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Screen Shot 2021-03-29 at 12.13.49 PM.pn

Popcorn Pops with P

 

Emergent Literacy Lesson

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Rationale:  This lesson will teach students to identify /p/, the phoneme represented by P. Students will learn to be able to recognize /p/ in spoken words by learning a sound analogy that matches the letter symbol P, “ popcorn popping ppp”. Then students will practice learning to  find /p/ in words and apply phoneme awareness with /p/ in phonetic cue reading. 

 

Materials:

  • Plain paper and primary paper  

  • Pencil and Crayons 

  • Chart saying: “Princesses Pearl  Picked a Pretty Pony” 

  • Word cards with:  POT, PIG, PACK, HAT, PLUS

  • Book: Hop on Pop by Dr. Seuss

  • Assessment worksheet (linked) 

 

Procedures: 

1. Our written language is a secret code. The secret, tricky part is figuring out what the letters stand for. Today, we are going to learn the /p/ sound. The letter P makes the /p/ sound. P looks like a spoon.

 

2. Let us think about when popcorn is popping and it goes /p/, /p/, /p/, try putting your hands up and press them together as we say /p/ and open and close your hands with the p. Ask them where there lips are and tongue… The tongue stays in place but the lips are together and air gets blown out. Have them say /p/ and think about how their lips are together and air gets blown out. 

 

3. Let me show you how to find /p/ in the word bump. I'm going to stretch bump out in super slow motion and listen for the popcorn popping. Bbb-u-m-p. Slower: Bbb-u-u-m- pppp. There it was! I felt my lips close together and blow air out. Popping /p/ is in bump. 

 

4. Now let's try a tongue tickler. ( Display this on the board so that students can see the chart) Princess Pearl really wants to have a new animal at her family farm. Her father, the king, told her that this weekend that she could go with him to pick out a new animal! Princess Pearl was so excited. Here’s our tickler: “Princesses Pearl  Picked a Pretty Pony”. Have everyone say the tickler three times out loud together. Now say it again, and this time, stretch the /p/ at the beginning of the words. " Pppprincesses Pppppearl  Ppppicked a Ppppretty Ppppony." Try it again, and this time break it off the word: “ /p/ rincesses /p/ earl  /p/ icked a /p/ retty /p/ ony” 

 

5. Using primary paper and pencil have the students write uppercase and lowercase p. Start by saying that P looks like a big spoon and p looks like a smaller spoon. For uppercase P, draw a line from the rooftop all the way down to the sidewalk and add a half circle onto the line from the rooftop to the fence. For lowercase p draw a straight line from the fence to the ditch. For the half circle on the lowercase letter attach it from the fence to the sidewalk. After I come around and put a star on your paper practice writing both P and p five times.

 

6. Call on students to answer and tell how they knew: Do you hear /p/ in port or horse? Hand or spam? Yellow or pink? Zap or job? ( allow students to raise their hands to answer) This is a midpoint assessment of them recognizing the /p/ sound. To Review Say: Let's see if you can spot the mouth move /p/ in some words. Make the popping motion with your hand if you hear /p/: The, purple, butterfly, picked, a,  flower, with, peddles, to, sit, on, perfectly. 

 

 

7. Next using, Hop on Pop by Dr. Seuss. Intro the book with: “ Lets look at this book by Dr. Seuss that has really cool illustrations and a character names Pup!” Read pages 1-5 drawing out the /p/. You can ask the class after reading if they can think of any other words that start with /p/. Have them brainstorm/ make up a friend for Pup that also has a /p/ in it. After this have the students use pencil and paper to spell out the name of the friend they picked for pup and draw a picture of it with crayons. Have five students present their work then display the work in the hallway/ classroom. 

 

 

8. Show POT and model how you figured out if it was pot or hot: The /p/ tells me that popcorn is popping ( show hand signal for this), so the p is in pppot, pot. Now you try some: PIG: pig or wig? PACK: pack or sack? HAT: hat or pat?PLUS: plus or fuss? 

 

 

9. Using the worksheet that in linked below for assessment, pass it out to students. They will first trace the letter P and p and then color the pictures that start with the letter P.

 

 

 

References:

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