Emergent literacy design
Rationale- This lesson will help children identify /j/, the phoneme represented by J. Students will learn to recognize /j/ in spoken words by learning a sound analogy (jumping rope) and the letter symbol J, practice finding /j/ in words and apply phoneme awareness with /j/ in phonetic cue reading by distinguishing rhyming words from beginning letters.
Materials- chart with tongue tickler “Jess jumps her jump rope gently with joy”. Primary paper and pencil. Word cards- BUMP, POKE, JUG, MEAN, JACKET. Assessment worksheet. Book- Little J, plain paper and crayons.
Procedures- say: The alphabet can be tricky and there are lots of different sounds depending on which letter we are using! We have to learn what sound each letter has and how to use our mouths to say words. Today we are going to work on moving out mouths to say /j/. We spell /j/ with the letter J. J looks like half a jump rope and /j/ sounds like jumping rope.
2. Everyone stand up and let’s pretend to jump rope! /j/, /j/, /j/ (pretend you are swinging and jumping rope). Notice when we say /j/ we push our teeth together and open our mouths to make a /j/ sound.
3. Let’s see how we can find /j/ in the word object. I am going to stretch out the word objjjject in slow motion and listen for that /j/ sound like in the word jump. O-bb-jjjjjj-e-c-t. . There it is! I press my teeth together and open my mouth letting out the /j/ sound.
4. Let’s try a tongue tickler now. Jess wants to go out and play with her friends but sometimes she can get out of control. She got a brand-new jump rope and she is so joyful about it and wants to go outside and play, her mom tells her to be gentle! Here is our tickler: Jess jumps her jump rope gently with joy”. Let’s all say it three times together. Now everyone stretch out the /j/ at the beginning of each word. Jjjjjess jjjjjumps her jjjjjump rope gggggently with jjjjjoy”. Now try it again and this time break the /j/ off of each word. /J/ ess /j/ umps her /j/ ump rope /g/ ently with /j/oy”.
5. Take out primary paper and pencil. We use the letter J to spell /j/. For capital J start at the top line, go down, and turn to make a basket and put his hat on. For lowercase j start at the fence, go down through the sidewalk, and turn the same way, then give him a dot. I want to see everyone write a capital J and lowercase J and once I check it write 10 more of these!
6. Call on students to answer and tell how they knew: Do you hear /j/ in jelly or kite? Duck or fish? jog or worm? Let’s see if you can spot the mouth move /j/ in some words. Jump like youre jumping a jump rope when you hear /j/. Words- Just, jacket, smelly, rainbow, jolly, fish, Jennifer.
7. Say: "Let's look at an alphabet book. This book is about a boy named little J, that has a big yellow box. He wants to fill the box so he finds all different animals to put in his box, some stay, some are too big, and some escape. Let’s read to find out about all the things little J puts in his box! Then, I want all of you to draw things that start with the /j/ and that you would put in your yellow box like Little J did! Use color and take your time!
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8. Show JUG and model how to decide if its jug or slug, the j tells me to jump so the word is jug. Then you try some: BUMP- bump or jump?, POKE? Poke or joke?. JEAN- jean or mean, JACKET- jacket or bracket.
9. For assessment distribute the worksheet. Students color all words that begin with j. Call students individually to read the phonetic cue words from previous step.
References-
Assessment- https://www.education.com/worksheet/article/coloring-learn-letter-j/
Moncure, J. B. (2001). My "j" book. Chanhassen, MN: Childs World.
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Sarah Jane Brock, Fishing Frenzy.
http://www.auburn.edu/academic/education/reading_genie/voyages/brockel.html.l
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