Pop N' Lock Puffin
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Rationale: This lesson will help children identify /p/, the phoneme represented by p. This lesson will enable students to recognize /p/ in spoken words by learning a sound analogy (Pedro Paints Pop-art) and the letter symbol p, practice finding /p/ in words, and learning a tongue tickler filled with /p/. Students will also apply phoneme awareness with /p/ in phonetic cue reading by distinguishing rhyming words from beginning letters.
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Materials
Primary paper with letter p written in highlighter and a pencil
Flashcards with words written on them for group assessment: pod, sod, pin, sin, paint, saint, puffin, muffin, pain, gain, post, most
Dr. Seuss’s Hop on Pop (HarperCollins Publishers 1963)
assessment worksheet identifying pictures with /p/ (URL below)
Procedures:
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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 /p/. We spell /p/ with letter P. P looks like a scoop that we use to scoop out hot popcorn, and /p/ sounds like popping popcorn.
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Say: Let’s pretend to scoop popcorn, /p/, /p/, /p/. [Pantomime scooping popcorn] When we say P, our lips are closed on top of each other, and when we open them, we blow out a puff of air as if we were about to spit
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Say: Let me show you how to find /p/ in the word pop. I'm going to stretch pop out in super slow motion and listen for the popping popcorn. Ppp-ooo-pppp. Slower:Ppppp-o-o-o—ppppp. There it was! I felt my lips close together and then blow out a puff of air. Popping /p/ is in Pop
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Let's try a tongue tickler. Say: Pedro the Puffin loves to Paint Popcorn Pop-art and wants his friend Paul the Pug to have a Painting.! Here’s our tickler: “Pedro paints popcorn pop-art for pugs." Everybody say it three times together. Now say it again, and this time, stretch the /p/ at the beginning of the words. “Pppedro pppaintss ppppoppppcorn ppppoppp-art, for ppppugs." Try it again, and this time break the P sound off the word: “/p/ edro /p/ aints /p/ opcorn for /p/ o /p/ art for /p/ ugs
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[Have students take out primary paper and pencil]. Say: We use letter P to spell /p/. Capital P looks like a popcorn scooper. Let's write the lowercase letter p. Start just below the fence and drop a ball all the way into the ditch. Then the ball will bounce up to the fence and make a circle and land on the sidewalk. I want to see everybody's p. After I put a sticker on it, I want you to make nine more just like it.
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Call on students to answer and tell how they knew: Do you hear /p/ in puffin or muffin? Pod or sod? Pin or Sin? Paint or Saint? Pain or Gain? Post or Most? Say: Let's see if you can spot the mouth move /p/ in some words. Scoop the popcorn if you hear /p/: The Pasty girl Poured a Plate of Purple Paint.
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Say: "Let's look at an alphabet book. Dr. Seuss tells us about a A pup Jumping Up! What do you think it is going to jump into!” Read page 1-4, drawing out /p/. Ask children if they can think of other words with /p/. Ask them to make up a silly word like a new name for the pup, or something for the pup to do or jump up into. Then have each student write their silly name or thing with invented spelling and draw a picture of their new name for the pup or action or thing the pup does. Display their work.
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Show PUN and model how to decide if it is pun or fun: The P tells me to pop my popcorn, /p/, so this word is ppp-un, pun. You try some: PIG: pig or fig? PLUG: plug or slug? PIT: pit or sit? PUG: pug or mug? POSE: pose or hose?
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For assessment, distribute the worksheet. First, there is a section for students to practice writing P. Then, students color cut and paste the pictures that begin with P and Draw lines to the pictures that begin with P Call students individually to read the phonetic cue words from step #8.
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Grace Loggins-Popping with the letter P
Dr. Bruce Murray, Emergent Literacy Design
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Insights – Bruce Murray, College of Education wp.auburn.edu
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