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Buzz Around with Z

Buzz Around with Z

Emergent Literacy

Rationale: The lesson will help children identify /z/, the phoneme represented by Z. Students will learn to recognize /z/ in spoken words by learning a meaningful representation (a buzzing bee) and the letter symbol z, practicing finding /z/ in words and apply phoneme awareness with /z/ in phonetic cue reading by distinguishing rhyming words from beginning letters.

Materials: Primary paper, pencils, chart with “A zebra zipped a zillion zippers”; drawing paper and crayons, (abc book), words cards with ZOO,ZAP, ZEBRA, ZERO, SIP, ZIPPER,HIT; practice and assessment worksheets below with Z

Procedures: 1. Then alphabet is a set of symbols that represent a code. The tricky part is learning what the letters stand for and how our mouths move as we say words. Today we are going to work on learning to move our mouth to say /z/. We spell /z/ with letter Z. Z looks like a zig zag and /z/ sounds like a buzzing bee. 

2. Let's pretend like we are bees zig zagging through the air and buzzing. /z/, /z/, /z/, [pantomime a bee zigzagging and buzzing  through the air. Notice how your tongue touched above the top teeth and  you felt the vibrations. Turn your voice box on and feel it vibrate. 

3. Let me show you how to find /z/ in the word fuzz. I am going to stretch fuzz out in super slow motion and listen for the bee buzzing. Fuzzzz. Slower: Fuzzzz. There it is. I felt my tongue touch above the top teeth and felt the vibrations. Turn your voice box on and feel it vibrate. I can feel the bee buzzing /z/ in fuzz. 

4. Let's try a tongue twister [on chart paper] “A zebra zipped a zillion zippers”. Everybody say it together. Repeat twice. Now say it again and this time stretch the /z/ at the beginning of each word. “A zzzebra zzzipped a zzzillion zzzippers”. Now let's try this again and this time break off the /z/ in each word, “ A /z/ ebra /z/ ipped a /z/ illion /z/ ippers.” 

5. [Have students take out zebra primary worksheet and plain primary paper.] We use the letter Z to spell /z/. Capital Z looks like a zig zag line. Let's trace the Z and then write capital Z 4 more times.  Lower case z looks the same at uppercase Z only smaller. Let's write lower case Z. ( explain how to) do it four more times. I'm coming around to see your very best Zs. After I buzz by you, write your lower case Z to fill up the blank primary page for me.

6. Call on students individually to answer, Do you hear /z/ in bug or buzz? Zero or one? Hair or fuzz? Freeze or cold? Say: Let's see if you can spot the mouth move /z/ in some words. Make sure you zigzag and buzz through the air if you hear /z/: zip, wiz, maze, tie, rat, jazz, craze, sky, fizz

7. Say: “Lets read  Zella, Zack, and Zodiac. In this story Zella the Zebra helps a young Ostrich growing up and one day he is able to return the favor. Can you guess what might happen? There are a lot of Z words in this story. As I read the story every time you here /z/ be sure to zigzag your buzzing bee through the air. Ask children if they can think of any other words with /z/. Can you think of another animal, word, or sound that makes the /z/ noise. Ask students to come up with one of those and draw a picture of it. Display their work next to the tongue tickler chart. 
8. Show ZOO and model how to decide if it is zoo or boo: The Z tells me to buzz like a bee, /z/ so this word is zzz-oo, zoo. You try some: ZAP: tap or zap? ZEBRA: zebra or horse? ZERO: zero or hero? SIP: sip or zip? ZIPPER: zipper or chipper? HIT: zit or hit? 

9. For assessment, have students complete the worksheets. Students are to complete the partial spellings of each word and color the pictures. They will then complete the traceable letter Z words worksheet, tracing each word and finally coloring the Zebra. Call students individually to read the phenolic cue words from step 8. 


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