G-G-G-Gulping with G

Trista Loggins

Emergent Literacy Design

Rationale: In this lesson, the students will identify the phoneme /g/ represented by the letter G. Students will learn to recognize /g/ in spoken words by learning a meaningful representation such as gulping water as well as the letter G symbol. We will practice finding /g/ in different words.

 Materials: A chart with the tongue twister, Grandma gathers great green grapes written on it, primary pencil and paper, note cards with /g/ words written on each, and an assessment worksheet for the students to color the picture with /g/ in the word.

Procedure:

1. I will say: Today we are learning the letter G. The letter G makes the sound /g/ like when you drink a drink and gulp it.

 2. I will say: Lets pretend that we are gulping as we drink a drink. I will lean my head back and model how to gulp while drinking a drink. I will then tell the students, lean your head back and say /g/ /g/ /g/. Pay attention to how you say /g/. Did you notice what your mouth and tongue are doing as you say /g/? You're mouth is open as your tongue stays flat on the bottom of your mouth and doesn't move.

 3. I will say: Now lets try a tongue twister. I want you to repeat it after I say it. Grandma gathers great green grapes. Now you say it. Now we are going to say it again as we lean our heads back and pretend to gulp and stretch out the /g/. Ggggrandma ggggathers gggggreat ggggreen ggggrapes. This time we're going to split off the G. /g/ randma /g/ athers /g/ reat /g/ reen /g/ rapes.

4. I will say: Now lets get out some paper and practice writing G. For capital G, form a big C starting at the rooftop and curving down to the sidewalk, then come back up to the fence and give him a tray to hold straight. For lowercase g, first make a between the fence and the sidewalk, then continue drawing your line down to the ditch and curve it up so if the ball falls, it falls into the basket. I will walk around the classroom to look at each student's letter. I will have them write more letters if needed.

 5. I will say: Lets see if gulping /g/ is in the word hang. I'll know it is if my mouth is open and my tongue stays flat on the bottom of my mouth. Let me stretch out the word to find out if it is. Hhh aaaa nnn gggggg. Yes, /g/ is in hang.

 6. I will say: Now we are going to play a game. I'm going to read a few words aloud to you. If you here /g/ in the word I say, I want you to gulp. If you don't hear the /g/ I want you to say "no." The words are go, green, hop, grass, pan, dog, belt, grab, hot, sun, and grapes. Good job class!

7. I will say: Now we are going to read the book, Going on a Bear Hunt. I want you to lean your head back and gulp every time you hear /g/.After everyone has read the story, we will make a list of all of the words that have /g/ in them. I will give a book talk first. This story is about going on a bear hunt to catch a bear. The people go through several different places to try and find the bear. Read the story to find out if the people are scared and to see if they find the bear.   8. I will say: We use G to write words that sound like the gulping sound. Does the G that sounds like /g/ make the gulping sound in go or old? It is in go because we gulp as we say gggggg-o. Is it in gone or ice? Bird or gown? Hot or great? Green or been?

 9. I will then assess the students with a worksheet to see if they can pick out words that represent /g/. They will color in the correct picture that has /g/ in the word.  

References:

Going On a Bear Hunt, Dr. Jean.

Murray, Bruce. Reading Genie Website.  http://www.auburn.edu/academic/education/reading_genie/

Pop Popcorn with P, Mallie Frazier. http://www.auburn.edu/academic/education/reading_genie/realizations/frasierel.htm

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