Rrrruff Like the Rowdy Dog

 

 

 

 

 

 

 

 

 

 

 

 

Emergent Literacy Lesson

By: Hannah Carrell

 

 

Rationale - This lesson will help children identify /r/, the phoneme represented by R. Students will learn to recognize /r/ in spoken words by learning a meaningful representation (a dog ruffing) and the letter symbol R, practice finding /r/ in words, and apply phoneme awareness with /r/ in phonetic cue reading by distinguishing rhyming words from beginning letters. 

Materials: Primary paper and pencil; chart with "Red, Ronnie ran really rapidly; drawing paper and crayons; Norman Bridwell’s Clifford The Big Red Dog; word cards with RED, RUN, PEAL, RACK, READY, and FAKE; assessment worksheet identifying pictures with /r/ (URL below).

 

Procedures:e 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. Today we're going to work on spotting the mouth move /r/. We spell /r/ with letter R. Have you ever heard a dog bark with the letter R? The letter R sounds like a dog barking Rrruff.

 

 

2. Have you ever heard a dog barking and barked back at them and sad rrruff rrruff . Let's pretend we are barking like dog  RRRRuff, RRRuff, RRuff. Lets listen to the R sound. Notice what your lips are doing?  The shape of your lips puckers up. When we say /r/, we curl our tongue up to the roof of our mouths and turn our voice box on.

 

3. Let me show you how to find /r/ in the word star. I'm going to stretch left out in

super slow motion and listen for my ruff. St-arrr. Stt-a-a-r-r-r-r-. Slower: Sss-t-t-a-r-r-r

There it was! I felt my lips pucker up and flare.

 

4. Let's try a tongue twister [on chart]. “ Ronnie ran really rapidly” Everybody

say it three times together. Now say it again, and this time, stretch the /r/ at the

beginning of the words. "Rrred Rrrrronnie Rrrran Rrrreally Rrrrapidly." Try it again, and

this time break it off the word: " /r/ ed /r/ onnie /r/ an /r/ eally /r/  apidly

 

 

5. [Have students take out primary paper and pencil]. We use letter R to spell /r/. Capital R sounds like dog barking. Let's write the lowercase letter r. Start just below the fence. Straighten it out all the way down to the sidewalk and come back up to the fence making a little c. I want to see everybody’s r. After I put a smile on it, I want you to make nine more just like it.

 

 

6. Call on students to answer and tell how they knew: Do you hear /r/ in ring or necklace? Kite or far? Four or Five? Door or Knob? Ear or Lips? Car or Plane? Say: Let's see if you can spot the mouth move /r/ in some words. Bark like a dog if you hear /r/: The, really, red, rabbit, ran, fast with Rody the rabbit.

 

7. Say: “Let’s look at an alphabet book.

Booktalk: This book is about a little girl, named Emily, and her dog. Emily’s dog is no ordinary dog, she has the biggest and reddest dog in the whole world, named Clifford! He has to have  bigger things than the rest of the dogs. You have to read the rest of the book to find out how big his house is, what food he eats, and how people act around such a big red dog. Write their silly name with invented spelling and draw a picture of their silly

creature. Display their work.

 

 

8. Show RED and model how to decide if it is red or bed: The R tells me to bark like a dog, /f/, so this word is rrr-ed, red. You try some: RUN: run or fun? PEAL: real or peal?

? RACK: rack or pack? READY: ready or steady? FAKE: rake or fake?

 

9. For assessment, distribute the worksheet. Students are to complete the partial spellings and color the pictures that begin with R. Call students individually to read the phonetic cue words from step.

 

 

References:

 

Book:

http://www.goodreads.com/book/show/858719.Clifford_the_Big_Red_Dog

 

Lesson:

https://sites.google.com/site/karensreadinglessons/home/roarr-goes-the-tigerr

 

Assessment Worksheet:

http://www.kidzone.ws/kindergarten/r-begins2.htm

 

Handoffs:

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