Two of the best predictors of skillful readers are their ability to recognize phonemes and the names of letters. Because of this, it is important to reinforce letter recognition by teaching lessons focusing on specific letters. This lesson is designed to teach emergent readers to recognize the grapheme g in written words and the phoneme /g/ in spoken words. They will learn this by practicing tongue twisters, writing uppercase G and lowercase g, listening to a book, and by pictures of different objects that have the /g/ sound in them.
-Poster with “
-Worksheet with pictures of objects that make the /g/ sound and some that do not.
for example: goat, garden, girl, cat, table, pen, gate, grass, money, gold, golf
-Chalk (or dry erase markers)
-Chalkboard (or dry erase board)
-Giggle, Giggle Quack by Doreen Cronin, illustrated by Betsy Lewin, published by Simon and Schuster Books for Young Readers
1. Begin by saying: “Did you know that letters are very important? They are all around us, and without knowing each one, we cannot read or write. Each letter has its own sound, just like you and I have our own name. Today we are going to learn the /g/ sound. Before long, you’ll be able to spot the /g/ sound everywhere!”
2. “I like to remember the /g/ sound by thinking of drinking out of a cup. Sometimes when I drink, I make a guh, guh, guh gulp sound. Do you? I want you to try it with me! Hold your hand up to your mouth like you are holding a cup and pretend to drink by making the guh, guh, guh gulp sound. (Make sure that everyone is making the motion while they make the /g/ sound.) Very good! Well, this is the sound that the letter g makes.”
3. Display the poster
with the tongue twister. “Who likes to say tongue twisters? I sure do!
fun and sound very silly. I have a tongue twister that I want you to
after me. Say:
4. Now we are going to practice stuttering the /g/ sound out when we say it. I want you to say the tongue twister again, but this time stutter the /g/ sound. I’ll do it once for you then I want you to try. G-g-gary g-g-gave G-g-gayle g-g-green g-g-gog-g-gles in the g-g-garden. Now you try.”
5. Have everyone take out their primary paper and pencils. “Now that we know how to say the /g/ sound, we are going to practice writing the letter g. (Model how to write the letters on the board) For the uppercase G: we are going to form a big C, then come back to the fence to give him a tray to hold straight. For the lowercase g: we are going to first make a, then, g, that is a good idea. If the ball falls, it falls into the basket. I want you to write each letter ten times on your paper.” Walk around and make sure that everyone is writing their letters.
6. I am going to read the book Giggle, Giggle, Quack and discuss it with the students. I’ll introduce the book by giving a book talk. “Farmer Brown has many animals on his farm who like to pull tricks on people. This time, they pull their old tricks on Farmer Brown’s brother, Bob. Duck has everyone order pizza with anchovies and rents the Sound of Moosic. Now let’s read the book and find out what else the animals do to Bob!” After the book talk, I’ll read the book then reread it. “I am going to read the book again, and every time that you hear the /g/ sound, I want you to make the drinking motion.” I will write each word on the board and discuss them after reading the book.
7. For assessment, I will pass out a worksheet with pictures on it. Some of the pictures will begin with /g/ and some will not. They will have to circle the pictures that begin with /g/.
Mummert, Michelle “IGGY AND THE ICKY STICKY INCHWORM” Emergent
Literacy Design. http://www.auburn.edu/rdggenie/innov/mummertel.htm
Murray, B. Making Friends with
Phonemes The Reading Genie http://www.auburn.edu/rdggenie/phon.html
Return to the