Getting Down With G

By Lauren Milligan

Emergent Literacy Design

 

 

Rationale: This lesson will help students identify g=/g/. Students will learn to recognize /g/ in spoken words by learning a meaningful representation (make the g sound when gulping down a drink) and the letter symbol G, practice finding /g/ in words, and apply phoneme awareness with /g/ in phonetic cue reading by distinguishing rhyming words from beginning letters.

 

Materials: Primary paper and pencil; chart with "Fred's furry ferret feels frisky";

drawing paper and crayons; Olivier Dunrea’s Gossie and Gertie ; word cards with GOAT, GOT, GO, GATE, GIVE, and GREAT; assessment worksheet identifying

pictures with /G/

Procedures:e 1. Say: Our written language is a secret code. The tricky part is learning what letters stand for—the mouth moves we make as we say words. Today we're going to work on the phoneme /g/. We spell /g/ with letter G. G makes the same sound that you make when you are gulping a drink.

 

2. Let's pretend to drink a soda, /g/, /g/, /g/. [Reenact drinking a soda] Notice what your tongue is doing? (Touching your throat). When we say /g/, we blow air and touch our tongue to the back of our throat.

 

3. Let me show you how to find /g/ in the word log. I'm going to stretch log out in super slow motion and feel when my tongue touches the back of my throat. Lll-o-o-og. Slower: Lll-o-o-o-g. There it was! I felt my tongue touch the back of my throat at the end of the word log.

 

4. Let's try a tongue twister [on chart]. " Gary’s got to get Grandma through the gate.” Everybody say it three times together. Now say it again, and this time, accent the /g/ at the beginning of the words. “Gary’s Got to Get Grandma through the Gate." Try it again, and this time break it off the word: "/g/ ary's /g/ ot to /g/ et /g/ randma through the /g/ ate.

 

5. [Have students take out primary paper and pencil]. We use letter G to spell /g/. Capital G looks like a broken egg. Let's write the lowercase letter g. Start to make a circle and then make a hook. I want to see everybody's g. After I put a smile on it, I want you to make nine more just like it.

 

6. Call on students to answer and tell how they knew: Do you hear /g/ in goat or boat? Dot or got? Log or lot? Lift or gift? Great or bait? Say: Let's see if you can spot the mouth move /g/ in some words. Drink a soda if you hear /g/: The, goat, bear, gate, gift, left, down, green, nod, got.

 

7. Say: "Let's look at the book called Goosie and Gertie by Olivier Dunrea. It’s about a duck whose name starts with G. Read book aloud to students emphasizing each /g/ in the book. Ask students if they can think of other words with /f/. Ask them to draw a picture of something that begins with the letter g. Ask students to spell the word underneath the drawing. Display their work. 

 

8. For assessment, distribute the following worksheet. Students are to complete the partial spellings and color the pictures that begin with G.

 

 

 Return to the Caravans index.  http://www.auburn.edu/academic/education/reading_genie/caravans.html

 Resources:

Lesson Plan by Kimberly Barton- Gulp Gulp Gulp-http://www.auburn.edu/academic/education/reading_genie/odysseys/bartonel.html