Emergent Literacy Design
Mmmm! That’s Good!
Emergent Literacy Design
Rational: This lesson will help children identify /m/, the phoneme represented by M. Students will learn to recognize /m/ in spoken words by learning a sound analogy (saying “mmm that’s good” while rubbing their belly) and the letter symbol M, practice finding /m/ in words, and apply phoneme awareness with /m/ in phonetic cue reading by distinguishing rhyming words from beginning letters.
Materials: Primary paper and pencil; chart with "multiple mangoes make marmalade" and a picture of mangoes above it, drawing paper and crayons, word cards with MAKE, MOP, MEET, MIND, PORK, and MIX; book, Nap and a Map; assessment worksheet identifying pictures with /m/ (URL below).
Procedure:
1. “Today we are going to work on one of my favorite letters. I bet you say it all the time when you eat something very yummy. The letter is M. M is a letter that makes a certain mouth shape and makes the sound /m/. Today we are going to work on moving our mouth to make the sound /m/. We spell /m/ with letter M. /m/ makes the sound you say when something tastes good.
2. “Let’s pretend to eat something very delicious /m/, /m/, /m/. [rub stomach] notice where your lips are? They are closed together and we make a humming noise.
3. “Let me show you how to find /m/ in the word stamp. I am going tp stretch stamp out in super slow motion and listen for my the good food sound. SSS-tt-aa-mm-p. Slower: ss-tt-aaa-mm-p. There it was! I felt my lips come together and hum. Yummy /m/ is in stamp.
4. ”Now I’m going to tell you a story and a tongue tickler to help you remember the yummy /m/[point to the picture of the picture of mangoes with the tongue tickler beneath it]. Mary wants to make her grandmother’s famous marmalade. She needs multiple mangos for the recipe. Here is our tongue tickler: “Multiple mangoes make marmalade.” Everybody say it three times together. Now say it again, and this this time, stretch the /m/ at the beginning “mmmultiple mmmmangoes mmmmake mmmmarmalade.” Try it again, and this time break it off the word: /m/ ultiple /m/angoes /m/ ake /m/armalade.
5. Have students take out primary paper and pencil. “Now we are going to write the letter M. We use letter M to spell /m/. M looks like a two frowny faces side by side. Let's write the lowercase letter m. Start at the fence and draw a line down to the sidewalk and without picking up your pencil, go up to the fence and curve down and go back down to the sidewalk and repeat the same process again without picking up the pencil by going up to the fence and back down to the sidewalk. I want to see everybody's m. After I put a smile on it, I want you to make nine more just like it.
6. Show the word MOP and model how to decide if it is mop or top: “The M tells me to rub my belly because I just ate good food, /m/, so this word is mmm-op, mop. [hold up each word on a card] You try some: MIX: fix or mix? MEET: feet or meet? MIND: find or mind? PORK: fork or pork? MAKE: fake or make?
7. Call on students to answer and tell how they knew: “Do you hear /m/ in work or make? Pill or mill? Moose or goose? Stamp or clamp? Tap or Map? Say: “Let's see if you can spot the mouth move /m/ in some words. Rub your tummy if you hear /m/. The marvelous mrs. Morris flew home miraculously.” Observe the success rate of each student when they do this.
8. Now we are going to read a book: A Nap and a Map. Book talk: we have two characters named Pap and Pam. They are quite sleepy and are about to fall asleep, but there is a problem; they are nowhere near a bed! Let’s read and find out if and where they fall asleep.
9. Now we are going to do a drawing activity. Ask children if they can think of other words with /m/. Ask them to think of a food or make up a new dish that starts with /m/ like meatballs or mashed candy milk. Then have each student write their food/dish with invented spelling and draw a picture of their food/dish. Display their work.
10. For assessment, distribute the worksheet in the link below. Students color the pictures that begin with m. Call students individually to read the phonetic cue words from step #7.
Assessment worksheet: https://www.superteacherworksheets.com/phonics-wordswith/letter-m.pdf?up=1466611200
Reference: Katheryn Clark, Max’s Magic Magnets.
http://www.auburn.edu/academic/education/reading_genie/invent/clarkel.html
Book: A Nap and a Map
https://www.readinga-z.com/book.php?id=1095
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