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Caroline Rhyne

Emergent Literacy Design :

Yummy Foods That Make You Use M

Rationale:

This lesson will help students identify /m/, the phoneme represented by M. Students will learn to recognize /m/ in spoken words by learning a sound analogy (saying M-m- m) and the letter symbol M, practice finding /m/ in words, and apply phoneme awareness with /m/ in phonetic cue reading by distinguishing rhyming words from beginning letters.

Materials:

•Primary paper
•pencil
•chart with "On Mondays Michael’s mother mostly mopped”•drawing paper
•crayons
•Dr. Seuss's ABC (Random House, 1963)
•word cards with [MICE, MIX, MIND, MOW, MEET, and MAKE]•assessment worksheet identifying pictures with /m/ (URL below) 

Procedure:

  1. Say: Today we're going to work on spotting the mouth movement /m/. How does your mouth move as we make words with the letter M? Your lips come together, right? We spell /m/ with letter M. M looks like the M in the McDonald’s (the arch) and /m/ sounds like what you say when you eat something yummy (M-m-m).

  2. Say: Let’s pretend that you are eating your favorite food and saying “M-m-m”, / m/, / m/, /m/. [rubbing stomach in circular motion].

  3. Say: Let me show you how to find /m/ in the word meatballs. I'm going to stretch meatballs out in super slow motion and listen for my reaction to eating yummy food that makes me use /m/. M-ea-t-b-a-ll-s. Slower: Mmm-ea-t-b- aa-ll-ss. There it was! I felt my lips come together. Eating yummy foods /m/ is in meatballs.

  4. Say: Let’s try a tongue tickler [on chart]. Every Monday, Michael comes out of his room and he sees that his mom is mopping again. She mops every Monday. Here’s our tickler: "On Mondays Michael’s mother Mary mostly mopped." Everybody say it three times together. Now say it again, and this time, stretch the /m/ at the beginning of the words. "On Mmmondays Mmmichael’s mmmother Mmmary mmmostly mmmopped." Try it again, and this time break it off the word: "On /m/ ondays /m/ ichael’s /m/ other / m/ ary /m/ ostly /m/ opped.

  5. [Have student take out primary paper and pencil]. Say: We use letter M to spell /m/. Capital M looks like the M in the McDonalds. Let's write the lowercase letter m. Start at the fence and draw a line to the sidewalk, form a curved line back to the fence and back to the sidewalk. Do this step again. Here is your m. I want to see everybody's m. After I put a smile on it, I want you to make nine more just like it.

  6. Ask the students to answer and tell how they knew: Do you hear /m/ in Mom or

    Dad? sand or mail? beef or ham? Cream or chocolate? Clean or mess? Say: Let's see if you can spot the mouth move /m/ in some words. Say M-m-m if you hear /m/: Ham, fish, lima beans, ice cream, cereal, chocolate, cake, marshmallows.

  7. Say: "Let's look at an alphabet book. Dr. Seuss tells us about mice singing midnight music in the moonlight" Read page 30, drawing out /m/. Ask children if they can think of other words with /m/. Ask them to make up a midnight music song like the mice. Then have each student write their song with invented spelling and draw a picture of them singing with the mice. Display their work.

  8. Show MICE and model how to decide if it is mice or dice: The M tells me to say M- m-m, /m/, so this word is mmm-ice, mice. You try some: MIX: fix or mix? MEET: feet or meet? MIND: find or mind? MOW: mow or row? MAKE: fake or make?

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

 

Worksheet:

https://www.teacherspayteachers.com/Product/I-spy-with-my-little-eyeM-2703246

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