Rationale: This lesson will help children identify /p/, the phoneme represented by P. Students will learn to recognize /p/ in spoken words by learning the sound and mouth movement associated with 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: Primary paper and pencils; crayons; chart with "Patty paints pretty purple panthers"; words cards with SINK, PIG, PORK, TEACH, PRANCE and POTATOE; assessment worksheet identifying pictures with /p/ (URL below).
Procedures: 1. Say: Today we are going to work on seeing how our mouths move when we say /p/. It sounds like a scooter going "p-p-p"
2. Let's pretend we are riding a scooter /p/, /p/, /p/. [pretend to be riding on a scooter]. Notice where your lips are and how the air is pushed through them. When we say /p/, we blow air between our lips.
3. Let me show you how to find /p/ in the word pink. I'm going to stretch pink out in super slow motion and listen for my scooter. Ppp-i-i-nk. Slower: Ppp-i-i-i-nnn-k. I felt my lips come together and push the air out. I can hear the scooter /p/ in pink.
4. Let's try a tongue twister [on chart]. "Patty paints pretty purple panthers." Everybody say it three times together. Now say it again, and this time, stretch the /p/ at the beginning of the words. "Pppatty pppaints pppretty pppurple pppanthers." Try is again, and this time break it off the word: "/p/atty /p/aints /p/retty /p/urple /p/anthers."
5. We use letter P to spell /p/. Capital P looks like this [model]. Lets write the lowercase letter p. It looks just like the capital letter, but is placed differently on the paper. I want to see everybody's p. I want you to make nine more just like this.
6. Call on students to answer and tell how they knew: Do you hear /p/ in prince or thing? Pet or cat? Dog or pat? Say: Let's see if you can spot the mouth move /p/ in some words. Ride your scooter if you hear /p/: The, people, looked, passionately, at, the, pansies.
7. Show PINK and model how to decide if it is pink or sink: The P tells me to ride my scooter, /p/, so this word is ppp-ink, pink. You try some: PIG: pig or fig? PORK: fork or pork? PEACH: teach or peach? PRANCE: prance or France? POTATOE: tomato or potatoe?
8. For assessment, distribute worksheet. Students are to complete the partial spellings and color the pictures that begin with P. Call students individually to read the phonetic cue words.
Assessment worksheet: http://www.kidzone.ws/kindergarten/p-begins2.htm
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