Emergent Literacy

Vroom Goes the Motorcycle with V

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Rationale: This lesson will help children identify /v/, the the phoneme represented by V. Students will learn to recognize /v/ in spoken words by learning a sound analogy. A sound analogy uses a meaningful real world example to connect a verbal spoken word with a specific representation (a motorcycle sound) and the letter V. Next they will practice finding /v/ in words, and apply phoneme awareness with /v/ in phonetic cue reading by distinguishing v in different words. The students will be focusing on distinguishing /v/ and /f/ in particular.

 

Materials:

 

1. A poster with the alliteration “Van visits his friend Violet to play the violin”.

2. Primary Paper and Pencil

3. Red and blue construction paper (this will be used to cut out a motorcycle drawing that will be printed on the paper), under the motorcycle the poster will say “vvvvvvvroom”.

4. Dr. Seuss’s ABC (Random House 1963).

5. Word Cards with the words: Van, Visit, Vox, Vow.

 

Procedures:

1. Today we are going to be learning what the letter V sounds like. The letter V says /v/. Look at what your mouth looks like when you make the sound /v/. It looks a little bit like we are biting our lip. “Alright lets all practice making that sound /v/.

2. “You know what sounds like /v/ in real life? A motorcycle when it goes vroom! Let’s all pretend like we are holding onto a motorcycle’s handles and say vroom! “Vroom!” When you ride a motorcycle you have to make a tough face so lets practice biting our lip and saying “vroom”!”

3. I’m going to show you how to find the letter v in different words. Watch the way my mouth says these words and look to see if you can see what words have a V in them. Vvvvvvvv-a-n, Vvvvvvvvv-isit, Vvvvvvvvv-ow. There it is, do you see the funny way my mouth moves when I say v.

4. We are going to practice saying a tongue tickler. A tongue tickler is when we practice saying words a lot of words with the sound we are learning, and what sound are we learning? (class replies) “/v/” and what letter makes that sound? (class again replies) “V”! There was a boy named Van who loved to play music. One of his favorite things to do was to play music with his friends, so here is our tongue tickler: “Van visits his friend Violet to play the violin.” We can all say it together now. (repeat the tickler 3 times). Now let’s say it slower to make sure that we know what a V sounds like “Vvvvvvvv-an vvvvvvvv-isits his friend to play the vvvvvvvvv-iolin”. Next let’s see what it sounds like when we break off the v, “V-an v-isits his friend V-iolet to play the v-iolin”.

5. Now we are going to practice writing the letter V! (everyone will be given primary paper and pencil). Start on the middle line and make one diagonal down, then bounce back up to the middle line. I want everyone to make 3 little v’s and then I will check them off! Once you have a sticker, which I will give you you can continue to work on making some perfect v’s.

6. Alright who can tell me what word you hear /v/ in? Do you hear /v/ in van or fan? Life or live? Vow or now? Five or Knife? Dive or Slice? Can you see the way that my mouth looks differently when I say /v/ and /f/. (Model saying /V/ elongated and /F/ short, so that there is a clear distinction between the two letters). Make your tough motorcycle face if you hear v in the following words Vince, and, Violet, rode, his, motorcycle, and, it, went, vroom.

7. Let’s look at Dr. Seuss’s alphabet book. Dr. Seuss was a very clever man who created lots of books with fun characters! There is a picture of a girl who is playing the violin. (Read the V page in Dr. Seuss’s alphabet book). Can you think of other words that you hear /v/ in? What about some other V names? What do you think we should name our violin playing friend?

8. I will then model what “Vroom” looks like and the students will write in marker in a speech bubble the word vroom across a piece of construction paper. The words will hopefully look like onomonopia and be posted surrounding a motorcycle. “The V in the word makes us make the tough /v/ face, so we are going to show what vroom would look like as a picture!”

9. For assessment students will have conferences throughout the day to read different words with v in them to display their knowledge of the phoneme /v/.

 

 

Reference:

 

Anna Shepherd, Popping with Popcorn

            https://aes0050.wixsite.com/msshepherd/emergent-literacy

http://www.auburn.edu/academic/education/reading_genie/cultivations.html

Dr. Seuss’s Alphabet book (Random House 1963).

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