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Monkeys Making Magic Muffins
Emergent Literacy Design
This lesson will help children identify /m/. M is a common letter in the English language. Students will learn to recognize /m/ in spoken words by learning a meaningful representation (“mmm” like yum) 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. Try using "Mighty Mike makes marvelous munchies," as a tickler tale to get your students ready.
Materials:
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Primary paper and pencil
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Chart with tongue twister “Mighty Mike makes marvelous munchies”
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Note cards with the words: MAP, MARKER, TIME, MUSTARD, SAME, MONEY
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Eating the Alphabet, Fruits and Vegetables from A to Z by Lois Ehlert
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Drawing paper
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Crayons
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Print outs of assessment worksheet
Procedures:
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Say: Today we are going to learn how the mouth moves for the letter M. The tricky part is learning what letters stand for—the mouth moves as we say words. Today we're going to work on spotting the mouth move /m/. We spell /m/ with letter M. M forms when the lips are closed together and sounds like someone humming.
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Now we are going to hum together. /m/, /m/, /m/. What happens with your lips? Our lips are pressed together when making the sound. We hum when making the /m/ sound.
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Let me help you find the /m/ sound in the word game. I am going to stretch out game in super slow motion, so listen for when I hum. Gg-aa-mm-ee. Slower this time, gg-aaa-mmmmm-eee. There it was! I could feel my lips humming together. I can find /m/ in game!
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Now let’s try a tongue twister (on chart). “Mighty Mike makes marvelous munchies.” Everyone is going to say it three times together. Let’s say it again and everyone stretch out the /m/. “Mmmighty Mmmike mmmakes mmmarvelous mmmunchies.” We are going to try one last time and this time break the /m/ off of the word. “/M/ighty /M/ike /m/akes /m/arvelous /m/unchies.”
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(Have students take out primary paper and pencil). We use the letter M to spell /m/. Capital M looks like a mountain with spikey points. To make the uppercase M we start at the sidewalk, go to the roof, come back to the fence, go back up to the roof, then end the letter by coming all the way to the sidewalk. To make a lowercase m, you start at the sidewalk and then make two humps that move up to touch the fence, then come back down to the sidewalk. I want you to write nine more just like these!
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Call on students to answer and get them to tell how they knew: Do you hear /m/ in mango or avocado? Moon or sun? Crime or light? Hum when you hear /m/: The mom made mulberry muffins for many men.
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Let’s look at an alphabet book. Lois Ehlert writes about different fruits and vegetables throughout the alphabet. Read the page with M to see if the children can hear /m/. Have students draw and create new fruits or vegetables that start with M, like manana or marples. Have students describe their new fruit or vegetable and why they named it what they did.
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Show MAP and model how to decide if it is map or tap. The m tells me to hum, /m/, so the word is mmm-ap, map. Try these next: MARKER: marker or parker? TIME: time or tine? MUSTARD: mustard or custard? SAME: same or sake? MONEY: money or bunny?
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For assessment, hand out the worksheet. Students will have to draw lines to the picture that starts with /m/ and then color the object also. Practice with students the phonetic cue words from step 8.
Reference: Mia Reynolds, "Mr. Monsters Madness" https://princessmcat2.wixsite.com/mysite/emergent-literacy and Dr. Bruce Murray’s PDF example, "Brush Your Teeth With F"
Assessment Worksheet: http://www.kidzone.ws/kindergarten/m-begins1.htm
