Molly's Monkey
Emergent Literacy
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Rationale: This lesson will help children identify /m/, the phoneme represented by M. Students will learn to recognize /m/ in spoken words by learning a sound analogy (mmm that food is yummy) and the letter symbol M, practice finding /m/ in words, and apply phoneme awareness with /m/ in phonetic cue readings by deciphering rhyming words from beginnings letters.
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Materials: primary paper
Pencil
Crayons
Worksheet with pictures (https://www.education.com/worksheet/article/alphabet-phonics-m/ )
Notecards with words on them (mix, man, money, magic, mango, mop, mat)
Dry Erase board and markers
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Procedures: 1. The tricky part about our language is learning what the letters stand for and what sounds they make. The mouth moves when these sounds and that is how we identify them. Today we are going to work on the mouth movement for the letter /m/. we spell /m/ with the letter M like Monkey and it sounds like mmm that food was good.
2. Let’s pretend we are eating yummy food /m/ /m/ /m/. Rubbing our tummy’s and saying mmmm. Notice how your lips are together and you are pressing your tongue against your teeth. When we say /m/ we put our lips together, press our tongue against our teeth, and make our lips vibrate together.
3. Let me show you how to identify /m/ in the word him. I am going to stretch out him in super slow motion and listen for yummy food hh-ii-m. Slower hhh-ii-mmm. There is was I felt my lips press together and vibrate and my tongue touch the back of my teeth. Yummy food /m/ is in him.
4. Let’s try a tongue tickler now. Molly has a monkey that likes to eat bananas. Whenever he eats bananas he always leaves the peels on the floor and makes a mess. Here is the tickler: “Molly’s monkey makes a mess.” Now everybody say it with me three times. Now we are going to say it again but this time everyone stretch out /m/ at the beginning of the words. “Mmmolly’s mmmmonkey mmmakes a mmmess.” Finally we are going to break /m/ off when we say it: /m/ olly’s /m/ onkey /m/ akes a /m/ ess.
5. Now we are going to work on writing the letter M to spell /m/. Capital M looks like two mountains. Let’s write the lower case letter m. Start on the fence and go down to the sidewalk then back up toward the fence and hump around and down to the sidewalk again. Now write the lower case m ten times. Great work now let’s move on to the upper case M. Start on the rooftop and go down straight through the fence and stop when you get to the sidewalk. Next, go back to where you started on the rooftop and go down the slide thru the fence until you hit the sidewalk and then back up the slide thru the fence to the next rooftop. Finally, go down straight through the fence to the sidewalk and stop. Now repeat this ten times. Great job at writing /m/.
6. Now we are going to do an activity and y’all are going to tell me if you hear /m/ in one word or another. Do you hear /m/ in make or fake? Mad or sad? Monkey or funky? Mate or date? Money or funny? Now see if you can see my mouth move /m/ in some words. Rub your belly like you are eating yummy food if you hear /m/: The pink monkey ate a mango that was munchy.
7. Now let’s look at the book A nap and a map by Lili Henderson. It is about a dog named pap and where he can take naps. Do you want to know where he can take naps? Let’s read and find out. Every time you say /m/ I want you to rub your bellies like you are eating yummy food.
8. Now I am going to model how to decide if the word {MOM} is mom or tom.The M in mom tells me to rub my belly, /m/, so this word is mmm-o-mmmm. You try some now: Mix: mix or fix? Meet: feet or meet? Mind: mind or find? Make; make or break?
9. Now for the assessment I am going to pass out a worksheet. Y’all are going to color the pictures that begin with M and leave the others black and white.
Reference:
Sarah Jane Brock, Fishing Frenzy.
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Assessment Worksheet: https://www.education.com/worksheet/article/alphabet-phonics-m/
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Sticky Fingers
Beginning Reading Lesson
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Rationale: This lesson teaches children about the correspondence i=/i/. I order to be able to read, children must learn to recognize the spellings that map word pronunciations. In this lesson children will learn to recognize, spell, and read words containing the spelling i. They will learn a meaningful representation (fingers being sticky and icky), they will spell and read words containing this spelling in a Letterbox lesson, and read a decodable book that focuses on the correspondence i=/i/.
Materials: Graphic Image of sticky fingers; cover-up critter; whitboard; letter manipulatives for each child and magnetic letters for the teacher (a,c,d,e,f,g,h,i, j,k,l,p,s,t,) List of words on whiteboard sit, jig, tap, led, chip, flip, flick, slit. Pig in a Bag, and the assessment worksheet.
Procedures:
1. Introduce the lesson by showing students the picture of a person with sticky fingers. Say, "Think of a time when you got something really icky on your hands, and imagine how it felt. When I get something sticky on my hands I do like this (Model motion while saying "sticky icky"). Can everyone say "sticky icky" with me while you shake the goop off your sticky icky hands? Now can you really stretch out the /i/ sound like this (model) while we say it again?"
2. Sometimes the letter I makes the sticky icky sound. Let’s see if we can hear sticky icky sound in this sentence: Nicky is an ill pink pig. Now let’s stretch out the icky stick sound when we hear it. “Niiicky iiis an iiill piiink piiig.”
3. Now I want you to listen to these words and tell me which one you hear our icky sticky /i/ sound in. chill or chop, flip or flap, kip or cap, mix or map.
4. (Using magnetic letters and a white board) Now we’re going to try spelling some words with our icky sticky /i/ sound. I am going to spell the word "trick". I am going to say it really slow to make sure I hear all of the sounds I need to spell: ttt rrr iii ccckk. TTT; that is the "t" sound, so I know to put a "t" in my first square. Trrrrrick. Next I hear the "rrrrr" sound. That is the sound an "r" makes, so I know to put an r in the next box. Triiiiiiick. That was the icky sticky sound! I know that sound! The "I" makes that sound, so I am going to put it in the next box. TriCK. I know that sometimes at the end of words, "ck" makes the "k" sound, so I am going to put those together to make the "k" sound. Trick! Now you’re going to try it.
5. Now I am going to watch and help y’all spell some words with our icky sticky short i sound.
3(sit, jig, tap, led, chip) 4(flip, flick, slit)
6. Have students read the words they spelled as you reveal them on the white board.
7. Divide students into reading pairs. (Pass out books as you talk). "Now that we are doing such a great job at using our icky sticky letter "I" we are going to practice our skills by reading a book, Pig in a Bag. Tim is finally having his tenth birthday. Is he in for a surprise. Wait until you see what Ben is giving him. To find out, we’re going to have to read the book. Take turns reading the book, one page at a time, to your reading partner." (Monitor students by observation)
8. We are going to do an activity that will help us remember our sticky icky i. Pass out worksheets and crayons. For this activity we are going to color the picture that has the icky stick “i” sound in them and circle the right word for the picture. While students are working on them have individuals come and read pseudo words with the teacher.
Reference:
Barking into Fluency
Growing Independence and Fluency Design
Rationale: Students need to know how reading fluency will help them understand text better. Fluent readers are able to read words automatically which allows them to focus on the meaning of the text. The more students practice with reading the more they make sight words which will lead them to become more fluent readers. Students will read for fluency with the teacher, graphing their progress and going over unfamiliar words between readings. At the end of the lesson, teachers will have a better idea of their student’s ability to read fluently.
Materials:
Book: Biscuit
Assessment paper for each student
Stopwatch for each pair of students
Chart with a dog and number of words on it.
Partner Reading Progress checklists
0 - - - - 10 - - - - 20 - - - - 30 - - - - 40 - - - - 50 - - - - 60 - - - - 70 - - - - 80 - - - - 90 - - - - 100
Correct Words Per Minute
Fluency Checklist:
Title of Book: __________________________________ Date___________
Student’s Name: ____________
Partner's Name: ______________________________
After 2nd Reading After 3rd Reading
_________ _________ Remembered more words
_________ _________ Read faster
_________ _________ Read smoother
_________ _________ Read with expression
Partner Reading Progress Checklist
Total # of words in chapter: ______
Reader: __________________________
Checker: __________________________
1: ___ Words in___ seconds
2: ___ Words in ___ seconds
3: ___ Words in ___ seconds
Which turn sounded the smoothest? _______
Which turn had the least number of errors? ______
Procedures:
1. “Today we are going to work on becoming fluent readers. This means that we will try to improve how fast and smoothly we read. By reading a lot, even books that we have already read, we can improve our reading fluency. When we become fluent we will also be able to recognize more words automatically, without having to sound them out, so they will become sight words.”
2. “First I am going to show you how to tell if someone is reading fluently or not. In the first sentence I am not going to read fluently. IIII-cccc-aaa-nnn ttt-aaa-pppp aaa-nnn-ddd sss-pp-iii-nnn. Because I had to sound out each letter. I could not read fast or smoothly. Now I will show you how a fluent reader should sound. “I can tap and spin” I was able to recognize each word and the sentence flowed together. I was also able to understand the sentence and add expression.
3. Sometimes there may be words that we do not know, and have to sound out. In order to figure these out we need to use a cover up critter, so we can sound the word out part by part. In order to make sure the word we sound out is right we need to crosscheck by rereading the sentence with the word in it. (model how to sound out a word by using a cover up critter and crosschecking using the sentence “Biscut at his food.”) Say: “lets say I had trouble sounding out the word biscuit. In order to sound this out you could use your cover up critter to look at these beginning sounds, / b/ /i/ /s/ and if decoding the rest of the word doesn’t work. Then you can look at the rest of the sentence and crosscheck to figure out that it says “biscuit”.
4. Now that we have learned how to sound out a word using a cover up critter and how to cross check we are going to check each other fluency. Each pair of students will take turns timing each other reading the book Biscuit three times. Biscuit is a story about a dog whose bedtime it is, but Biscuit doesn’t want to sleep! Before Biscuit gets into bed he wants one more snack, one more story, one more kiss. Will he ever go to sleep? We have to read to find out. The reader will try to read as fast and smoothly as they can. The person who is timing will mark where their partner stopped each time and then count the number of words they read each time. On our chart we will move the dog to the number of words they read each time correctly. Our goal is to reach the finish line by reading all of the words. Before they can start the teacher will show them how to work the stopwatches and how to count the words that they have read by modeling.
5. After each student and their partners have read they will fill out their check sheets, which will tell if the students have improved with each reading or not.
Partner Reading Progress Checklist
Total # of words in chapter: ______
Reader: __________________________
Checker: __________________________
1: ___ Words in___ seconds
2: ___ Words in ___ seconds
3: ___ Words in ___ seconds
Which turn sounded the smoothest? _______
Which turn had the least number of errors? ______
6. Assessment: To assess the students, the teacher will review their car charts and partner checks sheets in order to see improvements. Then each student will read the book for the teacher and she/he will take notes on the miscues and fluency of each student. When the students have finished reading the teacher will ask questions to test their comprehension.
What kind of animal is biscuit?
What does biscuit want before going to bed?
Does Biscuit end up going to bed?
References:
Capucilli, Alyssa Satin, and Pat Schories. Biscuit. HarperCollins Publishers, 2017.
Katie Lincoln,