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.



            primary paper


            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

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/.


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For further information send an email to Amy Locklier.