mmmm More Muffins Mom!

Mattie Magill 

Emergent Literacy Design



Rationale: In order for children to become successful readers they must first understand that letters stand for phonemes and phonemes stand for spoken words. Before children can match letters to phonemes, they must recognize phonemes in spoken word contexts.  This lesson will help children identify /m/. They will learn to recognize /m/ in spoken words by learning a tongue twister to spot the mouth move /m/. Then they will learn the letter symbol, practice writing it, and find /m/ in words.


Materials: Primary paper and pencil; chart with “Mommy makes me muffins every morning”; m letter cards; book- My M book by Jane Belk Moncure; coloring paper and crayons; worksheets with different pictures



1. Introduce the lesson by explaining that our written language is tricky and that we must first understand that that letters stand for something. I will explain that the alphabet is made up of 26 letters and that these letters make different sounds. Letters stand for the mouth moves we make as we say words. Today we are going to work on spotting the mouth move /m/. We are going to find words that contain the letter m and learn how to write the letter m. My name is Miss Mattie so the mmmm sound and the letter M is my favorite, I hope after our lesson it’s your favorite too!


2. When you eat a warm muffin right out of the oven on a chilly morning you cannot help but say, “mmmmmm.” Let’s rub our belly and practice the, “mmmmm.” By that sound, does anyone know what letter we will be looking for today? “M”.  That is right. What does it look like when we say /m/? Our mouth movements come together and both lips touch slightly.


3. Let’s try a tongue tickler (on chart). Let’s try a silly tongue tickler with our /m/ sound ok.  ”Macy makes marvelous muffins.”  Let’s say it together, “Macy makes marvelous muffins.” Say it together one more time.  Good. Ok now this time lets stretch out our /m/ at the beginning of the words

MMMMMacymmmakes mmmmmarvelous mmmmuffins.”  Great, lets do it again and make sure we are biting down on our muffin.  Now let’s just make the/m/ sound at the beginning and say the rest of the words like this: ”/m/acy /m/akes /m/arevelous /m/uffins.  That’s kind of funny isn’t it? Ok now let’s try it together.



4. (Have students take out primary paper and pencil). We can use the letter m to spell /m/. We are going to write both upper case and lower case. I am going to demonstrate how to write the letter on the chart paper first. To make an upper-case letter m you first go straight down, down the slide, up the slide and down straight. Now let’s try doing it together. I will walk around helping any students that are having trouble. Next we will write a lower-case m. Start at the fence. You first go down, hump around, hump around. Now let’s try doing it together. I will walk around helping any students that are having trouble. Now we will practice writing lower and upper case m’s. I’m going to call out either upper or lower and you are going to have to write it.


5. Let me show you how to find /m/ in the word lamp. I’m going to stretch lamp out in supper slow motion and listen for the mmmm sound. Ll-aa-m-p. Ll-ll-aa-aa-m-m-m… I hear it! I found the mmm sound in the word lamp.


6. Now let’s talk about some words that have an m and make an mmm sound (pass out m letter cards). I’m going to call out some words and I want you to put up your card on the side with the mmm sound whenever you hear the sound mmmm. If you don’t hear the sound, then turn your card on the blank side.

Do you hear /m/in-

frog or mop? MOP

sock or mat? MAT

many or few? MANY

mess or dress? MESS

fine or mine? MINE

7. Read the book My M book; before reading give a book talk; this is a big about all the different words in our language that start with the M sound! Let’s read and explore more about M!

 Talk about our previous words with the /m/ sound. Remember if you have trouble look for remember our YUMMMY sound and think about our muffins. I want us to listen for our /m/ words then talk about some of the words we might have heard. Read the book a second time having the children hold up their m letter cards whenever they hear words with /m/. List their words on the board. Then have each student draw a picture of something that is mmmm good to you and write a message about it using invented spelling.


8. For assessment, I will go around the room and ask students to name a word that we have not talked about in this lesson that has the mmm sound. I will write these words on the board. I could also hand out a paper that has different pictures on it and let the children circle the pictures that contain the mmm sound. Then I will do a review asking children if they hear the m sound in-

Fix or mix?

Man or girl?

March of july?

Rose or Mice?


9. Encouragement and let the students know they did a good job and thank them for working with you and exploring the letter M!




“Yummmmy M”,Emergent Literacy Design by Maria Sanders


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