Let’s gulp our milk with G
Emergent Literacy Design
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:
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