Vacuum with V
Rationale
This lesson will help children identify /v/, the phoneme represented by V. Children will learn to recognize /v/ in spoken words by learning a meaningful representation (vacuuming) and the letter symbol V, practice finding /v/ in words, and apply phoneme awareness with /v/ in phonetic cue reading by distinguishing rhyming words from beginning letters.
Materials
1. Poster with tongue tickler “Vivienne visits her very old friend Vincent”
2. Primary paper and pencils
3. Construction paper for coloring/writing activity and crayons
4. Word cards with VAT, VAN, VASE, VEIN, VET
5. Dr. Seuss's ABC (Random House, 1963)
Procedures
1. Say: Today we are going to learn about the way we say the letter v. Every body make the sound /v/. What are our mouths doing? We put our top teeth to our bottom lip and use our voice to make that sound. Don’t we? Lets all do it again and pay attention to what our mouths are doing. Do you know what makes a sound like v? A vacuum cleaner when it is vacuuming a carpet!
2. Let’s pretend like we are vacuuming our classroom carpet. Everybody stand up and push your vacuum and say /v/. [demonstrate hand motion]
3. Now I will show you how to find v in words. I’ll use the word “vase”. I’m going to stretch it out really slow so that you can listen for my vacuum cleaner /v/. “Vvv-aaa-sss-e” “Vvvv-aaaa-ssss-e.” Did you hear it? I felt my teeth touch my lips.
4. Now we are going to say a tongue tickler together [on chart]. Vivienne met her friend Vincent when she was 5 years old. Now they are fifty years old and they live right down the street from one another. Everyday, Vivienne walks to Vincent’s house. Here’s our tickler: Vivienne visits her very old friend Vincent. Everybody say it together now three times. Now, lets say it again but lets stretch out the /v/ at the beginning of the words. “Vvvvvivienne vvvvvvisits her vvvvvery old friend Vvvvvincent.” Now, let's do it one more time and let's cut off the /v/ from the beginning of each word. Here we go, “/V/ivienne /v/isits her /v/ery old friend /V/incent.”
5. Now lets practice writing our letter v, which we use to write the sound /v/. Lets start with lowercase v. Watch me first; then you try [teacher models while explaining]. We start on the middle line, draw a diagonal down to the bottom line, then draw a diagonal back up to the middle line. I want to see everybody’s v! Once I tell you good job, I want to see you do 9 more.
6. Now we will play a little game! Raise your hand if you know the answer. Do you hear /v/ in van or fan? Cat or vat? Vase or race? Rain or vein? Vet or treck?
Now, I want you to move your hands like you are vacuuming when you hear /v/. The very vivacious monkey played violin violently.
7. Let’s look at an alphabet book together! Dr. Seuss tells all sorts of crazy stories about silly people. In this book, he tells this story about a girl named Verna. Verna is very talented at a certain instrument. Let’s read to find out what instrument Verna plays. [Read V page of Dr. Seuss’s ABC book] Can you think of some other words that start with /v/? What about some names that start with /v/? Everybody make up your own silly name using /v/, something like Villa-Velma-Vinx.
8. [Pass out paper and crayons] Let’s write down our names that we came up with on this paper and decorate it with a drawing of what this person would like.
9. For assessment, call students individually to go through cards that say van, vat, vase, vien, and vet. The teacher asks: Does this say van or fan? Cat or vat? Vase or race? Rain or vein? Vet or treck?
Reference
Emma Ayers – Vroom goes the motorcycle
Seuss. (1963). Dr. Seuss's ABC. New York: Random House.
Find other lessons here: http://wp.auburn.edu/rdggenie/home/classroom/applications/
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