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Emergent Literacy

     LLLLIGHT SABER L

                    


                                     Emergent Literacy

                             Cherika Hudmon

 

Rationale: This lesson will help children identify /l/, the phoneme represented by L. b Students will learn to recognize /l/ in spoken words by learning a meaningful representation (light saber) and the letter symbol L, practice finding /l/ in words, and apply phoneme awareness with /l/ in phonetic cue reading by distinguishing rhyming words from beginning letters.c

Materials: Primary paper and pencil; chart with "Lisa lost the lemon for the lizard Lenny loved"; drawing paper and crayons; Dr. Seuss's  Oh, the thinks you can think!”(Random House, 1975); word cards with LONG, FIGHT,  ROOM, LAKE, LAND, and ROOM; assessment worksheet identifying pictures with /f/ (URL below).d

Procedures:e 1. Say: Today we will learn about the letter “l”. We are going to learn what it “l” looks like, what it sounds like, how to make our mouth say it, and how to write it. Let’s start by spotting the mouth move /l/. We spell /l/ with letter L. L looks like a light saber, and /l/ sounds like a light saber.

2. Let's pretend to use our light saber, /l/, /l/, /l/. [Pantomime moving your light saber] Notice what your tongue does? (Touching roof of mouth). When we say /l/, we put our tongue at the top of our mouth and use our voice to make out the sound “lll”.

3. Let me show you how to find /l/ in the word left. I'm going to stretch left out in super slow motion and listen for my light saber. Lll-e-e-eft. Slower: Lll-e-e-e-fff-t There it was! I can feel the movement of my light saber.g

4. Let's try a tongue twister [on chart]. "Lisa lost the lemon for the lizard Lenny loved." Everybody say it three times together. Now say it again, and this time, stretch the /l/ at the beginning of the words. " Llllisa lllost the lllarge lllemon for the lllizard llleny llloved." Try it again, and this time break it off the word: "/l/ isa /l/ ost the /l/ arge /l/ emon for the /l/ izard /L/enny /l/ oved.h

5. [Have students take out primary paper and pencil]. Capital L looks like a lowercase l with a shoe on. Let's start by writing the lowercase letter l. Start just at the rooftop and take your pencil all the way down to the sidewalk. For capital L, you do the same thing but after you bring your pencil to the sidewalk, you want to make capital L go around the corner. You do this by bringing your pencil over the sidewalk like this. After showing how to make a capital L, ask the students to make nine more just like it.i

 6. Call on students to answer and tell how they knew: Do you hear / in tiger or lion? camp or lamp? Light or night ? Lift or drop? Take or lake? Say: Let's see if you can spot the mouth move /l/ in some words. Use your light saber if you hear /l/: desk, life, tall, fly, the, low, green, star, blue, car..h

7. Say: "Let's look at our book. Dr. Seuss uses words with the letter l and also has words that rhyme. Read page 12, drawing out /l/. Ask children if they can think of other words with /l/. Ask them to think of a word and a word that rhymes with it like Dr. Seuss did with long and zong. Then have each student write their two words with invented Display their work.h

8. Show LOG and model how to decide if it is log or dog: The L tells me to use my light saber, /l/, so this word is lll-og, log. You try some: LONG: long or song? LIGHT: light or fight? LAND: land or sand? LOOM: loom or room? LAKE: fake or lake?

9. For assessment, distribute the worksheet (URL below). Students are to complete the partial spellings and color the pictures that begin with L. Call students individually to read the phonetic cue words from step #8.k

References:

Seuss, Dr. Oh, The Thinks You Can Think! New York: Beginner, 1975. Print.

Dr. Murray’s Hand Gestures for Phonemes: http://www.auburn.edu/academic/education/reading_genie/gestures.html

Dr. Murray’s How to teach Letter Recognition: http://www.auburn.edu/academic/education/reading_genie/letters.html

Lick Your Lollypop With L by Kelly Meyer: http://www.auburn.edu/academic/education/reading_genie/awakenings/meyerel.htm

Tongue Ticklers: http://teachers.net/mentors/buildingblocks/topic998/11.01.05.17.41.30.html

 Assessment worksheet: http://www.kidzone.ws/kindergarten/l-begins2.htm

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