“Lucky Horseshoe n”

Emergent literacy lesson

By: Haley Hunt

hh horeseshoe

Rationale: This lesson will help children identify /n/, the phoneme represented by N.  Students will learn to recognize /n/ in spoken words by learning a meaningful representation (by slapping your knee) and the letter symbol n, practice finding /n/ in words, and apply phoneme awareness with /n/ in phonetic cue reading by distinguishing rhyming words from beginning letters (nice and mice.)

Materials: Primary paper and pencil; chart with “Natalie thought ned was nice” ; Drawing paper and crayons; Dr. Suess ABC (Random House 1963); word cards with NOT, FIX, MEET, NICE, PARK, NEAR; assessment worksheet identifying pictures with /n/.

Procedures 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 /n/. We spell /n/ with letter N. n looks like a horseshoe, and sounds like what you say when you say N….nnnice !

2. Let’s pretend to throw the horseshoe /n//n//n/. Notice where your lips are touching? (open lips for n). When we say /n/, we open our lips and let the air come out of our nose. You can hear the difference in the nasal action.

3. Let me show you how to find. /n/ in the word knock. I'm going to stretch knock out in super slow motion and listen for my n..nn good knock. Slower: Knock. There it was! I felt my lips apart and the air coming out as I said knock.

4. Let’s try a tongue twister {on chart} “Nine nice night nurses were nursing nicely.” Everybody say it three times and pat you knee when you hear the /n/ . Now say it again and stretch the /n/ at the begging of the words “ Nnnnnine nnnnice nnnight nnnurses were nnnursing nnnnicely.” Try it again and break off the words. “/N/ine /n/ice /n/ight /n/urses were /n/ursing /n/icely.

5. Have students to take out primary paper and pencil. We use letter N to spell /n/. Capital N look like a half of an m. Let’s write the lower case letter n, that looks like a horseshoe. 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 trace down to the sidewalk. DO that once more and you have little n. After I put a smile on it, I want you to make nine more just like it.

6. Call on students to answer and tell how they knew; Do you hear /n/ in nice or mice? Nose or rose? Need or mow? New or old? Say: Let’s see if you can spot the mouth move in /n/ in some words. Pat your knee when you hear/n/ new,nat, horse, farm, note, fox.

7. Show new and model how you decide if it is new or show? Then tell me to throw my horse shoe that looks like the lowercase n. You try some : NOT or FIX, MEET or NICE,PARK or NEAR.

8. For assessment, distribute the worksheet. Students are to complete the partial spelling and color pictures with them. Call students individually to read the phonetic cue words from step 7.



Mmmmmm, mmmmm good with M









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