Emergent Literacy Design

Dripping With P

Emergent Literacy Design

By: Jessica Clark 

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

Materials: Primary paper and pencil; chart with "Peter Piper Picked a Peck of Pickled Peppers "; No Sleep for the Sheep (Beaumont, Karen. Harcourt Children’s books 2011); word cards with PLOT, TOP, PITCH, PORT, POT; crayons assessment coloring in words that have the /p/ sound. (http://www.kidzone.ws/kindergarten/p-begins2.htm)



1.     “The words we speak and say is sort of like a secret code. The tricky part is learning what letters stand for—the mouth moves we make as we say words. Today we're going to work on spotting the mouth move when we say/p/. When we say /p/ it sounds like water dripping from a sink, and when it is turned upside it looks like it too.

2.     Now we are going to practice saying /p/.  Can you make the sound of water dripping from a sink? Let’s try together, /p/, /p/, /p/.  Notice how your mouth moved.  Show me where your lips were (press lips together to model).  When we say /p/ we push our lips together and then let air pop out like popcorn. Hey! That has a /p/ sound also!

3.     Now I am going to show you how to find the /p/ sound in the word zipper.  I’m going to stretch zipper super slow motion and listen to hear the water drop.  z-z-z-i-i-i-p-p-p-er. Let me try even slower, z-z-z-z-i-i-i-i-p-p-p-p-p-e-r-r-r.  There it was! I felt it when I pushed my lips together and let the air pop out! I can hear the water drip in zipper.

4.     Now let’s try a tongue tickler to practice saying that water dripping /p/ [written on chart]. “Peter Piper Picked a Peck of Pickled Peppers.” Now I want everyone to try saying it again, three times together. Now we are going to say it again and stretch out the dripping /p/. ‘pppppeter ppppppiper pppppicked a pppppeck of ppppppickled ppppppepppppers.’ Now we are going to try it again, but make the beginning p’s separate from the rest of the word. Let’s try it again, ‘/p/eter /p/iper /p/icked a /p/eck or /p/ickled /p/e /p/ ers.

5.     [Using primary paper and pencils] now we are going to practice writing our dripping /p/’s on paper. P spells, /p/.  It sort of looks like a water droplet when it is put upside down. But we are going to spell it right side up.  First I we start at the rooftop and draw a line all the way down to the sidewalk.  Then we draw a little hoop at the top just from the rooftop to the fence. That is a capital P.  Now lets draw a lowercase p. You start at the fence post this time and draw a line all the way down into the ditch.  Then you make a little hoop from the fence post to the sidewalk. I know you all are making wonderful p’s. I can’t wait to see them! Please come show them to me so that I can put a sticky note with a smiley face on it and then you can continue to practice them nine more times.

6.     Now we are going to play a little game. I am going to ask you if you hear our dripping /p/ in certain words and then I want you to tell me how you hard that or knew that there was a P in that word. Okay? Let’s start. Do you hear /p/ in drip or wet? Up or down? Stop or go? Lift or Drop? Pull or heavy?  Now we are going to see if you can spot our air popping with /p/ in some different words: Of, push, laugh, stop, heavy, help, sleep, wake, wash, yelp.

7.     Now we are going to read a book that will help us identify some more dripping /p/ sounds.  I am going to read this book all the way through and I want you to raise your hand every single time you hear a dripping /p/ sound. At the end of every page I will let you come up and show me which word you heard and saw our dripping p’s. Booktalk: The book we are going to read is called, No Sleep for Sheep. This book is about a sheep who is very tired. He wants to go to sleep, but all his animal friends keep making noises! Let’s see if the Sheep can get some sleep and what he will do to make his friends be quiet.

8.     Now I am going to show you some cards and I want you to help show me how to decide which word it is.  Okay? I will go first. (Show POT and decide if it is pot or tot.  The air pushing through my lips tells me it’s a /p/, so this word must be ppp-ot, pot.).  Now I want you to try, PLOT: plot or slot? TOP: sop or top? PITCH: pitch or stitch? PORT: port or fort?

9.     For assessment distribute individual worksheets for each student. Students are to practice writing the letter P and color/identify the pictures that begin with the letter P. Students may color the pictures. Call students individual to read phonetic cue words from #8.

 Worksheet: http://www.kidzone.ws/kindergarten/p-begins2.htm

Resource for another P lesson: Pop! Pop! Pop! POPCORN! by Rachel Fisher https://sites.google.com/site/researchbasedreadinglesson/home/pop-pop-pop-popcorn 

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Clipart: http://www.the3dstudio.com/product_details.aspx?id_product=660570