Popping Popcorn with Peter

Popping Popcorn with Peter

Emergent Literacy Design

By: Tayler Rose

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, (making the “p” sound, as in the word popular), and the letter symbol P. The children will practice finding /p/ in words, and apply phoneme awareness with /p/ in phonetic cue reading by distinguishing rhyming words from beginning letters. This lesson will allow students to identify the letter P effortlessly.

Materials:

· Primary paper and pencil

· Chart with the tongue tickler “Peter is Popping a Pail of Popcorn”

· Word cards with the words: “PARK, PET, BARK, CAP, LAMP, BAM and POND”

· Drawing paper

· Markers

· crayons

· Assessment worksheet in which children will color things that begin with /p/.

Procedure:

· Say: Our language is full of many interesting letters! We can think of it as a secret code. It can sometimes be tricky to learn what the letters stand for. Today we will be learning all about the letter P. We will work on spotting the mouth move for /p/, which is represented by P. P makes the noise “p”, like when we say “popcorn”. Let’s say “pop, pop, POPCORN!’ together!

· Say: Now, I want everyone to say, “POP goes the weasel!”. While you are saying that, feel the way that your lips press together, and then quickly separate when you say “pop”. You are almost blowing out a puff of air when you are making the sound for /p/.

· Say: Let me show you how to find /p/ in different words. Let’s try the word lamp. I’m going to stretch it out in super slow motion and I want you to listen for the sound “p”. “Lll-aa-mm-p”. Did you hear the /p/? I felt the “p” at the end when saying lamp, because my lips pressed together and quickly separated, blowing a puff of air at the end.

· Say: Now, let’s say a tongue tickler! (pull out chart with tongue tickler) “Peter is Popping a Pail of Popcorn”. Now let’s say it three times together. Now let’s try it again and this time we are going to break /p/ off the word. “/P/eter is /P/opping a /P/ail of /P/opcorn.”

· *Have students take out primary paper and pencil* We use the letter P to spell /p/. I will demonstrate how to write the lowercase and uppercase letter P. To make the uppercase P, we go down, pick up, and go around to the fence. To make the lowercase p, we start at the fence, go straight down into the ditch, come up and put his chin on the sidewalk.

· Use the word cards for students to identify the words with P. Ex: pull out the card that says “PARK” and ask if they hear the /p/ sound in that word. Next, pull out the card that says “BAM” and ask if they hear the /p/ sound in that word. I will say “If you hear the /p/ sound in a word I say, I want you to say /p/ and point to your mouth. If you do not hear the /p/ sound, I want you to say “next!” for the next word.

· Say: “Now, we will be looking at an alphabet book! Dr. Seuss tells us about “painting some pajamas pink.” Read the page with the letter P and draw out the /p/ as I read. Then I will have the students draw a pair of pajamas, and let them color them with purple or pink, because both of those colors start with the letter P.

· To finish up the lesson, I will distribute the worksheets. The worksheet will count as their assessment. Students are to color the pictures that start with the letter P. For example, each picture is missing the first letter, so if they see a picture of a pumpkin, spelled “_umpkin” on the sheet, they will color it and write the missing P at the beginning. After the students have correctly colored the pictures and finished the spellings, we will say the words all together as a type of review game.

References:

Dr. Bruce Murray, Making Sight Words.

Meghan Ciampi, “Let’s Pop some Popcorn”

http://www.auburn.edu/academic/education/reading_genie/invent/ciampiel.html

Dr. Seuss, ABC Book

http://lissaabc.blogspot.com/

Assessment worksheet:

https://www.kidzone.ws/kindergarten/p-begins2.htm

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mtr0020@auburn.edu