The Letter P

 

Date: Thursday, October, 14 2004

Grade: K

Time needed: 30 minutes

 

Materials: P items and non-P items (peaches, pears, pennies, etc.), the Harcourt ELL Kindergarten component teacher’s manual and Pp book, Early Success Pumpkin, four small pumpkins, P bingo cards and counters, pink and purple play-do, sharp knife

 

VA SOL’s: 

K.1     The student will demonstrate growth in the use of oral language.

a)      Listen to a variety of literary forms, including stories and poems.

K.2     The student will use listening and speaking vocabularies.

a)     Use words to describe/name people, places, and things.

K.3     The student will build oral communication skills.

a)                 Begin to follow implicit rules for conversation, including taking turns and staying on topic.

b)                 Express ideas and needs in complete sentences.

c)                  Begin to use voice level, phrasing, and intonation appropriate for language situation.

d)                 Listen and speak in informal conversations with peers and adults.

e)                 Begin to initiate conversations.

f)                   Participate in discussions about books and specific topics.

K.4     The student will hear, say, and manipulate phonemes (small units of sound of spoken language.

a)     Identify words orally according to shared beginning or ending sounds.

            K.5   The student will understand how print is organized and read.

a)                 Hold print materials in the correct position.

 

K.7     The student will develop an understanding of basic phonetic principles.

a)     Identify and name both uppercase and lowercase letters of the alphabet.

b)     Identify beginning consonant sounds in single-syllable words.

K.8     The student will demonstrate comprehension of fiction and nonfiction.

a)                 Use pictures to make predictions about content.

 

 

Objectives: The students will be able to:

 

Presentation:  Give each student a ball of pink or purple play-do.  Let them choose which color they want.  Have students make an upper case and lower case Pp.  Make sure they roll it around a few times to warm it up and soften it.  This stimulates their tactile senses.  Provide a visual for the students to look at as they are making it. 

 

Attention:

Students will brainstorm 1 or 2 Pp words each. The students will trace the letters on the cover.  The teacher will then read the Pp book from the Harcourt series. 

    

Co-Construct

 

  1. Sorting:  Have students close their eyes and hold out their hands.  Each child will be given a food label, some that start with P and some that don’t (ex. Pumpkin, potatoes, pizza, peas, pancakes, pasta, peaches, peanuts, pears, pepper, pickles, pie, pineapple, popcorn, pretzels, pudding.)  They will name the object if they know it.  If they don’t know the name, ask the other students for help.  Then put it in the correct sorting circle (starts with P or not P.)  Students will repeat until all labels are sorted.  Taste testing will follow.
  2. Give each student a copy of the book Pumpkin.  Teacher will lead the reading, but the students may join in wherever they feel comfortable. 
  3. The teacher will lay out a paper towel.  She will then have students make predictions of what might be inside.  Cut open the pumpkin and discuss what is found.

 

Extension/Assessment:  Students will play Pp bingo.  The player that fills up their card first wins.  Each student will take a pumpkin home. 

 

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