Emergent Literacy Design
Emergent Literacy Design: Make it Rain with letter 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 sound analogy and gesture (making rain) and writing 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 pencil; chart with "Poppy Paints Pearls Purple"; drawing paper and crayons; word cards with PAN, PEN, PET, PINK, POT, PUDDLE; assessment worksheet identifying pictures with /P/ (URL below).
https://kidzone.ws/images-changed/kindergarten/p-as-begins2.gif
Procedures: 1. Talk through how we say the letter /p/. The letter p, when it comes from our mouth, it sounds like rain failing. (/p/p/p/p/) . We spell /p/ with the letter P. P looks like someone sticking out their tongue sideways, and /p/ sounds like peeping chicks.
2. Let’s pretend to make it rain. /p/ /p/ /p/. (Gesture like rain is falling.) Notice how you are moving your mouth when it rains. (lips touching together) When we say /p/, our lips touch together.
3. Let me show you where /p/ is in maple. I’m going to stretch it out slowly and listen for the rain. Mm-a-a-ple. Slower, Mmm-aa-ppp-ll-ee. There it is! I felt my lips touch each other. Rain /p/ is in maple.
4. Now let’s do a tongue tickler.(on chart) Poppy loves her pearl necklace, but they are plain white. Her outfit would match her pearls if they were purple. Poppy finds purple paint and paints her pearls to match! Our tongue tickler is: Poppy Paints Pearls Purple. Say it three times together. Now say it again, but this time, stretch the /p/ at the beginning of the words. “Pppppppoppy Ppppppaints Ppppppearls Pppppurple.” Try it again, and now try to break it off the word. “/p/ oppy /p/ aints /p/ earls /p/urple.
5. (Ask students to take out primary paper and pencil.) Ask students if any of them can write a P on the board for the class. We use letter P to spell /p/. Capital P looks like a tongue sticking out. Let’s write the lowercase letter p. Show video of how and mirror the video on the chart/board. (URL below) Start in the middle and make a line down below the bottom. Then go back to the middle and go around to the bottom. Now I want you to make 9 more.
https://www.youtube.com/watch?time_continue=109&v=oePks1ImHH0&feature=emb_logo
6.Ask students if anyone in their class’s name starts with a P. Call on students to answer and tell how they know. Do you hear /p/ in cat or pat? Palm or storm? Watch or Park? Stop or back? Paper or remote? Say: Let’s see if you can see my mouth move /p/ in some words. Make it rain if you hear /p/: cup, toast, blanket, picture, pencil, floor, pain.
7. Let’s try and think of things around the room that start with /p/! For each thing the students find, ask them to come up with a silly name like pickle the pencil or puppy the poster. Then have each student write their silly name with invented spelling and draw a picture of their things around the room.
8. Show PAN and model how to decide if it is pan or fan : The P tells me to make it rain, /p/, so this word is ppp-an, pan. You try some: PEN : pen or hen? PINK: pink or stink? PET: pet or get? POT: pot or hot? PUDDLE: puddle or muddle?
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.
Reference: http://wp.auburn.edu/rdggenie/
Video: https://www.youtube.com/watch?time_continue=109&v=oePks1ImHH0&feature=emb_logo
Worksheet:
https://kidzone.ws/images-changed/kindergarten/p-as-begins2.gif