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Emergent Literacy: Mmmm Yummy!

Mmmm Yummy!

Emergent Literacy Design

CTRD 3700



Rationale: This lesson aims to help student identify /m/, the phoneme represented by the letter M. Students will learn to recognize /m/ in spoken words by learning a meaningful representation, (rubbing their stomach and saying mmm-mmm yummy). Students will learn the letter symbol M by writing it, finding /m/ in words. Lastly, students will apply phoneme awareness with /m/ in phonetic cue reading by distinguishing rhyming words from beginning letters.

 

Materials: Primary paper, pencil, poster board with the phrase, “My Mom makes marvelous muffins”, poster with the letter M, white board, dry erase markers, “If you Give a Moose a Muffin” by Laura Numeroff

 

Procedures:

 

1. Start the lesson by telling students, “In our language, our spoken and written words are made up of many different letters. For every letter in our alphabet, we move our mouth in a different way to say that letter or word. Today we are going to learn the mouth move /m/. The mouth move /m/ is spelled with the letter M (show students the poster with the letter M).”

 

2. Show students the letter M poster and say, “ /m/ is the sound we make when we eat something very yummy and rub our stomach”. Say “Mmm-Mmm yummy”, while rubbing your stomach. “ Now I would like everyone to say “Mmm-Mmm yummy” and rub your tummy.” Allow class to do this a few times then say, “Did anyone notice what your mouth did when you said Mmm-Mmm?” “When we say /m/, we press our lips together, and it makes the /m/ sound.”

 

3. Teach students how to find /m/ in words by saying, “Now I am going to show you how to find /m/ in words. For example I will use the word ham, I am going to stretch ham out and say it very very slow. I would like everyone to listen for the /m/, like we heard when we said Mmm-Mmm yummy. Hhhh-aa-mmmm, did anyone else hear the /m/? I pressed my lips together, and produced the /m/ sound.

 

4. Take out the poster with the saying “My Mom makes marvelous muffins”, and say, “ Now that we are able to recognize /m/ in words, we are going to try a wacky tongue tickler.” Read the tongue tickler to students, have them say it with you, then have them repeat it on their own three times. Say it one more time for students and stretch the /m/ at the beginning of the words, then have them try.

 

5. Call on students to answer the following questions:

·         Do you hear /m/ in mom or dad?

·         Ketchup or mustard?

·         Moon or soon?

·         Yours or mine?

 

6. Have students take out primary paper and a pencil, and model how to draw a capital and lower case M on the white board. Say, "To write a lower case m, take your pencil and start at the dotted line, lets call it “the fence.” Go down to the sidewalk, then back up to the fence, making a bump when you bring your pencil back down to the sidewalk. Do this again, come back up to the fence and make another bump, then go back to the sidewalk. Please write five lower case m’s for me.”

 

7. Once everyone is finished, gather students and say, “ Today we are going to read the story If you Give a Moose a Muffin. In this story a young boy gives a silly moose a muffin, and the moose ends up wanting more and more! While I read the story I want everyone’s ears listening for /m/. Every time you hear /m/ I want you to rub your tummy like you did earlier.” Read the story to students, and watch for students rubbing their stomachs.

 

Assessment: Have students complete the worksheet found in the given link. Students must select the picture that begins with the letter M.

 

References:

 

Albright, Kasey: “Making M is Magnificent” http://www.auburn.edu/academic/education/reading_genie/doorways/albrightkel.htm

 

Boutwell, Allison “Yummy M” : http://www.auburn.edu/%7Eaib0001/boutwellEL.html

 

Assessment sheet: http://www.kidzone.ws/kindergarten/m-begins1.htm

 

Numeroff, Laura. “If You give a Moose a Muffin”. Harper Collins Publishing. 1991.


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