p/ sound. It might come at the
beginning or the end so you’re going to need to be good detectives and
listen for clues. Do you hear /p/ in pig
or cow?” Select a student who
is listening and has their hand raised ready to answer questions. The
student should explain their answer. “Stop
or Go? Penny or Nickel? Cup or Mug? Down or Up? Cap or Hat?”
7. “The letter p represents /p/ and is going to help us spell.”
Students should get a sheet of primary paper and a pencil. I will model
the correct way to write the letter p
using the Smartboard. “To write a p
start with your pencil on the fence, go straight down into the ditch,
come up and put his chin on the sidewalk. Now you are going to practice
writing the letter p. I will
be coming around the room to check your work and once your work has
been checked you can practice writing it 5 more times.”
8. “What do you think this book will be about from looking at the
cover? What do you think would happen if you gave a pig a pancake? In
this story a little girl gives a pig a pancake and of course the pig
wants syrup to go with it which makes her very sticky. The pig then
takes a bath and wants a rubber duck. Once the pig gets one thing he
wants another. He keeps wanting more and more. Do you think the little
girl can keep up with the pig and keep giving him wants he wants? Let’s
read and find out. While I am reading the story be good detectives and
listen for all the /p/ sounds. When you hear /p/ remember to pop
popcorn using your hand. Read If You
Give a Pig a Pancake.”
9. To access the individual students understanding of the phoneme /p/
give each student a page with different pictures on it. The pictures
will have some words that will begin with p and others will not. The
students should say the names of each picture to there self and then
they should color each picture that starts with a p. The pictures will
be pizza, rocket, balloons, pumpkin, bike, pencil, dog, penguin,
football, puzzle.
References:
Blevins, Wiley. Phonics from A to Z:
A Practical Guide. New York, Scholastic, Inc.1998. 30, 59.
Murray, Bruce. Sound the Foghorn.
http://www.auburn.edu/academic/education/reading_genie/navig/murrayel.html
Stephan, Erin. Purple Penguins and
Popping Popcorn. http://www.auburn.edu/academic/education/reading_genie/encounters/stephanel.html
Click Here to Return to the Voyages Page
