Vicky Drives her Vehicle with Letter V By: Ashlyn Fournier Rationale: This lesson is designed to help students identify /v/, the phoneme represented by the letter V. Upon completion of this lesson, students will be able to recognize /v/ in spoken word by understanding sound analogy (car driving by) and the letter symbol V. In addition, students will practice finding /v/ in words and apply phoneme awareness of /v/ in phonetic cue reading by distinguishing rhyming words from beginning letters.
Materials: Primary Paper Pencil Letter V Handout Printout with the Letter V (can design on Microsoft) Markers/Crayons Worksheet PowerPoint with Tongue Tickler Word Cards with VOW, VENT, VAIL, VAIN, VEAL, VAN.
Procedures: 0. Make sure that all physical materials are passed out before beginning the lesson, as this will save time and limit the amount of moving around while executing the lesson. In addition, have online tabs pulled up and easily accessible.
1. Say: Today we are going to learn something “vvv-ery” important-- we will be learning how to recognize the letter V and how to identify the sound that it makes in spoken words, /v/. We spell the sound, /v/, with the letter V. V sounds like a car that’s “drivvv-ing” by very quickly.
2. Let’s all pretend like we are driving a car. Place both of your arms out as if you have a steering wheel in your hands. [demonstrate hand gesture] Now, make the /v/ sound. When we make the /v/ sound our teeth touch should our bottom lip and our voice mimics a vibration sound. Every time we hear /v/ in a word, we will pretend to steer our cars from side to side and exaggerate the /v/ sound.
3. Let me show you how to find /v/ in the word thrive. I am going to stretch the word thrive out and listen closely for the sound of a car driving by quickly. Say: Thhh-rrrr-iiii-vvvve. Now you say it: Thhhh-rrrr-iiii-vvvve. Did you feel and hear your teeth vibrate on your bottom lip? Yes? So, the car driving /v/ must be in the word thrive!
4. Let’s try a tongue tickler [show on PowerPoint]. Vicky overslept for work this morning. Her alarm simply did not sound. When she finally awoke, she jumped out of bed in a panic, changed her outfit, grabbed her bag, and hopped in her car to head to work. Here’s our tickler” “Vicky’s Volvo Vacated Very Valiantly.” Let’s all say it together three times. Now, this time, we will stretch out the /v/ at the beginning of the words and make our hand motion as we do so. Say: “Vvv-icky’s Vvv-olvo Vvv-acated Vvv-ery Vvv-aliently.” Try it again, but this time, let’s break the V off the word. /v/icky’s /v/olvo /v/acated /v/ery /v/aliently.
5. [Instruct students to grab their primary paper and pencil]. We use the letter V to spell /v/. Capital V looks like an upside-down triangle with no top. Let’s write the lowercase letter v. [Demonstrate on board while explaining]. Start just below the fence. Make a slanted line going right all the way to the sidewalk. From that point, draw another slanted line going up to the right until it reaches the fence. Now, I want to see everyone’s v. After I have come by and given you a smiley face, I want you to write 9 more v’s just like it.
6. Say: Let’s see if you all can detect the letter V in the words I am about to read aloud. Please raise your hand if you do! Do you hear /v/ in the word left or live? Hive or height? Wave or wake? Five or fib? Leave or mean? Let’s try and spot the mouth move /v/ in some words. Drive your car if you hear /v/: The, very, vivacious, girl, drives, quickly, in, her, Volvo.
7. Say: We are going to watch a music video about the letter V. Be sure to bring your attention to the screen, as we will hear and see the letter V represented throughout. Upon completion, Ask: Can you think of any other words with the letter V? Say: Now we are going to come up with a silly name for our V creature. The name must start with a V. Take a moment to brainstorm and then get started designing your creature out the letter V printed on your hand out, be sure to write their name too. [Show an example before allowing the students to work independently].
8. Say: Let’s go over some more words with the letter V. [Show PowerPoint with words on them].[Show VOW], I know that V makes the sound of a car driving by, /v/, so this word has to be vvv-ow, not NOW. Now, you try some: VENT: vent or hint? VALE: vale or bail? VAIN: vain or pain? VEAL: veal or teal? VAN: van or fan?
9. Let’s put our new letter V knowledge to use as we read a story called Victoria’s Violin. This story is about a girl named Victoria with many objects that start with the letter V, one of which being her violin. Say: Listen closely as we read and be ready to exaggerate the /v/ phoneme with our hand gesture as V words are said/heard.
10. For assessment, have students locate their Letter V Handout (coloring activity). Students should first identify what each item is, then they will color the items that begin with the letter V. After 7 minutes, allow students to discuss answers with their shoulder partner for 3 minutes. Spend the next 5 minutes allowing 1 person from each group to explain what their partner told them and why it is important.
Material References: Letter V Printout: (Can be designed on Microsoft)
Letter V Song:https://youtu.be/GzMsHJGhXYQ, "The letter v song" by abcmouse.com. YouTube. (2014, January 10). Retrieved September 21, 2021, from https://youtu.be/GzMsHJGhXYQ.
Letter V Text:Victoria’s Violin Gentileschi, H. P. (2018). Victoria's Violin. First Printing.
Lesson Reference: Campbell, Connor. Emergent literacy. Reading Designs. (n.d.). Retrieved September 21, 2021, from https://csc0062.wixsite.com/readingdesigns/emergent-literacy.