Ms. Daugherty's Literacy Lesson Designs
Emergent Literacy Lesson Design
Yak lifts weights!
An Emergent Literacy Design
By: Michaela Daugherty
Rationale: This lesson the student will be able to identify /y/, the phoneme represented by Y.
Students will learn to recognize /y/ in spoken words by learning a meaningful representation and the letter symbol Y, practice finding /y/ in words,
Materials:
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Primary Paper and pencil
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Chart with YAK, YUCK, YELLOW, YES, YARN, YOUR, YELL, YEAR
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Coloring sheet and crayons for Yak and Y
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Word cards YAK, YUCK, YELLOW
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Extra Yarn
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Assessment mini-book and crayons
Procedure:
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Today we are going to work on recognizing the letter Y. The letter Y looks like a person lifting weights about their head.
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Now lets pretend to lift weights, /y/, /y/, /y/. When we say /y/, we press the back part of our tongue to the top of our mouth and then pull it straight down to allow the sound to come out.
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Now let me show you how to find /y/ in the word yak. I am going to stretch out the word yak really slow when I pronounce /y/ I will motion and listen for the weights being lifted. Yy-aa-kk. Slower: Yyyy-aaaa-kk. There it is! I felt my tongue touch the top of my mouth and fall straight down to release the sound. I can feel the grunt /y/ when lifting weights in yak.
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Let’s try a tongue twister. “Yolanda yanks yellow yo-yos. “ Now let’s say it three times together. Let’s say it again and this time I want you to stretch the /y/ at the beginning of the words like when you stretch the weights high to the sky. “YYYolanda yyyanks yyyellow yyyo-yyos.” This time we are going to break off the /y/ of each word. “/y/olanda /y/anks /y/ellow /y/o-/y/os.”
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Students will be given primary paper and a pencil to practice writing Y. We use the letter Y to spell /y/ in words. Capital Y looks like two ropes being pulled together from the ceiling. Now let’s practice writing a capital Y, so start with a v up in teh air, and put a stem on it. I want to now see your lower case y, so go down on a slant, pick up your pencil, slant back down, touch, and on into the ditch. (Model as you explain how to write the letters). When you have completed a line of both the capital Y and lower case y lines I will put a smile face on your paper.
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Create a recording of questions and call on students to answer the questions and ask how they knew the answer: Do you hear /y/ in duck or yuck? Jam or yam? Barn or yarn? Say: Now this time when you hear /y/ start lifting your weights: The, yellow, yoga, year, to, tear, yak.
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We are going to read the book “Extra Yarn” which is about a young girl with a magical box filled with magical yarn. I wonder what magical things this young girl will make out of her magical yarn? Let’s read to find out! As we read I wand you to lift your weights high in the sky to make the shape of a Y every time you hear /y/.
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Show YELLOW and model how to decipher if it is yellow or mellow: The Y tells me it is lifting weights, /y/, so this is yyyyellow, yellow. Now it’s your turn: YAK: yak or dark? YUCK: yuck or duck? Then I will pull up the chart on the SMART board or the overhead projector and we will read the words together from the chart. (Last page)
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For assessment, distribute the materials for letter Y mini-book. Students will color and assemble the mini-book and then read it to a partner to practice phoneme awareness of the letter Y.
Resources
Barnett, Mac, Jon Klassen, and Carla Weise. Extra Yarn. New York: Balzer & Bray, 2012. Print
Other resources for letter Y:
