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Emergent Literacy

Pack a Party Picnic with P

Jenna Walzer

 

Rational: Students will learn how to recognize the sound of p = /p/ after going through this lesson. Students will learn how their mouth moves when using this phoneme, how to represent it, and how to read words containing this letter. This will help to improve the student’s phoneme awareness.

 

Materials: primary paper, pencil, crayons, Dr. Seuss's ABC: An Amazing Alphabet Book!, work cards with: pig, pet, past, lack, gain, pale, assessment worksheet(link below), board with “penny packed a picnic for the party".

 

Procedures:

1. First tell the students that each letter has a matching sound and we need to figure out what they all do. To figure them all out we have to figure out how to make each sound with our mouth. /p/ makes the sound of popping popcorn, and we spell it with a P. Open and close your fingers to make a popping motion. Let’s try to figure out what our mouth does when we say /p/.

2. Let’s pretend we are popping popcorn. What sound does that make? It says pop. What happened with your mouth when you made that sound? When we make the /p/ sound our lips come together and then we blow out some air. Try it again and see if you notice.

3. Let’s see if we can find the /p/ sound in the word flip. If we say it slower we should be able to find it. Ff-ll-i-i-pp. What about even slower? Fff-llll-i-i-i-ppp. My lips came together at the end and let out some air. So, flip has the /p/ sound at the end.

4. We can use a tongue tickler to practice our /p/ sound. (on board) “Penny packed a picnic for the party” let’s say that a few times. Now let’s pull out the /p/ sound of each of these words. “PPPenny pppacked a pppicnic for the ppparty.” Now we can try to break off the /p/ sound from each word. Say “/p/enny /p/acked a /p/icnic for the /p/arty.”

5. Now that we know what sound the P makes, we can practice writing it. (students get primary paper and a pencil) lets make a lower case p. start at the fence and make a straight line down to the ditch. Then make a curve or backwards c from the fence to the sidewalk. Everyone give that and come show me. Once you get it approved make 9 more p’s on your paper.

 

6. Then test students understanding by asking them which words they hear the sound /p/ in. do you hear /p/ in pick or loft? Gain or pain? Sip or cot? Now if you hear /p/ in a word, make your popping fingers. Sing, help, type, kite, pony, trot, jump, pink, rip, dodge.

7. “Let’s read some of Dr. Seuss's ABC: An Amazing Alphabet Book! This is a really fun and silly book. Let’s see what he comes up for our letter P.” Read the page with P. Ask the students to come up with other things they could paint pink that start with /p/. They can write down their ideas with invented spelling and draw a picture to match their words.

 

8. Show PIG and show students how to figure out if it is pig or big. The P makes your lips come together and let out some air so the word is ppp-ig. You try some: PET: net or pet? PAST: past or last? LACK: lack or pack? GAIN: pain or gain? PALE: male or pale?

 

9.Have students complete a work sheet(below). Let students complete the worksheet while assessing them by having them come up to answer the phonetic cue words above individually.

References:

Assessment worksheet: http://www.k5learning.com/sites/all/files/worksheets/kindergarten-beginning-consonants-letter-P.pdf

 

Pop with P, Ash Rodgers: https://sites.google.com/view/ashrogerslessondesigns/emergent-literacy?authuser=0

Dr. Seuss (1999). ABC: an Amazing Alphabet Book. 1745 Broadway, NY, NY 10019: Random House.

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