Let’s gulp our milk with G

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Emergent Literacy Design

By: Lauren Ogle

Rationale: The lesson will help students identify /g/, which is the phoneme that represents G. Children will learn to identify /g/ in words by learning the letter symbol G, remembering that you make the g sound while gulping a drink, students will be able to find the /g/ in words, and implement phoneme awareness with /g/ through rhyming words.

 

Materials: The teacher will need to have white primary paper, pencils, crayons, drawing paper, pictures of things that make the with /g/ phoneme sound, and flash cards with /g/.

 

Procedures:

1. The students will learn how the mouth and throat moves when they say

/g/. The spelling for the /g/  sound is G. We typically use the phoneme /g/ when we drink really fast, which is called gulping.

 

2.   Lets pretend to drink our milk really fast, /g/,/g/,/g/. Did you recognize how your throat and mouth felt? When we say /g/ we use our throat and mouth.

 

3.   Now we are going to find /g/ in the word frog.  I’m going to say the word frog really funny by stretching the word out. ex. ( FFF-RRR-OOO-GGG). Were you able to tell how I used my throat and mouth to say /g/.

 

4.   Everyone is going to try the tongue tickler “Greta gave Gisele a goat.” Now the class will say the tongue tickler together three times. Repeat the tongue tickler again except I want to hear the /g/ stretched out each time you say a word with that phoneme in it. Then, I want you to separate the /g/ from the rest of the letters in the word. For example: frog (g), (g) ulp, and mu(g).

 

5.   To begin this portion of the lesson each student will need primary paper and a pencil. I want all eyes on me while I explain how to write a upper case G and a lowercase g. The upper case G will be started by writing a upper case C then add the rest of the letter. It is very easy to write a lower case g. First you will start by writing a small /o/ that should not exceed the fence line on the primary paper. Then, you will add a tail to the small /o/. hog

 

6.   Next, I will use this time to test my student’ listening skills by asking them questions such as which word has the phoneme /g/ in it (ex. frog vs. fly). Now I want you to look around in the public to see how many times they use the word  /g/.

 

7.   Say: “Students I am going to show you pictures and I want you to identify, which one causes you to use the /g/ sound, for example, which pictures makes you say the /g/ sound, barn or hog?”

 

8.   Show HOG and ask the students, which one uses the /g/ sound “ hot or fog”? Later I would introduce more words and then I would mix up my words so they can use the flash cards.

 

9.  The assessment will be in the form of a worksheet. The students will continue to work on the phoneme /g/ by coloring the pictures. Finally, while the students are working on their class work I will pull some students for extra practice.

 

Reference:

"Gulp Your Gatorate With G." Auburn University. Web. 16 Apr. 2012.                <http://www.auburn.edu/academic/education/reading_genie/doorways/cookeel.html>.

 

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