Subjects: Reading Vocabulary, Reading Comprehension, Art, Listening and Speaking, Viewing. 

Learner Outcomes: 

Students will auditorally discriminate the "P" sound 
Students will learn to produce the "P" sound. 
Students will learn to recognize the letter, "P". 
Students will list words that begin with the "P" sound. 

Duration:  Two days/approximately 25 minutes each day. 

Materials:

The Three Little Pigs or The Pied Piper, copy of a large "P" that is hollow inside,  cheerios of any type for pasting into previously mentioned letter and glue, paper and a printer (colored card-stock works very well), markers or crayons, scissors, a stapler, elastic - about 1 foot per mask, paper bags, scraps of construction paper, (Optional - googly eyes, pipe cleaners for whiskers )

Technology Tools:  Computer with internet access 

Instructors Notes: All students using and/or observing the computer will need an AUP on file.

Procedures: 

Day 1

• Introduce the letter "P"" by having students visit the Little Explorers Web Site. and reviewing the picture dictionary. 
• Show the large "P" to the students and explain to them how we make the sound by putting our lips together, letting them explode and turning off our motor at our throat.
• Distribute the cheerios and let the students glue them onto the hollow "P".
• Place the students in groups of two or three and have them "read" the story, The Three Little Pigs.
• Choose two teams, ensuring that both teams have students of all levels..  The students will be asked to take turns naming words that begin with "P".  As the students name these words, the teacher would record them on the board.  At the end of the game, the teams with the most "P" words wins.

Day 2

• Students should be allowed to work in groups of three on the computer to access The Quizzes for Beginning Readers Site.
• The teacher should have the students play the scavenger hunt using the letter "P".
• After students have completed exploring the selection, the students should again play the game described in "Day 1". 
• Students should then complete one of the crafts listed on Pigs at Enchanted Learning.

Modifications:

Students should be allowed extended time on day 2 when necessary.  In addition, groups should consist of students with a variety of reading levels so that peer tutoring may be utilized.

Enrichment Activities:

Students could make an Alphabet Book.  Also, the teacher may let the students use the various sheets found at Letter Printout: A to Z

Evaluation/Assessment :Students will be required to name at least three words that begin with "P".

West Virginia IGO's: 

English/Language Arts: k.1, k.5, k.7, k.9, k.10,.k.13,.k.32,.k.35, 1.1, 1.22, 1.43

National Standards: 

English/Language Arts:
Reading
5. Uses the general skills and strategies of the reading process
6. Uses reading skills and strategies to understand and interpret a variety of literary texts
7. Uses reading skills and strategies to understand and interpret a variety of informational texts 

Listening and Speaking
8. Uses listening and speaking strategies for different purposes 

Viewing
9. Uses viewing skills and strategies to understand and interpret visual media 

Visual Arts
2. Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art.
3. Knows a range of subject matter, symbols, and potential ideas in the visual arts
5. Understands the characteristics and merits of one's own artwork and the artwork of others

References/Textbooks :

Noble-Sanderson,  Classroom Phonology. Therapy Works. The Psychological Corporation. Harcourt Brace & Company.1993. 

 
Authors: 

Cheryl Dingess
Gwendolyn D. Freeman
Deidre Triplett
Ferrellsburg Elementary