Goat, Goat, Goat
Emergent Literacy
Rationale:
This lesson will help children identify /g/, the phoneme represented by
G. Students will learn how to
recognize this /g/ sound through practice and identifying the sound with a
familiar facial gesture, and the sound that a goat makes. Students will gain a
confidence of using this sound in their everyday speech along with having
learned a new sound developing technique to help them use the same technique to
learn new correspondences!
Materials:
Primary paper and pencil
Picture of a goat
Word cards with words containing the /g/ and words without the /g/:
With /g/: green, grass, glue, gum, grow
Without /g/: paper, blue, pillow, book
Sentence strips with tongue twisters:
1. Gabe got green gumballs when he grew.
2. Gifts are great to give grumpy Gary.
Assessment worksheet
Procedures:
1. Who can tell me what sounds we make when we say, goat? It sounds like /Gggggooooaaat/.
What does our mouth and throat look like? (I will tell the students and model it
by having them look at my face, “Our face looks like a big circle, making it
very round and open.”) Goooat, Goooat, Goooat! That's right! This sound is the
same whenever we read the short /g/ sound in a word.
2. Now, let's go over the sound that our throat makes when we say that sound.
What is the tongue doing? Does the shape of our mouth change? (Let's imitate a
goat talking to another goat).
3. Let me show you how to find /g/ in the word gum. I am going to stretch out
this word very slowly, so listen for that Goooat sound to appear. /Ggggg/ um.
Slower: /Ggggggg/ um. Did you hear it? There it was! I could picture a goat
having helped me pronounce that word!
4. Since we figured out that sound in “gum,” lets all try some tongue twisters
together! The first one is, “Gabe got green gumballs when he grew.” Let's all
say that together three times as a class. Now, lets slow it down and, emphasize
the /g/ sound at the beginning of the words.
“Gabe got green gumballs when he grew.”
(Ggggabe ggggot ggggreen ggggumballs when he ggggrew)
That was great! Now, lets do that same exercise again with another tongue
twister. (Repeat steps)
“Gifts are great to give grumpy Gary.”
(Ggggifts are ggggreat to ggggive ggggrumpy GGGGary)
5. (I will now hand out primary paper and pencils to everyone.) Now lets
practice writing the letter g! There
is a difference between the upper case and lower case
g's, so we are going to practice
writing both of them. Lets start with the uppercase
G. (I will model it on the board
while I am speaking out loud to the students so that they are two means of
learning how to write the letters correctly.)
With the uppercase G, you will start
at the rooftop, make a curve past the fence and all the way down to the
sidewalk. Once you've hit the sidewalk, continue that curve back up to the fence
and then make a little straight line going sideways. Well done everyone! Now,
lets try the lowercase g.
With the lowercase g, you will stay
at the fence and below to write this letter. Start at the fence and make a
circle to the left, that curves down to the sidewalk and back up the fence.
Next, to the right of your circle, at the fence level, make a line that moves
downward toward the sidewalk but curves just before it reaches the sidewalk.
There you go! You guys are great!
6. Now, I have eight cards here with different words on them. Some of them have
the /g/ sound in them and some do not. I am going to call on different students
and I want you to read the word aloud and tell me if that sound is or is not in
there and explain why or why not. (The list of words I will use are referenced
in the materials section.)
7. We are going to reference the book,
Eating the Alphabet: Fruits and Vegetables from A to Z, by Lois Ehlert, for
further explanation. In this book, each page focuses on a letter and gives
examples of different foods starting with that letter. What are some examples of
“g” letter foods? We will reference
the book for the g letter examples and then each student can pick their favorite
food from that page and draw it on a separate sheet of paper.
8. Now, I am going to give you some rhyming words, and I want you to tell me
which one has the /g/ sound. For example, go and no. The
G tells me to make the gggooat sound,
so the right one is, ggggo. Now you try some! Greet or feet? May or gray? Got or
hot? Gate or fate?
9. Assessment: Students will be given a worksheet with different objects and
words on it. The first five questions of the worksheet, will be to circle the
object that contains the /g/ sound. The last five questions will be objects and
their names written to the side. The student must match which object goes with
which /g/ sounding word.
References:
http://www.auburn.edu/academic/education/reading_genie/odysseys/bartonel.html
http://www.amazon.com/Eating-Alphabet-Lois-Ehlert/dp/015201036X/ref=cm_lmf_tit_1