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Lesson 1

​Introduction to Consonant Brothers: Lip Poppers and Tip Tappers

Activity Summary

​

  1. Teacher Modeling 

  2. Mirror Activity 

  3. Think, Pair, Share:

  4. Writing on paper, in the air or use playdough to form the letter and make the sound 

  5. Students fill in their personal consonant book

  6. Watch letter-sound videos of the day

  7. Reading of Bob Book 1 story 2, pausing on each page to spot words with Lip Poppers and Tip Tappers

Grade Level & Benchmark Connection

This unit was created and intended for Grade 1-3 ELL students but can be used for all ages.

 

In terms of students' language proficiency, this lesson is ideal for students that according to the Learn Alberta ESL Benchmark are a minimum level 2 (developing) in listening, above level 1 speaking and level 0 reading and writing. See Lesson Overview to know what skills this lesson targets.

Teaching and Learning Strategies Employed

Informed by Coelho

(2016, p. 179)

Memory Strategies

  • Recitation, repetition and organization of consonants are used as promoted by Coelho (2016).

 Cognitive Strategies

  • Neural connections are built as student analyze what their mouth is doing using mirrors and observing peers.

  • Students are also given opportunities to go outside the classroom and experience phonemes in natural settings.

  • Students use strategies like covering their ears and feeling their vocal cords to figure out what sounds are quiet and what are noisy (voiced and unvoiced) so that they can then recognize patterns and make comparisons.

Compensation Strategies

  • Students are given opportunities to develop and practice what they feel their mouth doing, this allows students to communicate their knowledge even if they cannot remember the mouth form name for example.  

Social Strategies

  • Students develop a cooperative relationship with peers through the think, pair share activity time. This balances their individual time when working on their books, tracking and looking at their mouths in the mirrors.

Affective Strategies

  • Inquiry, game and play based learning decreases student anxiety and nerves surrounding language acquisition.

Metacognitive Strategies

  • Having an individualized book allows students to also monitor their learning.

Lesson Overview

This lesson's goal is for the students to understand the system in which they will be learning consonant phonemes. Using this phonemic sequencing system, students will learn the first two sets of consonant brother pairs: Lip Poppers and Tip Tappers. Students should understand why phonemes are important in their language acquisition, specifically isolated sound-symbol associations, auditory discrimination, pronunciation, and strategic decoding. The teacher will model phoneme sounds, and also how to create and use their Consonant Book. The students will be able to be exposed to phonemes in both visual and auditory forms in a multi-modal approach which offers differentiation for learners to attend to their learning needs. This includes hearing their teacher, peers, selves and in song. Visual exposure is featured in slide, tile, and book form. Students will be able to show their learning in many forms including using their books, using playdough, writing in the air, verbally communicating and drawing.  

Language Learning Outcome

The students will learn and or demonstrate their understanding and subsequent mastery of Lip Popper and Tip Tapper sounds by naming, pronouncing, comparing, contrasting, and explaining brother sounds.

Their consonant book will give students the space to write, and record their learning. 

Content Outcome

The students will learn how to identify, label, reproduce, describe memorize, review, categorize, and build the Lip Popper and Tip Tapper sets.

BOB AND DOT.png
Plasticine
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Table Mirror

p  b

t   d

Teacher and Student Materials Needed

  • Student Consonant Book

  • Bob Book 1 Story 2: Bob and Dot

  • Cut out consonant phoneme pictures and letters (attached in the Student Consonant Book pages 13 & 14)

  • Pocket-sized mirror for each student

  • Playdough

  • Writing Utensils 

  • Extra paper

  • Teacher Slides (found in Teacher Resources tab)

  • Sound Videos: p,b,t,d (links found in Teacher Resources)

Introduction 

  1. The teacher will introduce the topic of this unit: Consonant Phoneme Sounds. Students will have had previous instruction on what consonants are and the difference between a letter name and a sound.

  2. The teacher will review this and then begin explaining the ways in which we can group consonants together by brother and cousin pairs.  

  3. The teacher will use the Teacher Slides to aid in this lesson

  4. The teacher will then pose the questions: Do you have a brother or sister? What makes you similar and what makes you different? 

  5. From there the teacher will state that just like you and me consonants can have a brother. The way we group them together is based upon how we make the sounds with our mouth--our mouths look the same. What makes them different is that one is quiet and the other is noisy. Is your sibling more quiet or noisy compared to you?

  6. Then the teacher will transition into introducing the first consonant pair: Lip Poppers.

Learning & Activity Sequence

  1. The teacher models the quiet and noisy Lip Popper sound and then asks students to cover their ears to test which is quieter and which is noisier. Another strategy offered by Coelho (2016) to test this is placing their hands on their vocal cords (p. 59). 

  2. Students make the sound and use their personal handheld mirror to observe what their mouth is doing and which sound is quiet and which is noisy (mirror suggestion by the LiPS program and Coelho (2016, p. 67).

  3. Think, pair, share: student turns to their partner and describes what their mouth is doing to make the sound and which is quiet and which is noisy.

  4. The teacher will then reconvene and ask students their observations and then explains what is happening in their mouth and which is quiet and which is noisy.

  5. Students can then write on paper, in the air, or use playdough to form the letter and make the sound again.

  6. Students will then fill in their personal consonant book.

  7. The teacher will play the p and b letter-sound videos.

    1. ​Learn The Letter P | Let's Learn About The Alphabet | Phonics Song for Kids | Jack Hartmann

    2. Phonics - Letter /b/ Sound 

  8. The teacher will then repeat steps 1 through 6 but introduce the Tip Tappers in this very method.

  9. Lastly, the teacher will then play the t and d letter-sound videos.

    1. ​Phonics | The Letter T | Signing for Babies ASL  (Web view)

    2. Letter D Song

The video links are found in Teaching Resources under Online Links for Teaching This Unit

Conclusion

  1. Reading of Bob Book 1 Story 2, pausing on each page to spot words with Lip Poppers and Tip Tappers

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