No,
Nick!
Emergent
Literacy Lesson
By: Alexis
Ogubie
Rationale:
Children
must first learn
that letters stand for phonemes and must recognize that each letter
helps to
create words. It is also important for
children to understand how to listen and identify beginning sounds in
words in
an attempt to gain letter recognition.
This lesson will help children identify the letter n /n/. They
will also learn to recognize /n/ in
spoken words by learning a letter symbol and then practice finding /n/
in
words.
Materials:
Procedures:
1. The
teacher introduces the
lesson by explaining that language that a secret code and that we all
must
first learn to recognize what each letter stands for.
Today
we are going to talk about the letter /n/ (n=n).
Show the students the chart with the letter n
written on it. Now ask what
sound / n/ makes.
2. Let
the students practice
the ''nnnn'' sound until they get comfortable. Next, ask a student to
tell you
the movements their mouth makes as they try pronouncing the sound. Be sure to point out that your tongue presses
against the roof of your mouth as you exhale and the sound comes from
your
throat.
3. Ask
students,''What is
the opposite of yes'' After they say ''no'' praise
them
and say
that ''no'' starts with the letter n and every time we hear that sound
we are
going to wave our finger as if we are saying ''no, you can't do that.''
4. Bring
out poster with
Tongue Twister on it. Now we
are going to practice a tongue
twister using the /n/ sound. I am going
to say it first and then we will say it together. Listen,''Nnnno
Nnnnick it's nnnnot nnnnice to nnnag Nnnellie'' Now let us say it
together slowly, paying close
attention to
the /n sound. Remember to use hand gesture as you are saying the
tongue
twister.
5. Next, the
students will
practice writing
the letter n. Students now should take out primary paper and
pencil and
model what you do. First,
I am going to model and
then I want you to try. To make a
capital N you go down
straight, down the slide, down straight. To make
a
lowercase n, you go down, up and hump over. Now let me see
you try
on your paper.
Allow
them to practice making the letter n along a line of primary paper.
6.
Phoneme practice. Hold up
pictures of items that have a /n/ and you and the students say its name
and
determine whether it has an ''n'' in its name; there will be pictures
that do
not have the /n/ phoneme. I have some pictures I want you to look
at. I want you to say the object name with me
and then let me know if it
has the letter /n/ by raising your hand.
For example, I hold up a picture of a nail, this is a nail and
it begins
with the letter n, so I will raise my hand; does everyone understand?
This
can serve as a type of informal assessment to see how many of the
students
understand the concept.
7.
At this point, I
will have
students listen as I read the story ''No David!'' Before I start,
I will
give a book talk. We are going
to read a story about a little boy named David. He
is a troublemaker and his mom always has
to tell him no or to stop. Will David ever stop getting in trouble?
During
the reading, ask the students to use the hand gesture every time we
hear the
/n/ sound in a word.
Assessment:
The students will be
given a
worksheet with
pictures of items that contain the letter n. There will also be
items
that do not begin with the letter n. They are to color only the
items
that begin with the letter n.
References:
Murray,
Bruce. The ReadingGenie http://www.auburn.edu/academic/education/reading_genie/
Coleman
Ellis,
Nothing but Nests. http://www.auburn.edu/academic/education/reading_genie/catalysts/ellisel.html
Shannon,
David. (1998) No David! Scholastic.
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