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Emergent Literacy Design:Flying Saucers

Flying Saucers in the Air Go /l/

 


Emergent Literacy Design Lesson Plan

Bethany Dyess


 

Rationale: This lesson will help children identify /l/, the phoneme represented by L. The students will recognize /l/ in spoken words by practicing reading and finding /l/ in different words. We will apply the phoneme awareness with the letter /l/ to help the student better understand the sound of the letter L. We will work with beginning letters and some rhyming words in the book. This lesson will accomplish the learning goal by instructing the student on what to do, going over the letter /l/ with the student, and last assessing what the student learns during the lesson.

Materials: Primary Paper (with the roof, sidewalk, and ditch labeled), Dr. Seuss’s Look for a Lorax (1971); word cards with the words: (written in all capital letters); highlighter tape, assessment worksheet with pictures of the /l/ sounds, and a picture card with a flying saucer on it.

Procedure:

1.    First I will introduce the lesson to the student. I will say: “Today we will be learning about the letter l. We will learn what the letter l sounds like and looks like. We will practice reading and spell different words that all start with the letter l .” I will show the student the phoneme identity card and explain how the flying saucer makes the /l/ sound.

2.    Lets practice /l/, /l/, /l/.  l sounds like a flying saucer. See if you can make the /l/ sound while using your flying saucer in the air. Next we will use our flying saucer to practice the /l/ sound. We will practice with the tongue tickler “Lisa lost the large lemon for the lizard Lenny loved.”

3.    To make this /l/ sound with your mouth you are going to put your tongue to the roof of your mouth and stretch out the letter /l/ so you can really hear the sound that the letter makes. Lets practice with the Title of our book Look for the Lorax.

4.    Using the primary paper the student will practice writing the letter l as a capital letter and a lowercase letter. Make sure that the student pays attention to detail and makes the letters go to the correct lines on the paper, both the capital letter and the lowercase letter will go from the bottom to the top of the line and not stop on the middle dotted line.  For the Capital L we will start at the top of our line and come straight all the way to the bottom line then from that point move your pencil to the right to make a foot for the L to stand on the line. For the lowercase letter we will start out like we did for the capital L at the top of the line and go all the way to the bottom line but this time we will not draw a straight line or foot for this l.

5.    Next we will work on some different words. I will ask the student if they hear the /l/ sound in LAKE or SNAKE?, Look BOOK?. Then I will say aloud to the student a list of words one at a time and they will tell me if they hear the /l/ sound in each word. I will say to the student that not all of the words I am going to say have the /l/ sound, so listen carefully and see if you can tell me which ones do and which ones do not have that sound.

6.    Next we will move on to our book. We will be reading Dr. Seuss’s Look at the Lorax Booktalk: I will say let’s look at the cover of the book, what do you think this book is going to be about? In this book Dr. Seuss is looking for something called a Lorax, lets read the book and find out what that is? After we read the book I will ask the student if they can go back through the book and pause and place a highlighter tape over all of the words that have the /l/ sound in the book.

7.    I will show the student a card with BOOK written on it and ask the student if it is the word LOOK or BOOK? Ask the student which word they would use their light saber on. I will do the same thing using the word LOOM and ask the student if it is the word LOOM or MOON.

8.    Last for the students assessment we will go over the worksheet practicing the /l/ sound. In the assessment the students will have different pictures on the page and will have to decide whether the picture starts with the letter L. If so the student will color that picture and write in L as the first letter. I will also have the student rewrite the capital and lowercase l for practice.

 

References:

 

Seuss, Dr. Look for the Lorax! New York: Beginner, 1971. Print.

Dr. Murray, Wallach and Wallach's Tongue Ticklers

http://www.auburn.edu/academic/education/reading_genie/ticklers.html

 

Dr. Murray, Phoneme Identities (Use only “L” words)

http://www.auburn.edu/academic/education/reading_genie/phid.html

 

Dr. Murray, How to make the correct mouth movements for the letter “L”

http://www.auburn.edu/academic/education/reading_genie/mouthmoves.html

 

Assessment: Beginning Consonants Worksheet, KidZone

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

 

Emergent Literacy Design: Cherika Hudmon, Light Saber /l/

https://sites.google.com/site/cherikasreadinglessons/home/emergent-literacy

 

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