Rationale:

In order for children to be successful readers, we must equip them with a strong foundation in phonemic awareness and letter recognition. The goal of this lesson is to help children better understand the phoneme /p/ which is represented by the letter P. This will help teach students to identify /p/ in spoken words through meaningful representation (princesses popping popcorn) and will learn the symbol for P as well.

 

Materials:

Primary paper

Pencils

White board

Dry erase markers

Paper with /p/ tongue tickler “Princess Piper popped pretty pink popcorn”

If You Give a Pig a Party

Note cards (PEACH, APPLE, PONY, HORSE, PUPPY, DOG, PINK, RED)

Assessment worksheet

 

Procedure:

1. Say: “Each and every letter in the alphabet means something different. It is very important for each of you to recognize each letter as well as each sound that goes with each letter! If you can do this, we will all be able to read and write messages.”    

   1. Say the example “If you were going to brush your teeth and there were two tubes you would need to know how to read the word tooth paste so that you don’t end up brushing your teeth with something that is not meant for that!”

2. So, today we will learn the letter p. You can hear and see the letter p in words like pineapple and penguin. (Write out those two words on the board)

   1. Demonstrate say, “can everyone say /p / with me? Let’s all practice making the /p/ sound five times. Ready? /p/ /p/ /p/ /p/ /p/”

3. Now we are going to learn a tongue tickler to help you remember how to pronounce and recognize the p sound! (hand out a sheet of paper with the tongue tickler on it to each student as well as write it on the board. Have the students watch you read it and point to each individual word first and then have the students copy you with their own copy.) “Princess Piper popped pretty pink popcorn” Can you hear which words have the /p/ sound in them?

4. Say “Now I am going to write some words on the board. I will say them out loud and then I want you to say them back to me while saying the /p/ sound super strongly!”

   1. /p/ear        /p/retty       /p/umpkin       /p/irate       /p/arachute -Awesome job!

5. Say “For every sound you are able to hear in spoken words, there is a symbol that represents that sound for written words. Think about the sound that you make when you ask your parents to carve a pumpkin, ‘Dad, may we carve a pumpkin for Halloween this year?’ There is a letter that represents each of those words including that /p/ sound that you made when you said the word pumpkin. That letter is a P.” (draw the letter p on the board).

6. Say “When I write the letter /p/ it looks like a tongue sticking out. Today we are going to practice writing the lowercase p so go ahead and get out a piece of primary paper and a sharpened pencil. I want you to watch me do it the first time, then we will all do it together! I will first make a straight line starting at the fence and going all the way down to the ditch, then I will pick up the pencil and go back to the point where I started and draw half a circle on the right side. Think about it like her chin is resting on the sidewalk! I will be walking around to help you, once I draw a smiley face on your paper, try writing five more p’s the same way! (help the students who are struggling and draw a smiley face on those who are ready to move on.)

7. Read If You Give a Pig a Party.

   1. Say “Now everyone sit in the circle time area. I am going to read a story called If You Give a Pig a Party. That might sound silly, but what do you think would happen if you gave a pig a part? I’m going to read it to you so you can find out, but while I am reading, I want each of you to snap every time you hear the /p/ sound. I will keep track of the words that have a /p/ sound so we can talk about them after I read.” After the story is complete discuss each /p/ word and exaggerate the /p/ sound.

8. Say “Next I am going to show you some cards,” (have cards with the words pink and red on them and read each word out loud) “Which of these words have the /p/ sound?” (call on someone who is raising their hand to answer) “Yes, because it makes the /p/ sound and you can see the p. It’s like a princess, p-p-p-p-p-p. When you can make the /p/-/p/-/p/-/p/-/p/ sound, the letter that represents it is a p. Now I am going to show you a couple more! (Allow the remainder of the class to participate.)

   1. PEACH or APPLE          HORSE or PONY       PUPPY or DOG

9. To assess the students understanding thus far, distribute the worksheet. Have the students circle and color the objects that begin with the letter p and leave uncolored and not circle the objects that do not begin with /p/.

 

Resources:

Kirsch, Kaylyn. Pop Your P’s Like Popcorn.

http://www.auburn.edu/academic/education/reading_genie/doorways/kirschel.htm

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Godbee, Amanda. J-J-J Jumbo Jellyfish!!

http://www.auburn.edu/academic/education/reading_genie/solutions/godbeeel.htm

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Assessment worksheet:

https://storytime-storytime.blogspot.com/2011/04/letter-pp.html

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