Procedure:

1. “Today we are going to learn about the letter M. Demonstrate how to pronounce /m/. Our tongue tickler for this lesson is: Miss Mary Marshall went for a swim in the muddy, murky water on Monday. What sound do you hear in this tongue tickler the most? /m/ is the letter that was there the most number of times.”

2. “Are you ready for our read aloud? Today’s book is If You Give A Moose A Muffin. Have any of you ever fed a moose a muffin? Probably not right since they are not found in the South.” (Read aloud a few pages of the book to pique their interest in what happens.

3. "When we think of /m/ we can remember it by rubbing our hand in a circle around our stomach (demonstrate while telling the students how) because when we eat something good, we say /m/ that was yummy. To make this sound we put our lips together and hum because the air is going to come out of our nose and not our mouth."

4. “Before we begin the lesson, I’m going to give you two words and I want you to tell me which one you hear /m/ in. I’ll give you an example: mmm-o-t-el. Motel. Here’s another example: mmmm-a-ll. Mall. Now it is your turn to try.  Be sure you watch my mouth closely because some might sound like they are the same. /m/ in. map or nap? Sat or mat?”

5. (Using Orton Gillingham’s 3-part drill approach: visual, auditory, and kinesthetic/blending) Begin by passing out the plastic mesh and a crayon to each student. “This activity is what I call “Bumpy Paper.” Now I want you to put the mesh, waffle looking paper over the paper with the letter. Get your crayon and trace the letter onto the mesh (review how to write “m”) start at the sidewalk, go to the fence, then round, it off, go back down to the sidewalk, back to the fence and round it again, then back to the sidewalk."

6. When they all have done that, have them trace over it 3 more times and while they trace it, have them say m says /m/ each time they trace it. After they have traced it 3 times, have them put down their crayons and use their finger to trace the letter where they previously used the crayon. The student will be able to feel the bumps made from the mesh (hence why it’s called bumpy paper).

7. As a brief assessment, after the students finish tracing with their finger, have them get a piece of primary paper and a pencil. "Now I want you to write the letter M on this paper by yourself" (this will test if they have mastered the grapheme and the phoneme).

8. The last part of the lesson is to have them try to spell out words that are spoken. To do this, have the paper with the boxes/lines be passed out. “I am going to give you three words that I want you to spell out: Mad, Mom, Ham."

9. When that is finished, it is time to find out what happens when you give a moose a muffin (finish the story).