Rationale: This lesson will help students identify /p/, the phoneme represented by P. Students will learn to recognize /p/ in spoken words by learning a sound analog, practicing finding /p/ in words and identify phoneme awareness /p/ in phonetic cues.

​

Materials: 

1. Primary paper and pencil

2. Sentence strip that says " Polly's popping popcorn is perfect"

3. Drawing paper and crayons

4. Phoneme worksheet that identifies pictures with /p/

5. Cover-up critter

6. Cards with: POT, PET, JOB, PIG, PINK, NEAR, PASS, PLAY

7. Decodable book: Pen Pals

8. Assessment worksheet [URL below]

​

Procedures:

Say: "Our written language is a tricky code. The trick part is learning about each letter sounds like. and how we move our mouth for each word. Today we are going to work on spotting the /p/ in words. We spell /p/ with the letter P. Popcorn pops with the sound /p/."

​

Say: "Let's make the sound of popping popcorn, /p/, /p/, /p/. Great job! Notice how we only use our lips and a puff of air to say /p/. We never use our tongue when we say /p/."

​

Say: "Let me show you how to find /p/ in the word naps.I am going to stretch it out naps so you can listen to the popping popcorn. Nnn-aa-p-sss". Slower:"Nnnnn-aaaa-p-sss"-- there it was! I found it! I felt my lips come together and a puff of air come out of my mouth. Popping popcorn /p/ is in naps."

​

Say: "Let's try a tongue tickle!" (On sentence strip.) Polly is hungry and wants popcorn. She pops some popcorn in the microwave. She listens for the pop sound. Pop-pop-pop! She is so excited to eat her delicious popcorn. Here is our tongue tickler: Polly's popping popcorn is perfect. Let's say it 3 times together." Let the students say it together. "Great job! This time I want you to stretch out the /p/ sound at the beginning of each word." Ppppolly's pppoppping pppopppcorn is pppperfect. "Great! Now this time we are going to cut off the /p/ sound on each word: /p/olly's /p/opping /p/opcorn is /p/erfect." Then let the students give it a try. 

​

Say: Have the students take out a sheet of primary paper and a pencil. Say "We use the letter P to spell /p/. Let's write a lower case p. Start at the top of the fence and draw a line to the ditch. Next, trace that line all the way up to the sidewalk and draw a circle that connects back to the line. I want to see everyone's perfect p. After I put a smiley face on it, I was you to draw 10 more just like it!"

​

Say: "I want all of my friends to join me on the carpet." Call on students to answer where they find p in the word and how they knew. "Do you hear /p/ in plane or train? Trail or path? People or dogs? Camera or phone? Flower or plant? Parents or sister? Friend or peer? Let's see if you can notice when the mouth moves when we say /p/: Daisy, pet, pick, grass, play, bed, peach, pink, at, his, pizza."

​

Say: "Let's read a book titled, 'Pen Pals'. Baby Ben is in his pen. He cries and cries for his pet, Fred. But Fred cannot help him. How does baby Ben get out of his pen? Let's read and find out! Any time you see P, I want you to drag the /p/ sound out." When the story is over, let the students draw the baby in the pen. Display their work in the classroom. 

​

Show the POT card. Model how to decide if the word is pot or not. "The P tells me that the popcorn is popping, so this word is ppp-ot. You try some: PET: Pet or Net? JOB: Sob or job? PIG: Pig or Fig? PINK: Pink or wink? NEAR: Fear or near? Pass or class? PLAY: Grey or play?"

​

​

Assessment Worksheet:

https://www.superteacherworksheets.com/phonics-wordswith/letter-p.pdf?up=1466611200

​

Assessment: Give each student a worksheet. Students will color the items that have the /p/ sound in their names. Call on students to read the words form step 8.

​

Resources: Peyton Hayes, "Pop Pat's Popcorn with P"

https://hayespeyton1999.wixsite.com/mysite/emergent-literacy

​