Got the Giggles?
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
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:
Beck,