Drive a car with V – Vroom Vroom

Emergent Literacy

By: Lindsay B.

 

Rationale: The lesson will teach the letter V and the sound that it makes.  Associating a letter with a familiar sound such as a car will allow the student to recognize the sound and match it to the written V.  This will help students identify the letter V in written and spoken words to aid in decoding and blending.

Materials:

Primary paper and pencil; chart with “The victor viewed very vivid violets”; worksheet and crayons; Vera Viper’s Valentine; word cares with LIVE, VOTE, GRAVE, and VERY.

Procedures:

1. The /v/ sound is made with the letter V.  The letter V makes a sound like a driving a racecar.  Watch how my mouth makes /v/ and my voice hums. Now you try driving a racecar!

2. We’re going to pretend that we’re driving a car, /v/, /v/ /v/ while we turn our wheel.  Where do your top teeth touch?  (Your bottom lip.)  When you say /v/ you should be humming. 

3. I’m going to show you how to find /v/ in have.  I’m going to say it very slowly and listen for the sound the car makes.  Hhh-a-a-ve.  I felt myself hum when my top teeth touched my bottom lip.  That is where the /v/ is in have.

4.  We’re going to look at our tongue twister.  “The victor viewed very vivid violets.”  Let’s say it together.  Can you say it three times with me? Now let’s say it slowly and hold the hum of the V sound.  Turn the wheel of the car while you make the sound.

5.  Now we’re going to take out our primary paper and pencil.  We use the letter V to spell /v/.  We’re going to practice writing the letter V.  I will show them how to start at the rooftop and draw a slanted line to the right, going all the way to the sidewalk.  Then I will move my pencil a little to the right and draw a slanted line to the left, meeting my other line at the sidewalk. The student will then practice five more just like mine.

6. I will ask the students:  Do you hear /v/ in vest or shirt?  Vent or air? Heavy or light? Dove or bird? Have or take?  I’m going to say some words out loud and I want you to “drive your car” when you hear words with /v/.  (love, go, mode, never, save, dog, motor, leave)

7. “We’re going to look at a book with about Vera Viper.  What do you think this book might be about by looking at the cover? She likes to do things that start with the letter V.  What are some things she might like to do?”  The students will think of activities that begin with /v/.  I will read Vera Viper’s Valentine.

8. I will show the students a card with the word VAN written on it.  I will model how to decide if it is van or dan:  when I see the letter V, I make the sound of a car /V/. VAN makes the sound like a car because I see the V.  Now I will hold up cards for the student to try:  COAT: coat or vote?  VAN: man or van?  VERY: very or merry? CHASE:  vase or chase?

9. To assess the students I will give them a worksheet to color and cut all the pictures that contain /v/.  They will glue these pictures to a piece of paper with the letter V at the top.

Reference:

“Sneaky Snake” by Lizzie Fain

Photo Image From: http://www.jimsgraphix.com/free_art_box_04/man_driving_002.htm

http://www.auburn.edu/academic/education/reading_genie/odysseys/fainel.html

Higgins, Maxwell, and James Young. Vera Viper's valentine. New York, NY: Scholastic, 2001. Print.

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