Early Childhood Education
Licking Lollypops with L
Emergent Literacy Design
By Taylor Humphrey
Rationale:
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This lesson will help children identify /l/, the phoneme represented by L. Students will learn to recognize /l/ in spoken words by learning a sound analogy (licking) and the letter symbol L, practice finding /l/ in words, and apply phoneme awareness with /l/ in phonetic cue reading by distinguishing rhyming words from beginning letters.
Materials:
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Primary paper and pencil
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Chart with "Lisa lost the large lemon for the lizard Lenny loved"
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Drawing paper and crayons
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Dr. Seuss's ABC (Random House, 1963)
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Word cards with LIP, LOG, BOOK, LAKE, LICE, and LET
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Assessment worksheet identifying pictures with /l/ (URL below).
Procedures:
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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 /l/. We spell /l/ with the letter L. L looks like a lollypop stick with a handle sticking out the side, and /l/ sounds like licking a lollypop.
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Let's pretend to lick a lollypop, /l/, /l/, //. (Pantomime licking lollypop). Notice where your tongue is? (Touching the roof of your mouth). When we say /l/, bring our tongue to the roof of our mouth and as we bring it down we use our vocal cords to make the /l/ sound.
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Let me show you how to find /l/ in the word tails. I'm going to stretch tails out in super slow motion and listen to hear when I lick the lollypop. Ttt-a-a-i-i-lll-ss. Slower: Ttt-a-a-i-i-lll-ss. There it was! I felt my tongue touch the roof of my mouth. I hear myself licking the lollypop /l/ is in tails.
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Let's try a tongue tickler (on chart). Lisa had a large lemon that she was going to give to a lizard. Lenny is Lisa’s friend, and he loved this lizard, but Lisa lost the lemon. Here’s our tickler: "Lisa lost the large lemon for the lizard Lenny loved" Everybody it three times together. Now say it again, and this time, stretch the /l/ at the beginning of the words. "sayLlllisa lllost lllarge lllemon lllizard Llllenny." Try it again, and this time break it off the word: "/L/ isa /l/ ost /l/ arge /l/ emon /l/ izard /L/ enny
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(Have students take out primary paper and pencil). We use letter L to spell /l/. Capital L looks like a lollypop stick with a handle sticking out the side. Let's write the lowercase letter l. Start just below the rooftop. Draw a straight line and bring it all the way down to the sidewalk. I want to see everybody's l. After I put a smile on it, I want you to make nine more just like it.
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Call on students to answer and tell how they knew: Do you hear /l/ in cap or lane? leg or stung? left or right? rail or gate? shell or shape? Say: Let's see if you can spot the mouth move /l/ in some words. Lick your lollypop if you hear /l/: Of, large, leap, squeak, line, look, so, in, apple, crank.
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Say: "Let's look at an alphabet book. Dr. Seuss tells us about a lazy lion licking a lollypop!" Read page 28, drawing out /l/. Ask children if they can think of other words with /l/. Ask them to name other animals with /l/. Then have each student write the name and draw a picture of their animal.
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Show LIP and model how to decide if it is lip or dip: The L tells me to lick my lollypop, /l/, so this word is lll-ip, lip. You try some: LOG: log or dog? BOOK: look or book? LAKE: lake or rake? LICE: lice or mice? LET: let or bet?
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For assessment, distribute the worksheet. Students are to complete the partial spellings and color the pictures that begin with L. Call students individually to read the phonetic cue words from step #8
References
Davis, B. Turn the Helicopter Blades with W. https://bpc0009.wixsite.com/readingdesigns/emergent-literarcy
Assessment worksheet: https://www.kidzone.ws/images-changed/kindergarten/l-as-begins2.gif
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