Mr. McCoy's Designs

Rationale:

This lesson will help students recognize /p/, the phoneme represented by p.

 

Objectives:

 

The student will be able to use a meaningful gesture (skipping rocks) to identify /p/ in spoken words. The student will also be able to use the gesture to find the letter p in written words. The student will be able to apply phoneme awareness to phonetic cue reading to differentiate between rhyming words based on their first letter.

 

Materials:

 

Primary paper and pencil; chart with "Peter Piper picked a peck of pickled peppers;" Dr. Seuss's ABC (Random House, 1963); word cards with PIG, PACK, LEAK, MINE, PORK, and PRINT; assessment worksheet identifying pictures with /p/ (http://www.kidzone.ws/kindergarten/p-begins2.htm)

Proceedure:

 

1. Let's pretend to skip a stone,  /p/, /p/, /p/. [Pantomime skipping stone] see how your lips start together, then open and a puff of air comes out?
2. Let me show you how to find /p/ in the word help.  I'm going to stretch help out in super slow motion and listen for my skipping stone.  H-eee-lll-p.  Slower: hhh-eee-lll-p there it was!  I felt my mouth close and then open up to breath out a puff of air.
3. Let's try a tongue tickler [on chart]. " Peter Piper picked a peck of pickled peppers." Everybody say it three times together. Now say it again, and this time, stretch the /p/ at the beginning of the words. "Peter Piper picked a peck of pickled peppers." Try it again, and this time break it off the word: “/p/eter /P/iper /p/icked a /p/eck of /p/ickled /p/eppers
4. [Have students take out primary paper and pencil]. We use letter p to spell /p/.Let's write the lowercase letter. Start at the fence, go straight down into the ditch, come up and put his chin on the sidewalk. I want to see everyone’s p’s nine more times.
6. Call on students to answer and ask how they knew: Do you hear /p/ in work or play? Pink or red? Mouth or lip? Lift or drop? Sip or drink? Say: Let's see if you can spot the mouth move /p/ in some words. Skip your rock if you hear /p/: The, pretty, purple, dog, played, leap, frog, with, a, pink, parrot.
7. Say: "Let's look at an alphabet book.  Dr. Seuss tells us about a funny situation that starts with P.  Can you guess?"  Read page 36, drawing out /p/.  Ask children if they can think of other words with /p/.  Ask them to make up a funny situation name. Then have each student write their silly situation with invented spelling and draw a picture of their situation. Display their work.

8. Show PIG and model how to decide if it is pig or dig: The p tells me to skip a rock, /p/, so this word is ppp-ig, pig.  You try some: PACK: pack or sack? LEAK: leak or peak? MINE: line or mine? PORK: fork or pork? PRINT: print or lint?
9. For assessment, distribute the worksheet.  Students are to complete the partial spellings and color the pictures that begin with p. Call students individually to read the phonetic cue words

 

 

 

References:

 

-Book: Dr. Seuss. ABC (Random House: 1963)

-Book: Murray, B. Making Sight Words. (Linus Books: 2012)

-Assessment worksheet: http://www.kidzone.ws/kindergarten/f-begins2.htm