Rational: This lesson will help children to identify /p/, the phoneme represented by P. Students will learn to recognize /p/ in spoken words by learning the representation of popping popcorn with our hands and the symbol P, practice finding /p/ in words, and apply phoneme awareness with /p/ in phonetic cue reading by distinguishing between similar words.

 

Materials:

*Dry Erase Board and Dry Erase Board Marker

* Pencil

* Primary Paper

* Chart with “Pippy’s puppies played in the popcorn”

* Word Cards: PAN, PITCH, PART, LAP, PUSH

* Crayons

* Assessment Worksheet

* Book: “The Pigeon Wants a Puppy!”

 

Procedures:

1. Say: The words that we use and say are sort of like a secret code. It can be tricky trying to figure out which letters make what sound. Today we are going to spend time on spotting the mouth move /p/. The letter P looks like this (writes a letter P on the board). P makes the sound of popcorn popping. Try making the /p/ sound with me while we move out hands like we are making popcorn!

2. Say: Now let’s practice. Can everyone put up their hand and pretend to make popcorn and practice making the /p/ sound? Does everyone feel how your mouth moves when you make the /p/ sound? Your lips come together then you blow air out of them to make the /p/ sound.

3. Say: Now we are going to try and find /p/ in the word drip.  I am going to say the word very slowly so that we are able to hear all of the sounds and figure out which one is the popcorn sound. Here we go, ddd-rr-ii-pp. Now even slower this time, ddd-rrr-ii-ppp. There it is! Did you hear it? My lips pressed together and then air came out for the /p/ in drip.

4. Say: Now let’s try a tongue twister. Everyone look at the chart. “Pippy’s puppies played in the popcorn.” Let’s try saying it all together. This time, let’s stretch out the /p/ out at the beginning of the words. “Pppippy’s pppuppppies ppplayed in the pppoppcorn.” Great! Now for this last time we are going to break the /p/ off the word: /p/ippy’s /p/uppies /p/played in the /p/popcorn.”

5. Say: Next we are going to practice writing the letter P. Everyone get out a pencil and some primary paper. To write the capital letter P, so we start with our pencils at the rooftop and draw a line straight down to the sidewalk. Next we have to draw a little hoop, to do this we start with our pencils at the rooftop and draw a loop just to the top of the fence. (the teacher is demonstrating on the white board as she explains). Now to write a lower case p we need to start at the fence post and then draw a line all the way to the ditch. After this we are going to make a little loop from the fence post to the sidewalk. Once everyone has made their first capital and lower case p’s I would like you to bring them up to me and I will put a sticker on the correct ones. If you get a sticker please make 9 more of each. If you did not get a sticker then I will help you until you get it correct.

6. Say: You all have done so well that it is time to play a fun little game.  I am going to call on people to answer a question. You are to tell me the correct answer and why you believe it is correct. Do you hear /p/ in wear or pear? Do you hear /p/ in dot or pot? Do you hear /p/ in stop or go? Do you hear /p/ in pest or rest? Do you hear /p/ in load or loop? Wonderful! Now we are going to see if you are able to spot the mouth move /p/ in some words. Make popcorn if you hear /p/: Polly, Pennie, and, Pal, woke, up, from, their, puppy, naps, to, the, smell, of, popcorn.

7. Say: Let’s look at the fun book, “The Pigeon Wants a Puppy” (read the book to the kids) Now can we think of some funny puppy names that start with the letter P? Write down as many silly puppy names that you can think of that starts with the letter P. After this draw pictures of what these silly puppies would look like.

8. Say: You guys did an amazing job! Now I am going to show you some cards and I was us to decide which word is it. I am going to go first so everyone pay close attention. (Show POT and model if it is pat or bat: the P tells me to make the /p/ sound and make popcorn with my hands. So this word is ppp-aat, pat. You try some now: PAN: man or pan? PITCH: pitch or snitch? PART: part or smart? LAP: sap or mat? PUSH: push or shove?

9. For assessment pass out the individual worksheets. Students are to say the name of each object. Next they are to color in the four objects that begin with the letter P/p sound. Lastly, they are to practice writing capital P and lower case p.

 

Reference:

Williams, Mo. “The Pigeon Wants a Puppy!”. Disney-Hyperion. 2008. 40 pages.

 

Worksheet:

             http://letterbuddies.com/downloade-child/page/8/

 

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