Gulp
your
Gatorade with G
Emergent
Literacy
Rationale:
This lesson
will help
students learn /g/, the phoneme that is represented by g. Learning phonemes is important for students so
that they can
eventually learn to decode and read words. Students will
accomplish this lesson
by learning a hand gesture, listening for the sound in spoken
words, and using
a tongue twister.
Materials:
Poster
with the tongue twister written out
Gus
gulps Gatorade after his game.
Primary
paper
Pencils
Officer
Buckle and Gloria
Blank
paper
Crayons
Phonetic
cue cards with words
Assessment
worksheet
Procedure:
1.
Learning how
our mouth moves
when we say new sounds can be hard. Today we are going to learn
some different
activities to help us say our g.
2.
Our written
language is a
code that we must break by learning how our mouths move when we
say words.
Today we're going to learn how the mouth says /g/, written with
the letter g. /G/ is
the sound you make when you
gulp down a glass of water or milk.
3.
Let's all
pretend to take a
drink together. Everyone raise your glass (pantomime glass
raising) and gulp. "Gulp,
gulp, gulp." Good! For this sound, your mouth is open and your
tongue
raises up at the back of your throat to the top of your throat.
The air passes
through your throat and out your mouth, over your raised tongue.
4.
Now we are
going to try and
find the /g/ in dog. I will stretch out the word and listen for
the sound in my
mouth. D-d-d-o-o-g-g-g. D-d-d-o-o-g-g-g-g. There it is, at the
end of the word.
I hear the gulping sound when I say dog.
5.
We are going
to try a tongue
twister together [on the chart]. I am going to say this phrase
and then have
you all say it after me a few times. "Gus gulps Gatorade after
his game."
Now you say it. Let's draw out the sounds: "G-g-g-gus
g-g-g-gulps
G-g-g-gatorade after his g-g-g-game." Let's do it again, and
this time
break the sound off the word. /G/us /g/ulps /G/atorade after his
/g/ame.
6.
Now we are
going to learn to
write the letter G with our primary paper and pencils. First
we'll write an
upper case G. To do this, you
start at the rooftop, make a
curve past the fence, and then hit the sidewalk, and go back to
the fence,
where you will make a flat line. Now you try. Let's write the lowercase
letter g. Start at
the fence and make a circle
like you would in the letter a. Then
drop the tail of the a
under the
sidewalk and curl in under the a.
Watch me write one, and then try your own!
7.
I am going to
say two words
and I want you to raise your hand if you can tell me which one
has /g/ in it
and how you knew that. Do you hear /g/ in cat
or dog? Finger or
toe? Glue or tape? Fog or rain? Good!
I am going to say a sentence and if you hear /g/ I want you to
gulp your
Gatorade. If you don't hear /g/ I want you to say "not thirsty."
Ready? Gary, was, glad,
to, play, games, in,
grandmother's, green, garden.
8.
We are going
to look at a
book and see if we can find any gulping g's. In Officer Buckle and Gloria the Napville police
department gets a new
dog. Let's read about her. [Read page 4 of Officer
Buckle and Gloria, drawing out the /g/ in words.] Have
children draw
pictures of a dog they've had or a dog they would like.
9.
Show card
with GLUE and show
students how to decide if it's GLUE or BLUE. I tells me to gulp,
so I make the
/g/ sound in g-g-glue. Now you all try: GAB: gab or cab? GAGE:
gage or page?
GAL: gal or pal? GALE: gale or pale?
10.
For assessment, give out a worksheet and have students
circle the
pictures that have a /g/ sound. The worksheet will also have
lines for the students
to write out the letter g.
I will
individually listen to each student read through the phonetic
word cards from
#8.
Lauren
Vacca. Buzz the Bee. http://www.auburn.edu/academic/education/reading_genie/adventures/vaccael.htm
Rathmann, Peggy. Officer
Buckle and Gloria. Putnam; New York, New York. 1995.