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Pop Pop Popcorn With P

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Palina Luangkhot

Emergent Literacy

 

Rationale: This lesson will help children identify and learn /p/, the phoneme represented by P. Students will learn /p/ in spoken words by learning a visual, meaningful representation (popcorn popping) and the letter symbol P, practice finding /p/ in words, and applying phoneme awareness with /p/ in phonetic cue reading by distinguishing rhyming words from beginning letters.

 

Materials: 

1. Picture of popping popcorn (seen below)

2. Tongue tickler “Poppy pops popcorn in Paris.” (printed large on a sheet of plain paper)

3. Primary paper and pencil for each student

4. Word cards: PET, PAT, PLAY, PIG

5. Assessment worksheet: http://www.kidzone.ws/kindergarten/p-begins2.htm

6. Book: One Potato, Two Potato by Cynthia DeFelice

 

Procedures:

1. Say: Our written language is a secret code. It can be tricky at times because we may not know what letters stand for-as the mouth moves as we say words. Today, we are going to work on spotting the mouth movement of /p/. When we spell /p/, we spell it with the letter P. Part of a P looks like a popcorn kernel and /p/ sounds like popcorn popping.

2. Let’s pretend to pop some popcorn, /p/, /p/, /p/. (gesturing hands like popcorn popping in the air while making a popping noise). Notice that your lips should close together, then release your lips in an explosive like manner. Every time we make the /p/ sound, we are going to use our hands to make a popping gesture.

3. Let me show you how to find the /p/ sound in the world pet. I am going to stretch petout in super slow motion and I want you to listen for the pop sound. Puuh- e-e-e-t. slower: Puuuuuh- e-e-e-t. There it was! I felt my lips close together and then it opened up wide. I can feel the /p/ sound in pet.

4. Let’s try a tongue tickler that is on this paper. “Poppy pops popcorn in Paris.” (Tell about the tickler tale) Now, let’s say it together. Stretch out the /p/ sound at the beginning of every word. “Puuuhoppy puhops puhopcorn in Puuuharis.” This time we are going to break it off in the beginning of the word: “/p/oppy /p/ops /p/opcorn in /p/aris. 

5. I am going to say two words to you and I want you to tell me which one you hear /p/ in. Do you hear /p/ in petor net? Sat or pat? Clay or play? Pigor twig? Let’s see if you can recognize the motion of /p/. When you hear /p/, make your popping gestures. If you do not hear it, then put your hands in your lap. Say: paw, mom, jump, like, cup.

6. Pass out primary paper and a pencil to the students. We use P to spell /p/. Let’s practice writing a capital P. First, start at the rooftop and make a line down to the sidewalk. Then go back to the rooftop and around to the fence. I will demonstrate it on a whiteboard a few times then get them to write it a few times. While they are doing this, I will walk around and see if anyone is having any trouble with it. After they are finish, I will say, “Let’s try a lowercase p. This time we start at the fence and go down to the ditch, back up and around to the sidewalk.” I will then demonstrate on the whiteboard a few times then let them practice. I will walk around and see if anyone has any trouble.

7. We are going to read out letter /p/ book, One Potato, Two Potato. Book talk: Mr. and Mrs. O’Grady are so poor they only have one of everything to share. They dig up one potato every day. One day, after the last potato was dug, Mr. O’Grady stumbles upon a big, black object. What do you think it could be? You have to read the rest of the book to find out what they found!

8. Show students the flashcard petand have them decide if it is pet or net? The P shows me to make my popping gesture: /p/, /p/, /p/. So this word is puuh-et. Now I want you to try some: sat or pat? Clay or play? Pigor twig? 

9. To assess the students on p = /p/, I will pass out the following worksheet. Have the students color each picture of the object that begins with p. Then have students write P in the front of the words that have a P in the beginning. Walk around and help the students who have not grasped p =/p/. Call students individually to read the phonetic cue from step #8. 

 

References:

https://www.themeasuredmom.com/letter-p-books/

http://www.kidzone.ws/kindergarten/p-begins2.htm

One Potato, Two Potato by Cynthia DeFelice

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