Emergent Literacy
Purple Penguins and Popping
Popcorn
Emergent Literacy
Rationale:
Before students can learn to read or spell words they have
to be able to associate letters with the individual phonemes they stand
for.
Phonemes are vocal gestures or mouth movements that correspond with a
letter.
Children need to learn to recognize phonemes in spoken contexts, before
they
match phonemes to letters. In this
lesson, students will learn to identify the sound and spelling of
/p/.
Materials:
-Tongue twister
on chart paper: "Patty the purple penguin made puffy popcorn for Pam
the
playful pink pig."
-Primary paper
(for each child)
-Pencils (for
each child)
-Picture cards
(puzzle, top, pencil, pie, nap)
-If You Give a Pig a Pancake by Laura Numeroff
Publisher: HarperCollins Children Books, 1998
-Picture worksheet for assessment
(pictures: book, pen, dog, cat, penguin, pig, pizza, fish, cup, mouse,
pie)
Procedure:
1. Introduce the
lesson to the
students by explaining that we are going to learn a new letter and the
sound
that letter makes. "First, we have to pretend we are detectives. We
need to
figure out what movements our mouth makes when we say /p/. It may be
tricky to
spot the mouth movement for /p/, but soon you'll be able to find the
/p/ sound
in lots of words!"
2. "To make the sound /p/ your mouth
moves a certain way. Your lips start pressed together, and your mouth
pops
open."Model how to make /p/ with your mouth. "I love to eat popcorn.
When you
make popcorn it makes the p sound."Demonstrate making popcorn by
opening and
closing your fists and saying /p/. "Let's all make popcorn. /p/ /p/
/p/."
3. "Now, let's try to pop the p
sound in these words. Repeat after me." Say each word once, and then
repeat it
with the students: pizza, plate, pig, purple. Emphasize the /p/ sound
in each
word, and make the 'popcorn' motion with your fist on the /p/ sound.
"Good job!
Now let's try a tongue twister with lots of p's!
Say it with me."Point to the words on the chart as you say each word:
Patty
the purple penguin made puffy popcorn for Pam the playful pink pig.
"Let's read
our tongue twister again two more times, but lets but our popcorn pop
when we
say /p/." "Now we are going to do it again and hold the /p/ sound at
the beginning
of the words. Ppppatty the ppppurple ppppenguin made ppppuffy
ppppopcorn for
Ppppam the pppplayful ppppink ppppig. We are going to try it one more
time, but
we are going to break the /p/ sound away from the word: /p/ atty the
/p/ urple
/p/ enguin made /p/ uffy /p/ opcorn for /p/ the /p/ layful /p/ ink /p/
ig."
4. "As detectives I am going to need
your helping finding the /p/ sound in these words. When you hear the
/p/ sound
I want you to pop your popcorn with your hands." Hold up pictures one
at a time
saying the corresponding word. Stretch out each word so the /p/ sound
is clear.
Pictures: puzzle, top, pencil, pie, nap.
5. "I need you guys to do some more
detective work. Do you hear /p/ in peach or banana?" Call on a student
who is
raising there hand to answer and explain how they knew to the class.
Down or
up? Cup or mug? Play or run? Tug or push?
6. "The letter p is going to help us spell
/p/." Have the students get out primary
writing paper and a pencil. "To write a p
put your pencil on the fence, go straight down to the ditch, come up
and put
his chin on the sidewalk. I'm going to check your work, and then you
can practice
writing eight more just like it. Now you will know how to write a p in a word that has the /p/ sound!"
7. "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 then the pig wants syrup which makes her all sticky. The pig takes
a bath
and wants a rubber duck. The pig has lots of energy and wants more and
more
things. Do you think the little girl can keep up with the pig?" "As I
read the
story, be good detectives and listen for all of the /p/ sounds. When
you hear
/p/ remember to pop popcorn with your hand." Read If You Give a Pig
a
Pancake.
8. To assess the students individual
understanding of the phoneme /p/ give each student a page with
different
pictures on it. Some of the pictures will begin with p,
others will not. Have the students say the name of each picture
to there self the color each picture that starts with a p.
References:
Frey, Katheryn. "Purple Polly Platypus". http://www.auburn.edu/academic/education/reading_genie/invent/freyel.html