Amy
Locklier
Emergent
Literacy
Great Giggly
Grins
Rationale: Children must be aware of the units of sounds
within words and the letters that represent them so they can spell and
read
(Eldredge, 1995). Letter recognition is
one of the number one indicators of reading success.
The goal of this lesson is to introduce
/g/. The students will learn to say /g/,
how to recognize /g, and how to write the uppercase and lowercase g.
Materials:
primary paper
pencil
dry erase board
chart paper
chart paper with ‘Greg the great
found green geese.’
Book, Good Night, Gorilla
smiley and sad face cards
picture worksheet
Procedure:
1.
Explain to the class that spoken language and
written language is made of 26 different letters. These
letters signal certain sounds. We are
going to learn on of these letters and
one of the sounds it makes. The letter
is g and it makes the /g/ sound. We will
learn how to recognize the letter g by the way that your mouth moves
when you
say it.
2.
I want you to notice the way your mouth moves
when we make the sound /g/. When we say
/g/ our mouth opens a little and the back of our tongue hits the roof
of our
mouth. A little bit of air moves out when we make this sound. It is a hard sound.
3.
The sound /g/ makes me think of goo. Can
you say goo with me? Let’s say another
word that has the /g/ sound
in it. How about big?
Say it real slow and let every sound roll out
of your mouth, bb-ii-g-g-g-g. Can we
make the sound of a machine gun with the /g/. Let’s do it together,
/g/,/g/,/g/,/g/,/g/.
3.
Now that we know what sound the letter g
makes, I have a tongue twister for you. ‘Greg
the great found green geese.’ Let’s try
it together and then you try it by yourself.
Now way it and emphasize the /g/ sound. ‘G-g-g-re-ggg the
g-g-g-reat
found g-g-green g-g-geese.’ You all did
a wonderful job with that tongue twister.
4.
Now, everyone get out primary paper and
pencil. We are going to learn to
write the letter g to signal the /g/. Let’s practice first. Now,
first we are going to a big C, then come
back to the line to give him a tray to hold straight.
This an uppercase G. Now let’s make
a lower case g. First make an
a, then, gee, that’s a good idea. If the ball falls, it falls in the
basket. The basket is down below the
sidewalk.
5.
I am going to say some words. I
want you to tell me of you hear a /g/ in
them. Do you hear a g in dog or cat? In
saw or song? In great or date? In geese
or lion? In gone or here?
In fox or fog?
6.
I am going to say some words and remember we
are listening for the /g/. If you hear
them show me a smiley face card, if not show me a sad face card. sad,
grand,
ugly, sit, bag, green, bat.
7.
Read the book, Good Night, Gorilla,
and talk about the story together. Read
again and have everyone stretch out the /g/ in the words.
8.
For assessment have the students complete a
picture worksheet. The students will
circle the pictures that have the /g/.
References:
The
Click here to return Beginnings
For further
information send an email to Amy
Locklier.