Emergent Literacy

Mom Makes Marvelous Soup!!!!!


Emergent Literacy

Marquet Core


In order to become fluent, readers must learn the relationships between phonemes and graphemes. In this lesson students will learn how to connect the phoneme /m/ with its grapheme M or m. Students will learn to recognize the phoneme /m/ in spoken and written language. In this lesson, students will use aids such as pictures, gestures, tongue twisters, and decodable texts to help them develop their awareness of the /m/ phoneme.


1. Tongue tickler written on Whiteboard

2. Mouse Mess, by Linnea Asplind Riley

3. Worksheets: attached

4. White board

5. Primary writing paper and pencils

6.Picture cards with words that begin with m and words that do not begin with m, such as marshmallow, chocolate, mouse and cheese, man and lady, money and coins, mother and father, moon, table, noon, midnight


1. Say: “I was eating some hot soup today, and it was so good that I said, mmm mmm!  My mom makes marvelous soup!  So today I want to talk about the letter m.”

2. First, we will review the letters that we have already learned, for example, a, b, p, and e.  As you write the letters on the board, have the students make the sound that each letter makes as a class.  Give examples of a word that starts with each of these letters.  "Magnificent job!  I like the way you came up with those sounds!”

 3. Tell the students that: "Today we are going to learn about the letter m.  I have a special little mouse friend that  (show picture) is going to help us with this letter.  First, let's see what our mouth does when we make the /m/ sound, like in mmmmouse, mmmmoon, and mmmmommy.  Do your lips come together?  Fantastic!!"


4. "Okay now we are going to listen for the /m/ sounds in a pair of words.  I want you to pick out which word in the pair has the /m/ sound.  Let's do one together.  Does mug or bug have the /m/sound?  M-m-m-u-u-g-g or b-b-b-u-u-g-g?  I hear the /m/ sound in mug.  Did you hear it?  Now, you try a few."  Ask students: "Do you hear the /m/ sound mommy or daddy?  Milk or Cookies?  Maybe, or always?


5. Next, I will write the tongue twister on the whiteboard.  Tell the students: "listen carefully, because after I say our tongue twister I want you to say it back to me.  Okay?  Make sure to listen for the /m/ sound in our tongue twister."  The board says, "Marsha the mouse made marshmallow muffins on Monday!!"  I will read the tongue twister to them, emphasizing the /m/ sound.  Then I will have them say it with me, making the /m/ sound on every m word.  Say to the students: "Now you try the tongue twister.  That’s an awesome job of making the /m/ sound, now let’s say it three times together.”


6. I will then have them take out their primary paper and pencil to practice writing their upper and lower case m.  I will first model this on the whiteboard.  "Okay everybody, eyes on me.  Now we are going to go over how to write the letter m.  To make a capital M you start on the rooftop and go down straight through the fence and stop when you get to the sidewalk.  Next, go back to where you started on the rooftop and go down the slide through the fence until you hit the sidewalk and then back up the slide through the fence to the next rooftop.  Finally, go down straight through the fence to the sidewalk and stop."  Tell the students to practice writing ten capital M's and if they have questions to raise their hands for help.  "Now, to make a lowercase m you start on the fence and go down to the sidewalk then back up toward the fence and hump around and down to the sidewalk again."  Have the students write ten more lowercase m's.


7.  I will then read the book, Mouse Mess, by Linnea Asplind Riley "Today we are going to read a really funny book.  This book is about a curious little mouse who always seems to make a mess.  What kind of mess do you think he will make?  We will have to read to find out what happens!  Let's pay extra close attention to words where you hear the /m/ sound.  If you hear the /m/ sound in a word, I want you to pretend you are eating a really tiny piece of cheese, like a mouse would eat.  But we have to be really silent, just like a little mouse.”

8. "Everyone did a great job today!  You showed me what great listeners you can be!"  For assessment, I will pass out the worksheet with pictures on it.  Along with the pictures, the words are spelled of with the exception of the first letter.  If the picture begins with the /m/ sound, the students must attempt to place the letter M on the dotted line.    "Look at each picture carefully and then circle the pictures that start with the letter m."  Great job!


References:  Mouse Mess, by Linnea Asplind Riley

Making Sight Words by Dr. Bruce Murray