LESSON 7 Letter Introduction Letters Mm and Jjclassroom.kidshealth.org/classroom/nrbs/lesson-7-sample.pdfChildren will print the uppercase and lowercase letters Mm and Jj. n. ... close
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Letter Introduction: Letters Mm and Jj (8 minutes)(Introduceuppercaseandlowercaselettersusingmultisensoryteachingstrategies)n SeeIt!HearIt!(Visual/AuditoryDiscovery)
IdentifyUppercaseandLowercaseLettersMmandJj
n DoIt!TouchIt!(Kinesthetic/TactileDiscovery)LetterShapeDiscovery
Letter Writing (5 minutes)n Gel-BoardWriting
Skill Practice (3 minutes)n What’stheWord?
Reading Circle (5 minutes)n FindtheLetter
Wrap-Up (3 minutes)n “JungleWalk”
Lesson7ataGlance
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3THE COMPLETE PROGRAM FOR EARLY LITERACY SUCCESS: LEVEL TWO LESSON 7 |
** Materials listed are not provided in kit. Teacher should have items available while implementing this lesson.
THINGS TO DO BEFORE YOU TEACH THIS LESSON
To Gathern GatherReproduciblePagesfromlessonfolder.n ChartBook—ThefollowingChartswillbeused
5THE COMPLETE PROGRAM FOR EARLY LITERACY SUCCESS: LEVEL TWO LESSON 7 |
n EncouragethechildwhosenameisbeingcheeredtotoucheachletterontheNamePencilPuzzleasthecheerissaid.Guidehis/herReadingWandtotouchthecorrectletterifnecessary.
n Havechildrenstanduptosaythe“NameCheer.”
n Havechildrenusetheirarmsinacreativemannerastheysayeachletter.
The sound you hear first when you say /mmm/ mouse is /mmm/.
Mouse begins with the sound /mmm/.
n Touchandsaythenameofthepicture,andthentouchandsaythelettername.
n Pointtoyourmouthandsay:
Watch my mouth: /mmm/ mouse … /mmm/ MNow, say it with me:
/mmm/ mouse… /mmm/ M
n Pointtoyourmouth.n Havechildrenwatchyourmouthmovementas
youproducethesound.
IDENTIFY UPPERCASE AND LOWERCASE LETTER Mm
What to Do n DisplaythepicturesideofAlphabetCardMm.n Touchandsaythenameoftheletteronthe
AlphabetCard.
You can say your ABC’sLook at this letter, and say it with me: MmThis is the letter Mm.Everyone say: MmThe letter Mm makes the /mmm/ sound.Say it slowly: /mmm/
n Askchildrentoidentifythenameofthepicture.
Tell me the name of this picture.
Letter MmLetterIntroduction
(usingmultisensoryteachingstrategies)
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8THE COMPLETE PROGRAM FOR EARLY LITERACY SUCCESS: LEVEL TWO LESSON 7 |
NOTE:ItisimportanttounderstandthatthepurposeoftheLetterShapeDiscoverypracticeistohelpchildrenconnecttheletternameandlettersoundtothelettershape,usingmultisensorymaterials,musclememory,andvisualizations. The Nemours BrightStart! Level Two Programisnotahandwritingprogram.Therefore,thelanguageusedtodescribeletterformationmaynotmatchtraditionalhandwritinginstruction.Theterminology,language,andorderinwhichthestrokesarepresentedcanbemanipulatedtomeettheclassroomteacher’sschool-widecurriculumorpersonalteachingpreference.
Letter Shape DiscoveryLetterIntroduction
(usingmultisensoryteachingstrategies)
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10THE COMPLETE PROGRAM FOR EARLY LITERACY SUCCESS: LEVEL TWO LESSON 7 |
Do It! Touch It!(Kinesthetic/Tactile Discovery)
Do you see sticks? Do you see curves?The lowercase letter j looks like a fish hook
that dips down into the water. Look, it has a little dot on top.
Air Writing Letter Jjn DisplaytheuppercaseJAir-WritingCard.n Invitechildrentowritetheuppercaseletterinthe
Let’s write the lowercase letter j in the air. Start in the middle. Go down to the bottom,
dip down lower and curve just a little, like a fish hook. Go back to the top and make a dot on top.
n Invitechildrentomakeamovementtoconnecttothelettershape,astheymakethelettersound.
n Modelhowtomakethemovement.
Stand up tall. Now, jump, jump, jump for letter Jj.
Everyone say: /j/ /j/ J
n DescribetheformationoftheuppercaseandlowercaseletterasdescribedintheAir-Writingactivity.Modelhowtotracethelettershape.
The uppercase letter M is tall like a mountain. Let’s trace the uppercase M.
The lowercase letter m is short with two humps. Let’s trace the lowercase m.
What to Do Uppercase and Lowercase Jj
n DisplaythelettersideoftheAlphabetCard(withoutthepicture),sothattheuppercaseandlowercaselettersarefacingthechildrencorrectly.
n TouchtheuppercaseandlowercaselettersontheAlphabetCard.
I see two letter Jj’s on the Alphabet Card. The uppercase letter is at the top, and the
lowercase letter is at the bottom.
n Discusstheshapeoftheuppercaseletter.
This is the uppercase letter J. What can you tell me about the way this letter
looks?Do you see sticks? Do you see curves?The uppercase letter J is tall. It has a small
stick across the top, and curves at the bottom like a giant fish hook.
n Discusstheshapeofthelowercaseletter.
This is the lowercase letter j.What can you tell me about the way this letter
looks?
n Reviewtheletternameandthelettersound.
What is the name of this letter? MmWhat sound does letter Mm make? /m/ Say it slowly: /mmm/
Touch and Trace Letter Shapes MmNOTE:Ifachildishavingdifficultyfollowingverbalinstructions,directhis/herattentiontothegreenandreddotsontheTactileLetters.Turntheletterssothattheyarefacingthechildrencorrectly.Modelhowtotouchthedotsandmovealongthelinestoformtheshapeoftheletter.
n PlacetheTactileLetterCardMmonthetable/floor.
n InvitechildrentotouchandtracetheuppercaseandlowercaseTactileLetters.
Letter Shape Discovery (continued)LetterIntroduction
(usingmultisensoryteachingstrategies)
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11THE COMPLETE PROGRAM FOR EARLY LITERACY SUCCESS: LEVEL TWO LESSON 7 |
Do It! Touch It!(Kinesthetic/Tactile Discovery)
What is the name of this letter? JjWhat sound does letter Jj make? /j/ Say it quickly: /j/ /j/ /j/
Touch and Trace Letter Shapes JjNOTE: Ifachildishavingdifficultyfollowingverbalinstructions,directhis/herattentiontothegreenandreddotsontheTactileLetters.Turntheletterssothattheyarefacingthechildrencorrectly.Modelhowtotouchthedotsandmovealongthelinestoformtheshapeoftheletter.
n PlacetheTactileLetterCardJjonthetable/floor.n Invitechildrentotouchandtracetheuppercase
The uppercase J is tall like a giant fish hook. Let’s trace the uppercase J.
The lowercase j dips down. Let’s trace the lowercase j.
Letter Shape Discovery (continued)
n Reviewtheletternameandthelettersound.
LetterIntroduction
(usingmultisensoryteachingstrategies)
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DO IT! (KINESTHETIC DISCOVERY)
n CreatealargeMmonthefloor,andhavechildrenmovearoundtheshapeoftheletter.
n InvitechildrentogoonaLetterHuntsearchingforthelettersMmandJj.
n HidetheAlphabetCardsforlettersMmandJjinaneasy-to-findlocationwiththesamebeginningsoundastheletter(suchasonajacketornearmusic.)Invitechildrento“search”forthemissingAlphabetCard(s).
n CreatealargeJjonthefloor,andhavechildrenjog(orjump)aroundtheshapeoftheletter.
TOUCH IT! (TACTILE DISCOVERY)
n PlaceanuppercaseandlowercaseMminamysterybag.InvitechildrentofeelinsidethebagandfindtheletterMm.InvitethechildrentoidentifywhetheritistheuppercaseorlowercaseletterMm.
n Makeagelbag.PlaceAlphabetCardJjbehindthe“JungleJellyJj”forthechildrentotouchandtrace.
n Providea“MysteryMirror,”andhavechildrentraceanuppercaseandlowercaseMmontoitssurface.
n Invitechildrentotouchandtracetheuppercaseandlowercaseletteronthetable,carpet,whiteboard,orothersurface.
n InvitechildrentoformthelettersintheSandTray.n Havechildrenusethetipoftwofingersto
touchandtracetheletter.
n Thefollowingactivitiesaresuggestedasextensionactivitiesforadditionalpracticeinletterformation.
n Encourageeachchildtotracetheuppercaseletteronhis/herAlphabetCard,andthenwritetheuppercaseletteronhis/herGel-WritingBoard.
Show me the uppercase letter M. Trace it with your Magic Writing Pencil.
Now, write it on your Gel Board.
n Reviewtheletternameandlettersound.
Look! What letter did we write?That’s right! We wrote the uppercase letter M.Everyone say: /mmm/ M
n Encouragechildrentotouchandtracetheshapeoftheletterwithtwofingerstoeraseitfromtheboard.Childrenmayneedtopushdowntoerase.Now erase…just touch and trace.
NOTE: The Nemours BrightStart! Level Two Programisnotahandwritingprogram.Therefore,thelanguageusedinthisprogrammaynotmatchtraditionalhandwritinginstruction.Theterminology,language,andorderinwhichthestrokesarepresentedcanbemanipulatedtomeettheclassroomteacher’sschool-widecurriculumorpersonalpreference.
LetterWriting Gel-Board Writing
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14THE COMPLETE PROGRAM FOR EARLY LITERACY SUCCESS: LEVEL TWO LESSON 7 |
n Encouragechildrentotouchandtracetheshapeoftheletterwithtwofingerstoeraseitfromtheboard.Childrenmayneedtopushdowntoerase.
Now erase…just touch and trace.
n Encourageeachchildtotracethelowercaseletteronhis/herAlphabetCard,andthenwritethelowercaseletteronhis/herGel-WritingBoard.
Show me the lowercase letter j. Trace it with your Magic Writing Pencil.
Now, write it on your Gel Board.
n Reviewtheletternameandlettersound.
Look! What letter did we write?That’s right! We wrote the lowercase letter j.Everyone say: /j/ /j/ j
n Encouragechildrentotouchandtracetheshapeoftheletterwithtwofingerstoeraseitfromtheboard.Childrenmayneedtopushdowntoerase.
Now erase…just touch and trace.
n IfachildishavingdifficultyformingletterJj,seethetoolboxonpage15.
Letter Jjn PlaceanAlphabetCardflatonthetable/floor
We are going to play a writing game. You do whatever I do. Get ready!
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16THE COMPLETE PROGRAM FOR EARLY LITERACY SUCCESS: LEVEL TWO LESSON 7 |
n ImmediatelysaythenameofthepictureandplacethePictureCardwiththewordshlowingontheSoundSliderMat.
That’s right! jar
n Touchthegreensquareandtheredrectangle),asyousegmentthewordbyonsetandrime.
When I say /j/…ar together, I say jar.
n Blendthewordpartstogetherbysayingthewordquickly,andslidingyourfingerunderneaththewordonthePictureCard.
n InviteachildtoplacethepictureunderneaththeAlphabetCardwiththatsameletter.
Say: jarSay it fast: jar
n AskchildrentoidentifythefirstletterofthewordprintedonthePictureCard.
Look at the word “jar.”What letter does jar begin with?Is it /j/ /j/ J or /mmm/ M?That’s right! Jar begins with the letter /j/ /j/ J.Place the picture underneath the letter Jj
Alphabet Card.
What to Do n DisplaytheAlphabetCardsMmandJj.n IntroducetheSoundSliderFlipMattothe
children.
This is a Sound Slider. The Sound Slider will help you listen to the
beginning sound of a word and then its ending parts.
n Touchthegreensquare,andexplainthatthegreensquareindicatesthebeginningsoundofaword.When I say the beginning sound of a word, I
will touch the green square.
n Touchtheredrectangle,andexplainthattheredrectangleindicatestherestoftheword.
When I say the rest of the word, I will pick up my finger, move it to the red rectangle, and then slide it to the end.
Find the Letter NOTE: Thisactivityisdividedintosections.Followthisactivityasitiswritten.Ifachildasksaspecificquestionaboutthetextoryellowdots,providetheanswer,andcontinuetheactivity.ThePredictableBookintroducedinthislessonwillberevisitedduringthenextlesson.
What to Do
ReadingCircle
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19THE COMPLETE PROGRAM FOR EARLY LITERACY SUCCESS: LEVEL TWO LESSON 7 |
n Invitechildrentolookbackthroughtheirbooks,findtheletterJj’s,andcolorthemgreen.
Look through your book, find the letter Jj’s, and color them green.
Did you find an uppercase or lowercase letter?
n Giveeachchildanorangecrayon.n Onthepagethatreads“IseemyMm.,”invite
I see lots of different letter Jj’s on this page.Read it with me: “I see my Jj.”Use the green crayon to write your own
uppercase letter J. Then, write your own lowercase letter j in your book.
n Reviewtheletternameandlettersound.
What is the name of this letter? Jj What sound does it make? /j/
n Identifythebeginningsoundoftheword“jar.”n Encouragechildrentolocatethewordwitha
MagnifyingGlass.
The word “jar” begins with the letter /j/ /j/ J. Listen: /j/…arNow, you say it: /j/…arSay it fast: jarFind the word “jar” with your Magnifying
Glass.
n Readthenextpageinthebook.
Turn to the next page. Look at the words on this page.Read it after me: “I see my map.”
n Identifythebeginningsoundoftheword“map.”
Find the Letter (continued)ReadingCircle
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After Readingn TurntotheWordListonthelastpage.n Readeachwordtogether.
Look! Here is a Word List on the last page. The Word list shows the words that we read today.
I see the words: see, I, my Touch and say each word with me: see, I, my
n Identifythewordwiththelowercaseletters.n Invitechildrentotouchandsaythelettersinthe
word“see.”Touch the word that has the lowercase letter s.This is the word: see Read it with me: seeRead it again: seeS-e-e spells “see.”Spell it with me: s-e-e
n Identifythewordwiththelowercaseletterm.n Invitechildrentotouchandsaythelettersinthe
word“my.”Touch the word that has the lowercase letter
m.This is the word: my Read it with me: myRead it again: myM-y spells “my.”Spell it with me: m-y
n Collecteachchild’sbookandsaveforthenextlesson.
Find the Letter (continued)
Word Practice
ReadingCircle
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21THE COMPLETE PROGRAM FOR EARLY LITERACY SUCCESS: LEVEL TWO LESSON 7 |
23THE COMPLETE PROGRAM FOR EARLY LITERACY SUCCESS: LEVEL TWO LESSON 7 |
What We Did Today!EARLYLITERACYLESSON7FocusLetters:MmandJjSkillPractice:SegmentingandBlendingWordParts
DearFamily,
Today,yourchildlearnedaboutthelettersMm and Jj,andthesoundstheymake.EncourageyourchildtoshowyouthelettersMm andJj onhis/herLetterBracelet.Askyourchildtotellyouwhatsoundstheselettersmake.EncourageyourchildtowritethelettersMm andJj onthelinesbelow.
Mm JjYourchildalsolearnedanewrhymetoday.Readthe“Jungle Walk”toyourchild.Askyourchildtolookforthewords“I”and“see”intherhymebelow.Changetherhymeusingdifferentanimalsandanimalsounds!
“Jungle Walk” I walked through the jungle one June day. (Walkinplace)I could see the tiger across the way. (Placehandsovereyesasifyouarelookingforsomething.)If he could see me, what would he say? (Pointtoyourself;placehandbehindearasifyouarelisteningforasound)Growl like a tiger.(Namethejungleanimal,andmaketheappropriatesound)