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Piglet the Pink Pig... 

Emergent Literacy Design

Abby Elsea

 

RATIONALE

This lesson will help children identify /p/, the phoneme represented by P.  The students will be taught to be able to recognize /p/ in spoken words by learning a meaningful representation (Piglet the Pig Pops bubbles).  Students will also practice finding the /p/ sound in words and applying phoneme awareness in phonetic cue reading by distinguishing rhyming words from beginning letters.

 

MATERIALS:

  1. Primary Paper and pencil

  2. Chart with “Piglet the Pink Pig Pops Popcorn.”

  3. Dr. Seuss’s ABC (Random House, 1963)

  4. Phonetic Cue Reading Cards: pig, pen, pink, pale, plane, horse, crayon, blue, bucket, car

  5. Assessment worksheet with /p/ (URL below)

  6. Crayons or something to color with.

 

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.  In this lesson, we are going to learn to spot the mouth move /p/. We spell /p/ with the letter P. /p/ sounds like the popping of a piece of bubble gum.

  2. Say: Has anyone chewed a piece of bubble gum before?  Well today we’re going to pretend to chew bubble gum.  Let’s act like we are blowing a bubble.  What sound does a bubble make when it pops? Correct, /p/, /p/, /p/.  When we make the /p/ sound, we put our lips together and force the air out between our top and bottom lip.

  3. Say: Now, I am going to show you how to find the /p/ sound in the word stop.  Listen as I stretch out each sound and look for the bubble popping sound. /S/ /t/ /o/ /p/.  There it was! I heard the bubble popping, /p/, at the end of the word stop.

  4. Say: Let’s try a tongue tickler (written on chart)!  Piglet the Pink Pig Pops Pink bubble gum!  Piglet is Winnie the Pooh’s friend who loves to play.  Pooh gave Piglet a massive piece of bubble gum and asked to show him how to pop a bubble.  “Piglet the Pink Pig Pops Pink bubble gum.”  Can everyone say that three times together?  Now, let’s say it again, and this time pop the /p/in the words. “Piglet the Pink Pig Pops Pink bubble gum.” Let’s try it again, but this time we’re going to break it off of the word.  “/p/iglet the /p/ink /p/ig /p/ops /p/ink /bubble gum!” Good Job!

Pops Pink Bubble Gum!

5. Students are to then take out primary paper and a pencil.

Say: We use the letter P to spell /p/.We are going to learn how to write the lowercase letter p.We’re going to begin by starting at the fence and carrying the straight line to the bottom of the ditch. Now we are going to make a little ball from the fence to the sidewalk, connecting to the straight line we just drew! I am going to come around and check everyone’s letter p.Once you receive a smiley face on your paper, continue to practice drawing the letter p five more times.

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6. Say: I am going to give you two words and I want you to tell me which word you hear /p/ in.  If you are able to feel the air between your top and bottom lip come out, then you will know which word the /p/ is in!  Raise your hand if you can hear /p/ in Palace or cottage? Pillow or blanket? Pink or green? Party or meeting?  Now, raise your hand when you hear the /p/ sound in the words I am about to say aloud.  Picnic, boy, popcorn, picture, mom, dog, popsicle, police.

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7. Say: Let’s look at an alphabet book by Dr. Seuss.  Dr. Seuss is telling us about a silly bear who is trying to change the color of his pajamas! We have to read to figure out what color he wants his pajamas to be! – Read the page and emphasize the /p/.  Ask the students to make up a silly name for a creature and draw a picture of this creature with the invented silly name written above it.  Examples of this can be Pepper-pink-pig or Pink-popping-piggy. Display the work.

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8. Show PIG and model how to decide if it is pig or horse. The P tells me to pop the piece of bubble gum, /p/, so this word is ppp-ig pig.  Now you try some! PIG: pig or horse? PEN: Pen or crayon? PINK: Blue or pink? PALE: Pale or bucket? PLANE: Car or Plane?

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9. For assessment, distribute the worksheet. Students are to color the pictures that begin with the letter p.  Call students individually to read the phonetic cue words from step #8.

References:

Hannah Locklear, P is for Piper the Pig: https://hml0013.wixsite.com/literacydesigns/emergent-literacy

Assessment worksheet: https://twistynoodle.com/circle-the-words-that-start-with-the-letter-p-coloring-page/

Book: Dr. Seuss’s ABC (Random House, 1963).

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