Emergency Literature Design: Pop The Bubblegum With P.
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Rationale: This Lesson will help children identify /p/, the phoneme represented by P. With the use of a sound analogy (popping the bubblegum “pop”) and the letter symbol p, students will learn to recognize /p/ in spoken words. They will practice finding /p/ in words and apply phoneme awareness with /p/ in phonetic cue reading by distinguishing rhyming words from beginning letters.
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Materials:
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Primary paper and pencil,
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Construction paper and crayons
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Chart with tongue tickler “Peter Piper pops popcorn with penguins”
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Word cards with POP, PIG, PAT, PECK, and PATH
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Book: “Penguin’s Paper Plane: The Letter P Book” by H.P. Gentileschi.
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Worksheet provided with p practice3.
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Procedures:
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Our written language is a secret code. The secret, tricky part is figuring out what the letters stand for. Today we going to work on the letter P. The first thing that we will do is learn how our mouth moves when we say it. We spell /p/ with the letter P. When we pop chewing bubblegum, the loud pop sound we hear sounds like /p/.
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Say: Let’s pretend we are popping bubblegum, /p/, /p/, /p/. I’m going to show you a movement and I want you to try it after me. *Move hands in a popping motion with closed fists to open fingers*. Notice our lips. Do you see how our mouths moe when we try to pop? That’s how you say the letter P!
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Say: Let me show you how to find the /p/ in the word in the word pencil. I am going to say the word slowly and listen for our bubble popping. Ppp-eee-nnn—ccc—iii—lll. Who saw my lips pushed together when I said Pencil? Now it is your turn!
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Say: We are going to try a tongue tickler. Peter Piper pops popcorn with penguins”. Everybody say it three times as a class. Now say it again, but this time stretch /p/ in the beginning when you hear it in the words. Ppppeter pppiper pppops pppopcorn with pppenguins. Now let’s do it together, but this time we will break off the letter p from the beginning of word. /P/eter /P/iper /p/ops /p/opcorn with /penguins.
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[have students take out primary paper and pencil]. We use the letter P to spell out /p/. Let’s practice drawing a capital P first. Put your pencil on the roof and draw a straight line down, then go back to the starting point and slide right and curve. *Model this while walking around the room making sure they are drawing capital P’s*. *Ask if anyone needs assistance, scan their papers while walking around the room*. Once I give them a check mark, they will repeat writing this letter 3 more times. Once everyone is done, we will move on to writing a lowercase p. When writing a lowercase p, you will start at the fence and draw a straight line down. Go back to your starting point and draw a curve to the right. *Scan the room while students are working, ask them if they need assistance*. Once the class has written the first one, ask them to repeat drawing the lowercase p 3 more times.
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Say: Now we will decide which word we hear the letter /p/ in. Do you hear /p/ in pet or sat? Play or tick? Dog or Pig? Pat or rat? Now lets see if you can spot the mouth movement in another sentence. Show your hand movement of popping if you hear the /p/ sound. Perry the Platypus plays the piccolo.
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Read the book “Penguin’s Paper Plane: The Letter P” by H.P. Gentileschi. In this book, students will explore the letter P with bright illustrations, adorable coloring, and enchanting fluency lessons. A series of events happens during the book. What twist will the penguin face? What challenges will he take on his journey? Read to find out.
8. Assessment: For the assessment, distribute the worksheet. Students will circle the image that is spelled with the letter p. Individually assess each student by calling on them one by one to read the words from the previous step for identifying /p/ in each word.
Resources: https://sgedge12.wixsite.com/literacydesign/emergent-literacy