Kate Winsness
Emergent Literacy Design
Passing with Pals!!
Rationale:
Learning to recognize phonemes helps students better understand how to form words, which is necessary for them to recognize and identify words in a text and form sight words. In this lesson, we will help kids identify /p/. Students will become familiar with the sound /p/, as well as teaching them a tongue twister, a phoneme illustration, a decodable alphabet book, and other activities and assignments incorporating the phoneme p = /p/. The end goal for this assignment is for kids to understand the phoneme P in order for them to use it in reading and use this to allow them to further understand how to make sight words/create sight words.
Materials: What you need!
1. Some type of soft balls
2. Poster with alliteration “Paige and Posey painted pink pigs.”
3. Primary paper and pencils
4. Picture of half of a lollypop outlined to demonstrate how it looks like a p.
5. Eating the Alphabet by Lois Ehlert
6. Blank paper and something to color with
7. Picture of a pig for everyone in the class
8. Word cards with the words PLAN, RED, PET, PUG, EYE, BIG, PEN, DOG
9. Assessment worksheet
Procedure:
1. First, we will go over how to make the /p/ sound. “Today we are going to learn what the letter P sounds like! When you say the sound /p/, you push your lips together but have your teeth apart inside your mouth. Let’s all try making a /p/ sound! Start with your lips together, then let the sound come out when you open your mouth! Everyone repeat after me “P-p-p-ass the p-p-ping p-p-pong ball!!” Whenever you see a letter p think of the sound “p” in pass, ping, and pong!
2. I will then use a real example of a word that starts with p and makes a /p/ sound. “Everyone get a ball and a partner! When you throw the ball, I want you want your pal to throw the ball to you, I want you to say, “Pass Please!”
3. We will then work on finding /p/ in spoken words. “Good job passing! Now let’s work on finding the letter /p/ in different words. Remember, when your lips come together, we can find the /p/ sound. Let’s try pig. Pppppppppig. Did you hear the /p/ at the very beginning? What about in lipppppppppp. Did you hear the /p/ sound at the very end?”
4. The students will work through a tongue twister. “Now, let’s do a tongue twister for the letter P. There are two friends Paige and Posey. Paige had posey sleepover and wanted to do some crafts. So, Ppppppaige and ppppppposey pppppppainted ppppppink ppppppigs. Now let’s break off the /p/ sound. /P/aige and /P/osey /p/ainted /p/ink /p/ink /p/igs.”
5. Students will practice writing the letter p. “Now, let’s practice writing the letter “P”. (students will take out primary paper and pencil.) We use the letter P to spell /p/. The capital P and lower-case p looks like half of a lollypop. Now let’s draw the lower-case “p”. Start on the middle of the line and draw the stick of the lollypop, go all the way to the bottom of the line. Next, bring your line back up the stick of the lollypop and draw half a circle on the right side to make half of your lollypop.
6. Students will work on finding /p/ in spoken words. “Now we’re going to work on finding the /p/ sound in words, deciding which word the sound is in. Raise your hand if you know which word the sound is in, and how you know. Do you hear /p/ in Party or Cake? Pink or blue? Purple or Orange? Now let’s see if you can do it by yourself! I want you to pretend like you are passing the ball to a pal if you hear a /p/ sound in the word; plan, red, pet, pug, eye, big, pen, dog.”
7. We will look through the “Eating the Alphabet” book by Lois Ehlert, specifically the P page, and do an activity to go along with it. “Let’s read Eating the Alphabet! Let’s see all of the foods that start with the letter P.” (I will then read off all the name of the food on the page that start with P). Then I will go back again and ask the students to repeat after me and tell me what foods they like and don’t like by saying “Please” for they want it or “pass” of its yucky. “Alright kids now repeat after me! After I say the food, I want you to say it too! Then say PLEASE if you would eat it or PASS if you would not! “Pppppopcorn!” *class repeats after me and says please or pass*. After I would use primary paper to have the students come up with a sentence using their favorite or least favorite food from the ones we said. I will ask them to draw a picture of their story as well.
8. I will show a picture of a PIG and model how to decide if it is PIG or BIG? The P looks like half of a lollypop, making a /p/ sound. So, this word is ppppppig. Now you try: PAT or BAT? PINK or ZINK? PAN or MAN?
9. “Now let’s see if we can detect the /p/ sound in some more words. Do we hear /p/ in pet? Do we hear /p/ in dog? Do we hear /p/ in park? Do we hear /p/ in dig?” This word will help us identify the sound that p makes.
10. Practice activity: Students will receive a sheet of paper with a pig on it. They will write “The pig is pretty.” They will then decorate their pig while practicing the p sound.
11. For the assessment, students will complete a worksheet where they will identify the letter p and write the letter as well as words with the letter p.
References:
Kylie Witcher:
The reading Genie Website:
Assessment worksheet: https://www.superteacherworksheets.com/alphabet/letter-p-practice.pdf?up=1466611200