Letter "Mm"

TOPIC: Letter Sound /Mm/

OBJECTIVES:

1. Learn and practise mouth formation for different sounds of the alphabet ("m")

2. Blend phonemes to form words

3. Substitute consonant sounds in words with similar rhymes to derive new words

4. Learn and use basic sight words

CONTENT :

The letter "M" is a letter of the alphabet. It is a consonant.

Grade Level: Grade 1

Subject: Language Arts (Phonics)

Topic: Introduction to the Letter Sound "M"

Duration: 1 hour

STEM Focus: Exploring the connection between letters and sounds through hands-on activities.

Materials Needed:

Picture cards (magnet, mouse, mug, etc.)
Magnetic letters and letter tiles
Whiteboards and markers
Sight word list (me, my, made, more)
Magnet maze (cardboard, magnet, paperclip)

Objectives:

1. For students to readily identify letter "r" and associate same with the sound.

2. Tell the location (i.e. beginning, middle, end) of the /r/ sound in a number of one syllable or two syllable words

3. Learn and practise mouth formations for different sounds of the alphabet (r)

4. Learn and use basic sight words

5. Blend phonemes to form new words

1. Engage (10 minutes)

Objective: Capture students' attention by connecting the lesson to a real-world context.
Activity:

Begin by showing a picture of a magnet and a mouse. Ask students to identify the objects and encourage them to guess what sound these words start with.
Say the word “magnet” and “mouse” aloud while emphasizing the /m/ sound.
Demonstrate the mouth formation for the sound /m/ by holding up a mirror or using your hand to show how your lips come together (m for "mouth").
Ask students to mimic the sound and mouth formation.

2. Explore (15 minutes)

Objective: Students will practice the mouth formation and identify the letter sound "m" through interactive activities.
Activity:

Sound Recognition:

Provide students with a set of pictures (e.g., man, moon, milk, mug, monkey) and ask them to identify which pictures begin with the sound /m/.
After identifying the objects, students will say the words aloud, focusing on the /m/ sound.

STEM Activity (Exploration):

Magnetic Letters: Provide students with magnetic letter tiles. Have them select the letter "M" and match it with the sound /m/. Allow them to explore using a magnetic board and form different words like “mat,” “man,” “map,” etc.
Use this activity to discuss the connection between the letter and the sound in a hands-on, tactile way.

3. Explain (10 minutes)

Objective: Clarify the connection between phonemes and words, introducing blending and substitution of consonant sounds.
Activity:

Phoneme Blending:

Write simple words that start with the letter "m" on the board (e.g., mat, man, mug).
Demonstrate how to blend the individual phonemes /m/ + /a/ + /t/ to form “mat.”
Ask students to blend the phonemes of different /m/ words on their own (e.g., /m/ + /i/ + /p/ → “mip” or /m/ + /u/ + /g/ → “mug”).
Encourage the students to sound out and blend the phonemes themselves.

Substitute Sounds:

Show students how to change consonants in words to make new words. For example, change “mat” to “man” or “mug” to “mud.”
Ask students to work in pairs, using their magnetic letters to substitute consonants in /m/ words to form new ones.

4. Elaborate (15 minutes)

Objective: Deepen understanding by practicing and expanding the use of sight words and phonics skills.
Activity:

Sight Word Practice: Introduce sight words that use the letter "m" (e.g., me, my, made, more).
Have students practice reading and writing these words on a whiteboard or paper.
For differentiation:

Struggling learners: Provide letter tiles for word formation, allowing them to build words physically.
Advanced learners: Challenge them to create sentences using the sight words. For example, “I made a mat.”

STEM Challenge: Create a “Magnet Maze.” Use a simple cardboard or plastic sheet with a maze on it. Students will use a magnet to guide a paperclip through the maze, making the sound /m/ each time they move the magnet.

5. Evaluate (10 minutes)

Objective: Assess student understanding through various activities and observations.
Activity:

Differentiated Assessment:

For struggling students: Provide a set of picture cards (e.g., moon, mat, mug, mouse) and ask them to identify which ones start with /m/.
For advanced students: Ask them to come up with a word that starts with m and then create a sentence using that word.

Phoneme Blending Practice: Have students blend phonemes for /m/ words they have learned (e.g., /m/ + /o/ + /p/ → “mop”) and identify them out loud.

Differentiated Learning Strategies:

Struggling learners:

Use letter tiles and picture cards to visually and physically engage with the phoneme.
Pair them with a peer for support during phoneme blending and word substitution activities.

Advanced learners:

Challenge them with higher-level word formation (e.g., “more,” “mice,” “muddy”) and constructing sentences using sight words.
Encourage them to read short sentences aloud with their peers or teacher.

FOLLOW UP PRACTICE ACTIVITIES

1. Activity 1

2. Activity 2

3. Activity 3

4. Activity 4

5. Activity 5

6. Activity 6

7. Activity 7

8. Activity 8

9. Activity 9

10. Activity 10

11. Activity 11