Eat Yummy Foods with M | Ms.Boyd'sBrainyBits

Emergent Literacy Design: Eat Yummy Foods with M

Emergent Literacy Design by Logan Boyd

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 (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, ROW, and MAKE
assessment worksheet identifying pictures with /m/ (URL below)

Procedures:

1. Say: Our written language is a secret code. The tricky part is learning what letters stand for—the mouth moves we make as we say words. Today we're going to work on spotting the mouth move /m/. 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 delicious (M-m-m).

2. Let's pretend that we are eating yummy food and saying “M-m-m”, /m/, /m/, /m/. [Pantomime eating good food and reacting to that food, rubbing stomach in circular motion]. To use m, your lips come together.

3. Let me show you how to find /m/ in the word slime. I'm going to stretch slime out in super slow motion and listen for my reaction to eating yummy food. Ss-l-i-mmm-e. Slower: Sss-ll-i-i-mmm-e. There it was! I felt my lips come together. Eating yummy foods /m/ is in slime.

4. 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 students take out primary paper and pencil]. 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. Call on students to answer and tell how they knew: Do you hear /m/ in Mom or Dad? send 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 #8.

References:
http://www.auburn.edu/academic/education/reading_genie/voyages/brockel.html.

Adapted from Caroline Harris, Sizzle the Sausage with the Sound /s/.

https://ceh0108.wixsite.com/carolineharris/emergent-literacy

Worksheet:

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

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