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Emergent Literacy Design

Let’s Pop Some Popcorn with piper!

Rationale: The purpose of this lesson is to help students identify /p/, the phoneme represented by P. Students will learn how to identify /p/ in spoken words through sound analogies (popping popcorn). Students will practice finding /p/ in many words and the awareness of /p/ in phonetic cue reading through rhyming words from their beginning letters.

Materials: -You will need primary paper and a pencil.

A sentence strip that says “Piper will pop perfectly popped popcorn”.
For reading you will need the book The Perfect Pumpkin Pie by Denys Cazet
Drawing paper and crayons
Word cards with PEN, PIG, TIE, PAWS, PAIL, COT
Worksheet for identifying /p/ words.

Procedures:

Say: Our written language is a special code. We have to figure out what all the different letters mean and what they say. Our mouth moves in different ways to make sounds as we say words. Today we’re going to work on moving our mouth to make the /p/ sound. We make /p/ with letter P. P looks like a line that pops at the top, and /p/ sounds like popping popcorn.
Let’s pretend like we are popping popcorn, /p/, /p/, /p/. (Pretend & demonstrate popping popcorn with your mouth) does everyone feel their lips touching? (Touching lower lip) When we say /p/, our lips come together and pop like popcorn.
Let me show you how to find /p/ in the word rope. I’m going to stretch this rope out in super slow motion and listen for it to pop like popcorn. rrr-ooo-ppp-eee. Slower: rrrr-oo-pppppp-eee. There it was! Now you guys say it with me rrr-oooo-ppp-ee. Did you feel your lips pop? Popping /p/ is in rope.
Let’s try a tongue twister. (sentence strip on board) Piper is a little girl who loves popcorn. She loves watching it pop into perfectly fluffy popcorn. Sometimes she doesn’t cook it so perfectly though. Lets try our tongue twister and see if she can do it! “Piper will pop perfectly popped popcorn.” Everybody say it three times together. Now say it again, and this time, lets stretch out the /p/ sound at the beginning of the words. “Ppiper will ppop ppperfectly pppopped pppopcorn” Try it again, but this time lets pause between the /p/ and the word: “/p/iper will /p/op /p/erfectly /p/opped /p/opcorn”
Tell the students to pull out their paper and pencil. Say: We use letter P to spell /p/. Capital P looks like popcorn is attached to a line. Let’s write the uppercase P. Start at the rooftop. Draw a line from the rooftop to the sidewalk. Then make an o that connects to the line from the rooftop to the fence. I want to check everyone’s P. After I stamp it, I want you to make nine more just like it.
Say: Now we’re going to write the lowercase letter P. To do that you’re going to start at the fence, go straight down into the ditch, come up and put his chin on the sidewalk. That’s a lowercase p! After I stamp it, I want you to make nine more just like it.
Call on students to answer and tell how they knew: Do you hear /p/ in pig or Tin? Sail or plane? Up or down? Pal or friend? Hope or from?Say: Let’s see if you can spot the mouth popping /p/ in some words. Say “pop” if you hear /p/. Pickle, hop, not, pink, money, paint, claw, peach, pencil.
Say: “Let’s read a story together. This book is called The Perfect Pumpkin Pie. It is about Old Man Wilkerson wanting the perfect pumpkin pie. Jack and his grandma moved into Old Man Wilkerson’s old house and he tells them that if he does not get a perfect pumpkin pie he will haunt their house.” Let’s read the story to see if he ever gets his perfect pumpkin pie. If you hear the /p/ sound you can say “pop”! or jump up and down like popcorn does when it pops. Ask children if they can think of other foods that start with /p/. Then have each student draw a picture of the food they thought of. Display their work.
Show PAIL and model how to decide if it is hail or pail: the P tells me it’s popping, /p/, so this word is pppp-ail, pail. You try some: PAN: pan or ran? PIE: pie or tie? POOL: tool or pool? POT: hot or pot?
For assessment, distribute the worksheet. Students are to fill in the worksheet with missing letters and color the pictures that begin with p. During this time call students individually to read the phonetic cue words and word cards from step #7.

References:

Popping popcorn for P by Aspen Zaloga

https://aspenzaloga.wixsite.com/education/emergent-literacy-design

The Perfect Pumpkin Pie by Denys Cazet

https://www.barnesandnoble.com/w/perfect-pumpkin-pie-denys-cazet/1100334199

Bruce Murray, Brushing your teeth with F

https://murraba.wixsite.com/readinglessons/emergent-literacy

Assessment worksheet:

https://www.kidzone.ws/prek_wrksht/learning-letters/p.htm