“Yu-MMMM-y”
Emergent
Literacy Lesson
Tiffany Taylor
Rationale:
Prealphabetic readers must first be aware of and familiar with
phonemes
before
being expected to beginning using the alphabetic code. This lesson will
focus
on the consonant sound /m/ in words. The concentration will be
phonemic, but
the grapheme M will be present to give connection.
Materials:
- M&M candy
- Mama, do you love me? By: Barbara M. Joose
- Primary paper
- Pencils
- Worksheet that has pictures of objects that begin with /m/.
- Chalk
- Chalkboard
Procedure:
- Explain to students that writing is a
special code, and to read the code you must know what sound each letter
represents. Today we are going to work on spotting the sound that the
letter M makes.
- Ask students: When you eat something
really good what do you say? Mmmm. Let’s pretend we are eating
something really good and say /mmm/ and rub your tummies.
- Let’s try a tongue twister. “My mama
makes me milkshakes on Mondays.” Everybody
say it three times together.” Now say it again and stretch out the /m/
at the beginning of the words and rub your tummy every time you hear
the /m/ sound. “MMMy mmmama mmmakes mmme mmmilkshakes on mmmonday.” Pass out M&M’s
and have the kids find the m on the M&M. Then tell them to eat it
and make the mmm sound. (If you have a child that can not have
chocalate you can use marshmellows and make a "mini marshmellow man"
- {Have children take out primary paper
and pencil} Draw the three lines on the board like the primary paper.
Model writing the upper case letter first then the lower case letter.
Say: Start at the sidewalk draw straight up to the roof, then draw back
down to the sidewalk at a slant. Next go back up to the roof, then back
down to the sidewalk. For the lowercase letter, start at the fence line
draw straight down to the sidewalk, and then start going straight back
up and curve around the fence line. Next follow the curve straight back
to the sidewalk again start going straight back up and curve around to
the sidewalk and follow it straight down to the sidewalk. Never pick up
your pencil. Have students practice writing UPPER and lowercase M in
rows on their primary paper. Observe each student’s writing to make
sure they are writing correctly.
- Have whole class clap when they hear
the /m/ sound. Ask: Do you hear /m/ in man or boy? Mouth or nose? Sam
or son? Ram or run? Etc…
- Read Mama, Do you love me? And have
the kids rub their tummies when they hear the /m/ sound.
- Have students write down their
favorite food that makes them say mmm. Talk about what the kids write,
and see if anybody has a favorite food that has the /m/ in it.
- To assess the students understanding I
will create a worksheet with objects that begin with /m/ and have them
circle the correct pictures. Some examples are listed below:
map
monkey
mop
Refrences:
