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Making A Mess with "M"

Rationale: This lesson will help a child to identify with the phoneme /m/, a sound that is represented by the letter M. This lesson will enable the student to recognize the phoneme /m/ in spoken words by learning important representation (Mona made a ‘messss), practice finding /m/ in words, and learning a tongue tickler with /m/. Students will also learn to distinguish the letter /m/ in phonetic cue reading by distinguishing rhyming words from beginning letters.

 

Materials:

 

Procedures

  1. I will begin by stating that our language is a secret code. The hard part is learning what each letter stands for-the mouth moves we made as we say words. Today we will work on spotting the mouth movement /m/! We spell /m/ with the letter /m/. M looks like two hills, but sounds like tasting a bite of supper!

  2. Lets pretend to rub our bellies as if we just ate a big supper /m/, /m/,/m/. Notice where your lips are? (pressing together). When we make the /m/ sound/, we blow air between our closed lips.

  3. Now we we learn how to find the /m/ in the word mom. I will stretch out mom in slow motion and listen for the tasty supper (mmmm)! Mm-o-mm. Slower: Mmmm-oo-mmmmm. There it is! I felt my lips pressing hard together!

  4. Lets try the tongue tickler on the poster “Mona the monkey made a mess”. Lets say it together. Stretch out the /m/ at the beginning of each word. “Mmmmona the mmmmonkey mmmade a mmmesss”. Now we’re going to break off the words “/m/ona the /m/onkey /m/ade a /m/ess”.

  5. I’ll say “lets get out our primary paper and pencils!”. We use letter M to spell /m/. Captial M looks like two mountians together. Lets write the lowercase letter m. Start on the sidewalk, and move up to the fence, at the top of your mountain go back down, and make your way back up for another mountain and go back to the sidewalk.

  6. Call on students to answer words. I will ask you two words and I want you to tell me which one makes the /m/ sound. Do you hear /m/ in cat or mat? Mom or dad? Sit or move? Can you recognize the motion of /m/? When you see /m/ rub your belly! If you do not hear /m/, keep your hands at your side. Cart, Monday, mart, mom, maybe, murky

  7. Pass out primary paper and a pencil to the students. “We use M to spell /m/. Lets practice writing a capital M. First, you will start from the sidewalk and move up to the rooftop, once you are at the top of the rooftop, curve your mountain, and go back down to the sidewalk, and trace your pencil back to the rooftop, and back to the sidewalk again.

  8. Now, we are going to read our letter /m/ book, Tabitha’s Letter M. Booktalk” Lots of things have M’s in them. Monkeys, mermaids, magicians. What other words have the letter /m/ in them? Read and see!

  9. I will show the word Mom and ask if this is Dad or Mom. The /m/ tells me to rub my belly /m/,/m/,/m/. So this word is Mmm-o-mmmmm. Now I want you to try some: MAKE:make or cake? MERMAID: mermaid or cat?

  10. To assses the students on m=/m/. I will pass out the worksheet. I will ask the students to color each picture that has an /m/ in it. I will walk around the room and help those that don’t understand m=/m/. I will randomly call on students to sound out phonetic cues on the pictures.

 

 

 

 

References

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