Got the Giggles?

 Katherine Allsopp

 Emergent Literacy

 
Rationale:  Phoneme awareness is essential to begin the reading process.  Therefore, to be successful readers, children need to be able to recognize phonemes in spoken words and the letters they represent.  In this lesson, students will learn the correspondence g = /g/ in spoken and written words.  They will practice using and identifying the letter g.

 
Materials
:
Primary paper
Pencil
Giggle, Giggle, Quack By: Doreen Cronin
Poster with the following:
    Tongue Twister- Good girls get the giggles and give them to guys.
    Upper- and lowercase drawings of G
Pictures of things: guitar, grape, gum, glue, fish, bear, duck, cat
“G” word wall: bulletin board with upper and lowercase cutouts of the letter and room to put things around
Index cards
Crayons
Worksheet with pictures of words with the /g/ sound and some that do not have it: dog, cat, flag, girl, frog, boat, house, tree, pig, car, grape, guitar

Procedure:

1.  Explain that every letter makes a sound that we can make with our mouth.  “Today we are going to learn about the letter g.  It makes the /g/ sound.  The /g/ sound can either be at the beginning, middle, or end of a word.  With practice today, you will be able to pick out the letter g and the /g/ sound in any word!”

 
2.  Relate the /g/ sound to the students.  “Now turn to your friend and give them a gift with your arms stretched out.  Can you hear the /g/ sound in both of those words?  When you hear the /g/ sound today, put your arms out and give your friend a gift.”

 
3.  Give the students a tongue twister to help them remember the sound.  “Now we are going to try a tongue twister to help us remember the /g/ sound.  I will say it first and then you can repeat it.  Good girls get the giggles and give them to guys.  (Let them repeat the saying)  Now when we say it together, I want you to stretch out the /g/ sound and give your friend a gift when you hear it.  GGGoog gggirls ggget the gggiggggggles and gggive them to ggguys.

 
4.  Point out the letter g on the poster and tell students to get their pencil and paper ready.    “We can write the /g/ sound if we use the letter g.  First, I am going to show you how to write the lowercase g and then we will move on to the uppercase one.  Take your pencil and make an a, then go down to the ditch and make a basket.  If the ball drops it goes in the basket.  So make your ball and drop it into the basket.  Write ten more just like that one.  Now we will practice the uppercase g.  First, draw an uppercase C, then come up to the fence and give him a tray to hold straight.  So uppercase C, up and give him a tray.  Great, now practice writing ten more of those.”

 
5.  See if the students can hear the /g/ in spoken words.  “Now I’m going to see if you can hear the /g/ sound in some words.  The sound may be at the beginning or end of words.  When you hear the /g/ sound, reach out and give your friend a gift.  Do you hear the /g/ sound in gum or boy?  Dog or cat?  Hat or get?  Log or pot?  Grip or drip?  Flag or top?  Sack or frog?  Shoes or pig?”

 
6.  Now see if students can recognize the letter g in words with pictures of the words.  “Now I’m going to show you some pictures of some things that begin with the letter g. Raise your hand if you think the word starts with the letter and tell me why you think that.  Show pictures:  guitar, bear, grape, duck, gum, fish, glue, and cat.  When the students have chosen the correct pictures, put the pictures on a “G” word wall and display in the classroom.

 
7.  Read Giggle, Giggle, Quack to the students. This story is about a duck who always gets in trouble when the farmer leaves.  When the farmer is away on a weekend, the duck leaves notes that the caretaker thinks is from the farmer himself.  The duck asks for food, baths, and movies, but he takes it too far!  Will Farmer Brown get back in time to stop the duck?  You’ll have to read to find out!  Have the students give a gift to their friend whenever they hear the /g/ sound.  After reading, ask the children which words they heard with the /g/ sound and make an index card with the word on it to put on the “G” word wall.

 
8.  For assessment:  Give students the worksheet with pictures and have them color the words that have the /g/ sound in them.  Display on word wall.

 

Reference:

 Cronin, D (2002). Giggle, Giggle, Quack. New York, New York: Scholastic.

Beck, I. B. (2006). Making Sense of Phonics: The Hows and Whys. New York, New York: The Guilford Press. p13-18.

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