Emergent Literacy Design

Jack Jumping for Joy for J

By: Maddie Bradford

RATIONALE: This lesson will help children identify /j/, the phoneme represented by J. Students will learn to recognize /j/ in spoken words by learning a sound analogy (jumping rope) and the letter symbol J, practice finding /j/ in words and apply phoneme awareness with /j/ in phonetic cue reading by distinguishing rhyming words from beginning letters.

MATERIALS:

1. Chart with tongue tickler, “Jack jumps for joy for jellybeans”

2. Primary Paper and Pencil

3. Word Cards: Bump, Poke, Jean, Jacket

4. Assessment Worksheet:

5. Book: Little J

6. Plain Paper and Crayons

PROCEDURES:

1. Say: Our written language is like a secret code. The tricky part is learning what letters stand for. The mouth moves as we say words. Today we are going to work on spotting the mouth move for the sound /j/. We spell /j/ with the letter J. The letter J

2. Every stand up and let’s jump up and down for joy. /j/, /j/, /j/. (Pretend you are very excited about something so you are jumping up and down.) Notice when we say /j/ we push our teeth together and open our mouths to make a /j/ sound.

3. Let’s see how we can find /j/ in the word enjoy. I am going to stretch out the word enjjjjoy in slow motion and listen for that /j/ sound like in the word jump. E-e-n-j-j-j-o-y. There it is! I press my teeth together and open my mouth letting out the /j/ sound.

4. Let’s try a tongue tickler now. Jack loves jellybeans so much, but his mom doesn’t let him have them except for on special occasions. It is Jack’s birthday, so his mom is letting him eat a whole handful of jellybeans. Jack is so excited. Our tongue twister is “Jack jumps for joy for jellybeans.” Let’s all say it three times together. Now everyone stretches out the /j/ at the beginning of each word. Jjjjjack jjjjjumps for jjjjoy for jjjjjellybeans”. Now try it again and this time break the /j/ off of each word. /J/ ack /j/ umps for /j/ oy for /j/ellybeans”

5. Take out primary paper and pencil. We use the letter J to spell /j/. For capital J start at the top line, go down, and turn to make a basket and put his hat on. For lowercase j start at the fence, go down through the sidewalk, and turn the same way, then give him a dot. I want to see everyone write a capital J and lowercase J and once I check it write 10 more of these!

6. Call on students to answer and tell how they knew: Do you hear /j/ in juice or milk? Jacket or card? jog or run? Let’s see if you can spot the mouth move /j/ in some words. Jump like you’re jumping for joy when you hear /j/. Words- Just, jacket, stinky, sunshine, jolly, shark, Janet.

7. Say: "Let's look at an alphabet book. This book is about a boy named little J, that has a big yellow box. He wants to fill the box so he finds all different animals to put in his box, some stay, some are too big, and some escape. Let’s read to find out about all the things little J puts in his box! Then, I want all of you to draw things that start with the /j/ and that you would put in your yellow box like Little J did! Use color and take your time!

8. Show JUG and model how to decide if its jug or slug, the j tells me to jump so the word is jug. Then you try some: BUMP- bump or jump?, POKE? Poke or joke?. JEAN- jean or mean, JACKET- jacket or bracket.

9. For assessment distribute the worksheet. Students color all words that begin with j. Call students individually to read the phonetic cue words from previous step.

References:

Assessment- https://www.education.com/worksheet/article/coloring-learn-letter-j/

Moncure, J. B. (2001). My "j" book. Chanhassen, MN: Childs World.

Sarah Jane Brock, Fishing Frenzy.

http://www.auburn.edu/academic/education/reading_genie/voyages/brockel.html.l

Back to Index