English Learner Guide
Introduce the Sound/Spelling
of /m/ Spelled m 1
Objective:
- learn the sound/spelling of /m/ spelled m.
Resources:
- Routine 1
- Sound/Spelling Card 13
Display Sound/Spelling Card 13. Use Routine 1,
the Introducing Sounds and Letters Routine,
to discuss /m/ spelled m. Ask students to explain what the black
letters on the card mean. m is a consonant.
Tell students that they are going to listen to a story about /m/.
Play the story once. Stop the story after each stanza, and briefly explain
the main gist of the stanza. Explain the following words and phrases using
student-friendly definitions and the illustration on the card: yummy,
munches, tummy, mash, mush, munch, bedtime, hunch.
Play the story several more times, and have students say /m/ /m/ /m/ /m/
along with the story.
Point to the m spelling on the card, and say, “/m/ has two
spellings. One spelling is m.” Have students repeat after you:
One spelling of /m/ is m.
POINT to the Sound/Spelling
Cards and remind students that each of these cards has a
picture that will help them to remember the sound for the spelling(s) shown
on the card.
Point to Sound/Spelling Card 19
and have students name the card. Sausages
Ask them to give the sound for this card and its spelling. /s/,
s
Use Routine 1, the Introducing
Sounds and Spellings Routine, to introduce /m/ spelled m.
Point to the back of Sound/Spelling Card
13—Monkey. Have students identify the capital M and lowercase m
at the top of the card. Ask why the letters are black. Mm
is a consonant.
Turn the card. Point to the picture and tell students this
is the Monkey card. Tell them the sound for this card is /m/. Point to the
spelling m on the card and tell students the spelling for /m/ is m.
Tell students this is the spelling for the sound they hear at the beginning
of monkey, /m/.
Tell students you will play a story that will help them to
remember the sound /m/. Play or read the Monkey story:
For Muzzy the Monkey, bananas are
yummy.
She munches so many, they fill up her tummy.
When she eats,
she says /m/ /m/ /m/ /m/ /m/.
Bananas for breakfast, bananas for lunch.
Mash them up, mush them up.
Munch, munch, munch, munch.
What
does Muzzy the Monkey say?
(Have students join in:) /m/ /m/ /m/ /m/
/m/.
Bananas at bedtime? I have a hunch.
Muzzy will mash them
up, mush them up,
Munch, munch, munch, munch.
Then what will Muzzy
the Monkey say?
(Have students join in:) /m/ /m/ /m/ /m/ /m/.
Say /m/ as you point to and say the spelling, m.
Write the letter m on the board and review the letter
formation strokes. As you write, have students use their fingers to write the
spelling several times in the air, on their palms, or on the surface in front
of them as they say the sound.
Intervention Guide
Introduce the Sound/Spelling: /m/ Spelled m
Objective: Students will be introduced to the sound /m/
spelled m.
Resources:
- Sound/Spelling Card 13
- Intervention Support, pages 3–4
Write the letter m on the board. Point to the letter as you say
the /m/ sound. Tell students that the letter m stands for the /m/
sound. Say /m/, extending the sound. Then have students say /m/ with you.
Tell students that the /m/ sound is like the sound you make when something
tastes really good: /m/ /m/ /m/. Point to Sound/Spelling Card
13—Monkey. Remind students that the Sound/Spelling Card
has a picture that will help them remember the sound for the spelling shown
on the card.
Ask students to listen for /m/ as you say some words. If they hear /m/,
they should rub their tummies and say the /m/ sound. Say the following
words, emphasizing the beginning sound:
mad |
moon |
not |
most |
me |
say |
mine |
up |
map |
Say, Many of the words I said had /m/ at the beginning. Let’s listen
for /m/ again. This time it will come of the end of the word. When you
hear /m/, rub your tummy and say the /m/ sound. Then say the
following words, stressing the final sound:
same |
time |
shine |
am |
yes |
dream |
poem |
tall |
team |
Have students turn to Intervention Support pages
3–4 and complete the activities.