Pancakes for Pigs
Rationale: This lesson will help children identify /p/, the phoneme represented by P. Students will learn to recognize /p/ in spoken words by chanting a tongue twister, determining if /p/ is in a spoken word and representing /p/ on paper.
Primary paper and pencil,
the tongue twister with "Prissy the pretty pink pig proudly eats pancakes" on chart paper
picture cards (horse, pig, pencil, crayon, pen, marker, pumpkin, squash, paper, chalkboard)
assessment worksheet identifying pictures with /p/ (URL below),
"If You Give a Pig a Pancake" by: Laura Numeroff Publisher: HarperCollins Children Books, April 1998.
1. Say: Our written language is a secret code. The tricky part is learning what letters stand for and the mouth moves we make as we say words. Today we will be working on spotting the mouth move /p/.
2. Class, when we are saying the letter p, our mouth moves like this…Our lips start together then they open and a puff of air comes out.
3. Let me show you how to find /p/ in the word soap. I'm going to stretch soap out in super slow motion and listen for my puff sound /p/ in soap. "Sssssooooooap. Now you try it with me. Ssssssooooooap."
4. Now let's try a tongue twister [on chart]. "Prissy the pretty pink pig proudly eats pancakes". Everybody say it three times together. Now say it again, and this time, hold the /p/ at the beginning of each word. Prissy the pretty pink pig proudly eats pancakes. Great job. Try it again, and this time break the /p/ off of the word. "/p/rissy/the /p/retty /p/ink /p/ig /p/roudly eats /p/ancakes."
5. "Next we are going to practice printing the /p/ sound. The letter p represents /p/ and is going to help us spell." Students should get a sheet of primary paper and a pencil. I will model the correct way to write the letter p using chart paper. "To write a p start with your pencil on the fence, go straight down into the ditch, come up and put his chin on the sidewalk. Now you are going to practice writing the letter p. I will be coming around the room to check your work and once your work has been checked you can practice writing it 5 more times."
6. Call on students to answer and tell how they knew: Do you hear /p/ in marker or pencil? finger or pinky? Put or take? shampoo or conditioner? Down or up? Say: Let's see if you can spot the mouth move /p/ in some words. Raise your hand if you hear the puff sound /p/: The pudding place was putting pudding in each cup precisely in front of its partners.
7. Introduce the book If You Give a Pig a Pancake: "This is a funny story about a little pig that eats pancakes with syrup and who gets all sticky. What do you think will happen to the little pig after he eats his pancakes? We will have to read the story to find out what he does next. Now, while I read the story I want you to listen for the /p/ sound and when you hear it make the puff sound with your lips.
8. Now I will show the picture cards to the class and ask them which of the cards make the /p/ sound. (pig, pencil, pen, pumpkin, paper, are the ones that make the /p/ sound).
9. For assessment, distribute worksheets [see URL for Practice P worksheets]. Students can practice writing P on the dotted lines, then by themselves by completing the word with a P. I will check their worksheet for understanding.
Murray, Bruce. Reading Genie website. http://www.auburn.edu/academic/education/reading_genie/
Daughtry, Sarah. http://www.auburn.edu/academic/education/reading_genie/projects/daughtryel.html
Write P by yourself:
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