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Popcorn Pops with P!
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 (hands bursting like popcorn popping) 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 a pencil; chart with “Polly Played Piano while Pam Pranced”; drawing paper and markers; If You Give a Pig a Pancake (Laura Numeroff, 1998); word cards with PEN, PIE, PAT, PICK, POND, PINK; assessment worksheet identifying pictures that start with /p/.
https://www.kidzone.ws/kindergarten/p-begins2.htm
Procedures:
1. Say: The mouth moves when we make and say words. Today we are going to learn how to move our mouth and spot the movement when we say /p/. We spell /p/ with letter P. P looks like a tongue licking our lips when we smell the yummy popcorn popping.
2. Say: Let’s pretend we have popcorn that is being popped in the kettle, /p/, /p/, /p/. (Curl your hands in a ball and every time you hear /p/ open them). Do you notice how lips are moving? They close on top of each other, and open when we blow air out through them.
3. Say: Let me show you how to find /p/ in the word snap. I’m going to stretch snap out very slowly and listen for the popcorn pop sound. Ss-n-n-a-a-p. Sss-n-n-n-n-a-a-p-p. There it was! I felt my lips closing together and air coming through them. Popcorn /p/ is in clap.
4. Say: Let's try a tongue tickler [on chart]. “Polly Played Piano while Pam Pranced”. Polly loves to play the piano and Pam loves to dance to the music she plays. Here’s our tickler: "PollyPlayed Piano while Pam Pranced." Let’s all say it together three times. Now say it again, and this time, pop the /p/ at the beginning of the words. “Polly Played Piano while Pam Pranced”. Try it again, and this time break it off the word: "/p/ olly /p/ layed /p/iano while /p/am /p/ranced.
5. [Using primary paper and pencil]. We use letter P to spell /p/. Capital P looks like the scoop you use to scoop out your freshly popped popcorn. For capital P you go down, pick up, and around to the fence. Let’s write lowercase letter p. Start just below the fence and drop a ball and draw a line all the way into the ditch. Then the ball will bounce back up to the fence and onto the sidewalk. Once I check everyone’s Ps, I want you to draw 4 more just like it!
6. Call on students to answer and tell how they knew: Do you hear /p/ in pen or ten? Pie or lie? Pink or sink? Park or dark? Play or say? Say: Let’s see if you can spot the mouth move /p/ in some words. Pop your popcorn if you hear /p/: get, push, kind, pork, look, for, penny, purple, bug.
7. Say: “Let’s look at a book called If You Give a Pig a Pancake. This story is about a pig that gets a pancake and then asks for syrup to go with the pancake. The pig then gets sticky and wants a bath. You’ll have to read along with me and listen to see what happens to pig!” Read the book and see where they use words like Pig that start with P and sound like popcorn popping /p/. If you hear the /p/ sound you can move your hands like popcorn popping. Ask children if they can think of other foods or animals with /p/. Then have each student draw a picture of their item that they thought of. Display their work.
8. Show PEN and model how to decide if it is pen or ben; The P tells me to pop the popcorn, /p/, so this word is p-en. You try some: PIE: pie or tiet?, PICK: click or pick?, PAT: pat or hat?, POND: pond or bond?, PINK: pink or wink?
9. For assessment, distribute the worksheet. Students color the pictures that begin with P. Call students individually to read the phonetic cue words from step 8.
References:
Dr. Bruce Murray (2012), Making Sight Words. Ronkonkoma, NY 11779.
Assessment worksheet: https://www.pinterest.com/pin/312648399115725231/?lp=true
Picture: https://giphy.com/search/popcorn
Claire Payne, “Popping Perfect Popcorn!” https://claire3129.wixsite.com/mysite-1/
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