In order for children
to learn how
to read, it is imperative that they are able to identify letters and
phoneme that they make. This lesson will
help children to recognize the letter "w" and its phoneme /w/.
The goal of the lesson is for the students to learn to recognize /w/ in
words by learning mouth moves. The
students will write the upper and lower
case form of w
by my modeling.
- Chart with tongue twister, "When the
weather is warm we will walk with William in the wild woods"
- Primary paper for each student
- Pencil for each student
- Wemberly Worried by Kevin Henkes
with pictures of objects that start with the letter /w/ (ex. whale,
someone walking, waiter, whistle) and some that do not (house,
bike, book, fence).
- Before we
start with our new lesson we are going to review what we have learned
previously. I am going to get them
thinking about the new topic as well as review to see what they
remember from previous lessons. For review we would go over each
letter previously by holding up a card with the letter on it getting
them to say the letter and sound. First we are going to review
some letters that I have on index cards. I want you to tell me
the letter and then the sound that letter makes. For
example, Brooks what is this letter and what sound does it make?
(showing the letter M.) I would go through all of the
letters we have done from previous lessons.
the lesson by explaining that our writing language is a secret code.
The tricky part is learning what letters stand for- the mouth moves it
makes as we say words. We can break the code if we learn that our mouth
moves in different ways when we say different letters.
Today we are going to work on spotting the mouth move /w/. As you become more familiar with it, you will
be able to spot /w/ in a number of words both written and spoken words.
- I am going
to say 'Wacky Wednesday' and I am going to pay attention to the way my
mouth is moving when I say 'Wacky Wednesday'. Model how your mouth
looks when you say the letter w (Lips make a circle). Let's all
say together 'Wacky Wednesday'. Do you
feel the way your mouth moves when you say /w/? Then
have the students practice doing this a couple of times.
- Introduce the tongue
twister that is written on the chart. Let's try the
tongue twister using the /w/ sound. I will
read it one time and then let's try it all together.
"When the weather is warm we will walk with William in the
wild woods". Now, let's say it
together." Point to each word as the children
read them. Now I want everyone to stretch out the /w/
sound. Wwwhen the wwweather is wwwarm wwwe wwwill wwwalk wwwith
Wwwilliam in the wwwild wwwoods. Great job.
- I want everyone to take out a piece of
paper and your pencil. We are going to use
the letter w to spell /w/. We are going to
learn how to write the upper and lower case w.
- First we are going to make an upper
case W. I want you to take your pencil and
place it on the roof of the first line (by this time children will
understand that the top line is the roof, the dashed line is the fence,
and the third line is the side walk on the primary paper). Now,
move your pencil in a slant down to the sidewalk. Next, move your
pencil up to the roof. Take your pencil up to the fence.
Now, take your pencil back down to the sidewalk. Last, take you
pencil back up to the roof. Be sure to give the
instructions slowly and make the w on the board with the children as
you give instructions. I am going to walk
around and see everyone's W.
After I see your paper I want you to write the upper case W five times and then stop.
- Now we are going to learn to write a
lower case w. Place you pencil on
the fence, and now move your pencil down and stop at the
sidewalk. Next, move your pencil up to the fence. Then,
move your pencil back down to the sidewalk. Last, move your
pencil to the fence. Great job! Now, I want you to practice
writing the lower case w five times." Once again give the procedure for writing the letter slowly,
and also monitor the students as they practice.
- Let me show you how to
find the /w/ in the word switch. I am
going to stretch it out in slow motion. I
want you to listen for the /w/ sound. S-s-w-w-i-tch. S-s-w-w there it is. I
heard the /w/ sound in switch.
- I am going to give you
two words and I want you to tell me which word has the /w/ sound. Raise your hand if you know which word it is
and I will call on who ever is sitting very nicely with their hand
- Read Wemberly
Worried by Kevin Henkes. I am going to read you a book today. It is called Wemberly Worried. This
book is about a young mouse that worries about everything. No
matter how happy she is she always worries. Wemberly has to start
her first day of school tomorrow, but she is worried about
something. To find out why she is worried we are going to read
the book. While I am reading the book to you I want you to listen
for words that have /w/ in them. If you hear a word with /w/ in
it, then I want you to say /w/. Talk about the story as we read
it. List the words the students found on
assessment, distribute a sheet with pictures on it and have the
students color the pictures that begin with the /w/ sound and x out the
pictures that do not start with the /w/ sound.
Henkes, K. Wemberly Worried. Greenwillow
Bruce. Mouth Moves and Gestures for Phonemes. http://www.auburn.edu/rdggenie/mouthmoves.html.
Bruce. Wallach and Wallach's
Lauren. Wishy Washy.
Seth. Wiggle Worms. http://www.auburn.edu/academic/education/reading_genie/constr/clarkel.html.
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