R’s Make the Dogs Bark
By: Jessica Gray
Rationale: This lesson will help students to identify /r/, the phoneme represented by the letter R. Students will learn to identify this phoneme by making valuable connections to its representation of barking dogs. Also, students will learn to connect the phoneme to its representative letter, R. Students will practice finding /r/ in spoken words and reading words containing /r/.
Materials: primary paper, pencils, R is for Radish, assessment sheet, chart with the tongue twister written on it, and index cards with the phonetic cue words written on them.
1. Say: Did you know that when we talk we making words that can be written down? We write the words we say using letters. We know the letters to write based on the sounds that come out when we move our mouths in different ways. Today we are going to work on spotting the mouth movement /r/. This sound is written using the letter R.The /r/ sound sounds like the bark of a dog. The letter R looks like a sitting dog.
2. Let’s make the sound that a dog would make if he were barking, /r/, /r/, /r/. Can you feel how your mouth moves when you say /r/? Your lips come together, but your teeth are not touching. Your bottom teeth move forward in your mouth and you blow air out.
3. Let’s see if we can find the letter R in a word. I am going to show you how to find the letter R in the word red. I am going to sound out the word very slowly. Rrr-e-e-d. I felt my lips come together and my bottom teeth move forward at the beginning of red. I can feel and hear the dog’s bark when I say red.
4. Let’s practice saying /r/. Try this tongue twister, “Red roasters are ready to run.” Let’s say it three times together. Now, I want you to stretch out the /r/ sound at the beginning of the words. “Rrred rrroasters are rrready to rrrun.” Let’s separate that sound from the rest of the word this time. /R/ed /r/oasters are /r/eady to /r/un.”
5. (Students will now need primary paper and a pencil.) Now, I want us to practice writing the sound /r/. We use the letter R to write the sound /r/. To write this letter we start at the rooftop and go straight down to the sidewalk. Next move your pencil back up to where you started at the rooftop. Loop around to the right and end your loop right at the fence on the straight line you drew down. Finally make a diagonal line straight from where you ended your loop to the sidewalk. To make a lower case r. Start at the fence and go straight down to the sidewalk. Without lifting up your pencil go straight back up the line you just drew. GO until your are almost to the fence and loop up and over, touch the fence and come down just a little. Watch me do it, then I want you to try on your own paper.
6. Let’s practice finding the /r/ sound. I am going to say some words and I want you to listen for the /r/ sound. Ready, okay, do we hear /r/ in run or sun? What about ruby or body? Near or left?
7. Let’s take a look at the book R is for Radish. This story is about Radish and all the things he does. Can we thing of anything he could do that would have the /r/ sound in them? I want you to think of something that would have the /r/ in its word and write it down. Try your best with the spelling and remember that the /r/ sound is written as R.
8. Let’s practice recognizing /r/. When I see the word rex, is it rex or tex? I hear the dog barking sound, so it must be rex. Now you try, rip, is it rip or sip? Rat, is it rat or fat? How about cake, is it rake or cake?
9. To assess the students’ learning, they will complete a worksheet. On the worksheet they will practice writing the letter R and color the words that contain the /r/ sound. Also, it will be helpful to have students come individually and read phonetic cue words similar to those in step eight.
Reference: Emergent Literacy Design: Brush Your Teeth with F. https://auburn.instructure.com/courses/751807/files/23098641/download
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