I. Rationale: Today we're working on g=/g/. Students will learn /g/ by identifying the sound of gulping water, acquiring letter recognition of G, and identifying what words have /g/ in them. It is important for children to know what sound every letter in the alphabet makes, so this will help clarify the /g/ sound that g makes. We will go over words that have /g/ in them, look at the letter g, read a book with g in it, and practice listening for /g/ so that children can reach the goal of knowing g=/g/.
II. Materials: I will need a picture of someone drinking water, pencils, primary paper, a poster with the tongue tickler written on it, Giddy Up, Cowgirl, assessment worksheets, and the letter g written out on a note card
1. "Our way of reading and writing is really hard to figure out, so today we're going to work on identifying g and the /g/ sound. This is the letter g (show note card with g written). /G/ sounds like when you gulp water (put imaginary cup up to mouth and gulp. Have you ever been so thirsty that you gulp your water? Watch how my mouth looks when I say /g/). See how when we gulp our imaginary water our lips stay pretty close to each other? You can also feel air coming out of my mouth when I say /g/."
2. "Let's see if we can hear /g/ in some words. I'm going to stretch out the word begin. Bbb-ee-ggg-ii-nn. Bbbb-eee-ggggg-ii-nnn. I hear it! Did you see the way my mouth was when I said /g/? I also felt the air coming out of my mouth. Do hear the /g/ from gulping water in begin? What about gulp? Ggg-uuu-lll-ppp. I hear /g/ in gulp!"
3. "Let's try a tongue tickler (on chart). Garrett gains a lot of good graces in Greece. Okay let's practice and stretch it out. Ggg-arett ggg-ains a lot of ggg-ood ggg-races in Ggg-reece. Do you hear the gulping sound in those words? Let's break off the g in the words. /G/arrett /g/ains a lot of /g/ood /g/races in /G/reece."
4. "Let's practice writing G. This is what it looks like (show note card). Start at the rooftop and curve around to the sidewalk then come up a little bit then go inwards at the fence. Let's try lowercase g. Start at the fence and curve around to the sidewalk and back up to the fence, and then swoop down past the fence like a dog's tail. Good job everyone, now practice 10 times."
5. "Now I want you to raise your hand when you hear /g/ in these words. Leg or Toe. Purse or Bag. Drag or Hold. Gun or Arrow. Good job. Okay, now hold up your imaginary glass to gulp water when you hear /g/. Good, hand, sit, gear, group, lid, purse, grade, lags, letter, lagging."
6. "Okay, now we're going to read Giddy Up, Cowgirl by Jarrett J. Krosoczka. This book is about a little girl who loves dressing up as a cowgirl. Her mom has a long list of groceries to buy and the little girl wants to help! The only problem is that the little girl is a tad clumsy and ends up losing the grocery list. What do you think will happen? You're going to have to read the story to find out how the mom and little girl get the groceries they need! Have them identify /g/ while reading the story by gulping their water when they hear it."
7. "As an assessment, I am going to have the students do a worksheet. The students must circle all of the g's on the page and also color the objects that start with /g/. On the backside, there will be 5 questions where they have to circle the word that has the /g/ sound in it (ex: hog or cow). If they can identify g and also identify that it makes the /g/ sound then I know they have accomplished something from our lesson."
Sample lesson plan on BB (Reference: Byrne, B., & Fielding-Barnsley, R. (1990). Acquiring the alphabetic principle: A case for teaching recognition of phoneme identity. Journal of Educational Psychology, 82, 805-812.)
Jarrett J. Krosoczka. Giddy Up, Cowgirl. Peguin Group, 2006.