Rationale: This lesson will help children identify /p/, the phoneme represented by P. Students will learn to recognize /p/ in spoken words by learning a sound analogy (popcorn) and 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:

1. Primary paper

2. Pencil

3. Chart with tongue tickler “Pat pops popcorn for pretty pink pigs”

4. Drawing paper

5. Crayons

6. Book: If You Give A Pig A Pancake by Laura Numeroff

7. Words cards with PAN, POT, PINK, PLAY, PORK, and PICK

8. Assessment worksheet to identify pictures with /p/ (last page)

 

Procedures:

1. Say: Our written language is a secret code. The tricky part is learning what letters stand for – the mouth moves we make as we say words. Today, we are going to work on spotting the mouth move /p/. We spell /p/ with the letter /P/. P looks like a scoop that we use to scoop our hot popcorn, and the /p/ sound sounds like popping popcorn.

2. Say: Let’s pretend like we are popping popcorn, /p/, /p/, /p/. [Pantomime popping popcorn] Notice, where are your lips? When we say /p/, our lips are closed on top of each other, and when we open them, we blow out a puff of air.

3. Say: Let me show you how to find /p/ in the word dump. I’m going to stretch dump out in super slow motion and listen for the popping popcorn. ddd-uuu-mmm-pppp. Slower: ddd-uu-mmm-ppppp. There is was! I felt my lips close together and then blow out a puff of air. Popping /p/ is in dump!

4. Let’s try a tongue tickler [on the chart]. Say: Pat’s pigs love to eat popcorn. Pat loves to eat popcorn and she will give some to her pink pigs! Here’s our tickler: “Pat pops popcorn for pretty pink pigs.” Everybody say it three times together. [Says tickler three times]. Now say it again, and this time, stretch the /p/ at the beginning of the words. “Ppppat ppppops ppppopcorn for ppppretty ppppink ppppigs.” Try it again, and this time break it off the word: “/p/ at /p/ ops /p/ opcorn for /p/ retty /p/ ink /p/ igs.

5. [Have students take out primary paper and pencil]. We use the letter P to spell /p/. Capital P and lowercase p look like a popcorn scooper. Let’s practice writing lowercase p. Start at the fence and make a straight line to the ditch and stop. Now, put your pencil on your line at the fence and start making a circle and stop it at the sidewalk on the line that you just made. I want to see everybody’s p. After I put a smile on your paper, I want you to make 6 more just like that!

6. Call on students to answer and tell how they knew: Do you hear /p/ in camp or can? Puppy or kitty? Up or on? Drop or drain? Play or clay? Say: Let’s see if you can spot the mouth move /p/ in some words. Pop like popcorn if you hear /p/: the, pretty, pony, ate, some, yummy, popcorn.

7. Say: Let’s look at If You Give A Pig A Pancake. Laura Numeroff tells us about a pig that is given a pancake for breakfast and what will happen after he gets a pancake. Drawing out /p/. Ask children if they can think of other words with /p/. Ask them to make up animals that start with /p/ and draw them out. Display their work.

8. Show PAN and model how to decide if it is pan or fan: the P tells me to pop my popcorn, /p/, so this word is ppp-an, pan. You try some: PIT: pit or lit? PINK: pink or rink? PLAY: play or clay? PORK: pork or fork? PICK: pick or kick?

9. For assessment, distribute the worksheet. Students color the pictures that begin with P. Call students individually to read the phonetic cue words from step #8.

 

References:

Grace Loggin’s Popping with the Letter P!

https://sgloggins17.wixsite.com/mysite-1/emergent-literacy

 

Assessment Worksheet

https://www.superteacherworksheets.com/phonics-beginningsounds/letter-p_WFMWZ.pdf?up=1466611200

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Contact me: Jackie Zencuch

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