Licking Our Lollipop With L
Rationale: This lesson will help children identify /l/, the phoneme represented by L. Students will learn to recognize /l/ in spoken words by learning a meaningful representation (licking their lips) and the letter symbol L, practice finding /l/ in words, and applying phoneme awareness with /l/ in phonetic cue reading.
Materials: chart paper with tongue tickler written on it, primary paper, pencils, chart with "Letter L song", white paper with lollipop pictures, assessment worksheet connecting pictures with /l/.
1. Say: "Our written language is a secret code. The tricky part is learning what letters stand for--the mouth moves we make as we say words. Today we're going to work on spotting the mouth move /l/. We spell /l/ with letter L. L looks like where your pointer finger and thumb come together, and /l/ sounds like licking your lips."
2. Say: "Let's pretend to lick our lollipop, /l/, /l/, /l/. [Pantomime licking lollipop] Do you notice what your tongue does? Your tongue starts at the roof of your mouth behind your front teeth. Your tongue sometimes rolls down at the end of the /l/ sound for certain words. If the /l/ sound is at the end of the word, your tongue will start resting on your bottom teeth and then roll up to the roof of your mouth. Your mouth is also open for both /l/ sounds."
3. Say: "Let me show you how to find /l/ in the word lick. I'm going to stretch lick out in super slow motion and listen for my "licking our lollipop" sound. Lll-i-i-ck. Slower: Lll-i-i-i-cckk. There it was! I felt my tongue on the roof of my mouth behind my teeth. I can hear myself say /l/ in lick."
4. Say: Let's try a tongue tickler [on chart]. " Little Lucy Loved the Lonely Ladybug." Now lets say it three times together. Now say it again, and this time, stretch the /l/ at the beginning of the words. " Llllittle lllucy llloved the lllonely llladybug." Try it again, and this time break it off the word: "/L/ittle /l/ucy /l/oved the /l/onely /l/adybug."
5. [Pass out primary paper and pencils to students]. Say: "We use letter L to spell /l/. Lets practice writing capital and lowercase letter L. I am going to model and show you how to write a capital and lower case L on the board. Let's write the lowercase letter l first. Start at the rooftop and pull down all the way to the sidewalk. It looks just like a number 1! After I come by and put a star next to your lowercase L I want you to write 9 more just like it. Now we are going to write a capital L. Start at the rooftop again, pull down to the sidewalk, and then pull over to the right on the sidewalk and make a small line. I want everyone to write a capital L on his or her paper. After I come around and put a star on your paper I want you to write 9 more just like it."
6. Say: "Now I am going to say some words and I want you to tell me if you hear the /l/ sound in the word. [I will call on students to answer and ask how the knew.] Do you hear /l/ in lady or man? Lamp or fan? Ladder or stool? Ball or bat? Tall or short? Sandal or shoe? Now lets see if you can see my mouth move in some /l/ words. Lick you lollipop is you hear /l/ in: The, lamb, lost, his, large, lemmon, when, he, walked, lazily, up, the, hill."
7. Say: "Lets sing a song called "Letter L song" [display the lyrics on a chart]. [I will read the lyrics first].
Little leopards love to leap around
They like to leap on logs.
For words that start with L
The people say, "That's swell!"
Words like little leopards leaping onto logs
L L L L L L L
"We are going to sing this song 3 times then write on the board on the words in that song that have an /l/ sound.
8. [Pass out paper that has 6 lollipop drawings on it] Say: "On your piece of paper I have drawn 6 lollipops. I want you to think of words that have the /l/ sound. Inside each lollipop, I want you to write the word with the /l/ sound. Try and think of /l/ words that we have not already discussed. [Students are encouraged to use invented spelling.] After we are finished we will share out /l/ words."
9. For assessment, I will distribute the worksheet attached below. The students will connect the lion picture to the other pictures that begin with /l/. Students will color the pictures that have the /l/ sound.
Murray, Geri, "M…m Good! I say with M." http://www.auburn.edu/~murrag1/MurrayEL.htm
Assessment worksheet: http://www.kidzone.ws/kindergarten/l-begins1.htm
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