Roar with Tigers
Emergent Literacy Design
Rationale: This lesson will help children identify /r/, the phoneme represented by R. Students will learn to recognize /r/ in spoken words by learning a meaningful representation (roaring) and the letter symbol R, practice finding /r/ in words, and apply phoneme awareness with /r/ in phonetic cue reading by distinguishing rhyming words from beginning letters.
Materials: Primary paper and pencil; chart with "Robert ran into Rex the rabbit"; drawing paper and crayons; Dr. Seuss's ABC (Random House, 1963); word cards with RAN, TUG, RACE, RIB, LIGHT, MAKE; assessment worksheet identifying pictures with /r/ (URL below).
1. Say: our written language is a secret code. The tricky part is learning what letters stand for--the mouth moves we make as we say words. Today we're going to work on spotting the mouth move /r/. We spell /r/ with letter R. R looks like a tiger with an open mouth roaring, and /r/ sounds like what a tiger makes when it is roaring.
2. Let's pretend to roar like a tiger, /r/, /r/, /r/. (Pantomime making tiger claws with your hands.) Notice how mouth is? (Touching mouth). When we say /r/, we blow air between our top and bottom teeth.
3. Let me show you how to find /r/ in the word rag. I'm going to stretch rag out in super slow motion and listen for my r…r good. Rrr-a-a-g. Slower: Rrr-a-a-a-g-g. There it was! I felt the air come out my mouth between my top and bottom teeth. I can hear myself say /r/ in rag.
4. Let's try a tongue twister (on chart). "Robert ran into Rex the rabbit." Everybody say it three times together and make tiger claws each time you hear /r/. Now say it again, and this time, stretch the /r/ at the beginning of the words. "Rrrrrobert rrrran into Rrrrrex the rrrrrrabit." Try it again, and this time break it off the word: "/R/obert /r/an into /R/ex the /r/abbit."
5. (Have student take out primary paper and pencil). We use letter R to spell /r/. Capital R looks like a tiger with an open mouth roaring. Let's write the lowercase letter r. Start at the fence, draw a line down to the sidewalk, then trace back up the fence. Before you get to the top, make a hump up to the fence then go down towards the sidewalk but not all the way, stop a little past the fence. Now I want you to make nine more just like it.
6. Call on students to answer and tell how they knew: Do you hear /r/ in road or sidewalk? Roof or window? Rug or wood? Rain or shine? Say: Let's see if you can spot the mouth move /r/ in some words. Make tiger claws when you hear /r/: cup, role, cat, rich, book, ride, dog, rose.
7. Say: "Let's look at an alphabet book. Dr. Seuss's ABC book tells us all about the different letters of the alphabet." Read page 42 and 4, drawing out /r/. Ask children if they can think of other words with /r/. Ask them to make up a silly creature name like Rosy Robin Ross. Then have each student write their silly name with invented spelling and draw a picture of their silly creature. Display their work.
8. Show RAN and model how to decide if it is ran or tan: The R tells me to make tiger claws and blow air between my top and bottom teeth, /r/, so this word is rrrrr-an, ran. You try some: TUG: rug or tug? RACE: race or lace? LIGHT: right or light? RIB: rib or bib? MAKE: rake or make?
9. For assessment, distribute the worksheet. Students are to complete the partial spellings and color the pictures than begin with R. Call students individually to read the phonetic cue words form step 8.
Bruce Murray Toothbrush design.
Geri Murray's Design
Dr. Seuss's ABC Book. Written by Dr. Seuss. Published 1960.
Assessment Worksheet: http://www.kidzone.ws/kindergarten/r-begins1.htm
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