Do You Hear the Sink Drip-p-p-ping?

by Miranda Lewis

Emergent Literacy

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 meaningful representation (water dripping from a sink) and 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:

-Box of tissues

-Primary paper

-Pencil

-Chart with ''Patty put pink peas on her pizza. ''

-Drawing paper

- Crayons

-Polly's Pen Pal, Murphy,Stuart J., New York : HarperCollins, c2005.

-Word cards with PIG, PEN, PAD, PONG, FULL, PORK, MARK

- Assessment worksheet identifying pictures with /f/ (URL below).

Procedures:

1. Say: The letters in our alphabet are all special. Not only do they all look different, they sound differently, too! Today we're going to work on trying the find the sound of the letter /p/. You make the /p/ sound by putting your lips together, and making the air behind them explode outwards. We can see the air that comes out when we say /p/ by holding a tissue in front of our mouths while saying it. Look, the tissue moves! We spell /p/ with letter P. P looks like a water spout, and /p/ sounds like the water that is dripping out of it.

2. Let's pretend that our fingers are drops of water falling out of a spout, /p/, /p/, /p/. [Pantomime dripping water by flicking index finger back and forth] Notice where your lips are? (Touching lips as they are stuck together). When we say /p/, we blow air between out top and bottom lips.

3. Let me show you how to find /p/ in the word viper. I'm going to stretch viper out in super slow motion and listen for my dripping water. V-i-i-p-er. Slower: V-v-i-i-i-p-e-e-r-r There it was! I felt my lips touch each other and blow air out in-between them. I can feel the /p/ dripping water in viper.

4. Let's try a tongue twister [on chart]. ''Patty put pink peas on her pizza. ''. Everybody say it three times together. Now say it again, and this time stretch the /p/ at the beginning of the words. Pppatty ppput pppink on pppeas on her pppizza. Try it again, and this time break it off the word: /P/ atty, /p/ ut, /p/ ink, /P/eas, on, her, /p/ izza.

5. [Have students take out primary paper and pencil]. We use letter P to spell /p/. Capital P looks like a water spout. So we start at the sky, coming all the way down to the sidewalk. Then, we put the handle of the water spout on the fence. Let's write the lowercase letter p. Start at the fence, go straight down into the ditch, come up and put his chin on the sidewalk. I want to see everybody's p. Raise your hand for me to check it with a smelly marker, then I want you to make nine more just like it.

6. Call on students to answer and tell how they knew: Do you hear /p/ in Orange or Pear? Pancakes or butter? Pool or Ocean? Paper or Crayons? Rhino or hippo? Say: Let's see if you can spot the mouth move /p/ in some words. Show me your dripping water spout every time you hear the /p/: My pig painted a purple pudding party.

7. Say: I'm going to read Polly's Pen Pal by Stuart J. Murphy. Ask the children if they know what a Pen Pal, and then introduce Polly's Pen Pal by saying, ''A pen pal is someone from far away that you write letters back and forth to. You can become friends with someone, even if you do not see them often or even ever. ''Read book, and then have the students pretend to have a pen pal. Allow them to draw a picture to their pen pal of something the starts with /p/.

8. Show PIG and model how to decide if it is pig or fig: The P tells me that my water is dripping, /p/, so this word is pp-ig, pig. You try some: PAD: mad or pad? PEN: hen or pen PONG: song or pong? FULL: full or pull? PORK: fork or pork? MARK: park or mark?


Assessment:

9. For assessment, distribute the worksheet. Students are to draw a line from each of the pigs to a picture that begins with /p/, and color the pictures that begin with P. Call students individually to read the phonetic cue words from step #8.

Reference:

Penny, Jessica. “PUT PUT PUT... Goes the Go-Cart” http://www.auburn.edu/academic/education/reading_genie/solutions/pennyel.htm

Assessment worksheet: http://www.kidzone.ws/kindergarten/p-begins1.htm

 

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