order for children to be successful in phonics,
spelling, word recognition, and reading they need to be able to
phonemes. Children must be able to
a letter symbol and connect a sound with the symbol quickly and
become a successful reader. This lesson
will aid in the understanding of how to pronounce and write the
g=/g/. This lesson will provide children
with a memorable gesture and sound to coordinate with the g=/g/ sound.
Giggle, Giggle, Quack by Doreen Cronin
piece of primary paper per child
pencil per child
picture page per child with illustrations of a goat, horse, grapes,
apple, dog and a cat
erase board and marker, or chalk board and chalk (for teacher)
the lesson by explaining what correspondence we will discuss and why it
is important to be able to pronounce and write the correspondence. “Today we will talk about the g=/g/ sound. Can anyone tell me what letter makes the g=/g/
sound? That’s right the letter g makes the
g=/g/ sound. It is very important to be
able to recognize the g=/g/ sound because this sound is in many of the
words that you use every day. An example
of some words that have the g=/g/ sound are green, gate, bag, and egg.”
to the children “Greg likes to guzzle good grape soda.”
Have the children repeat the alliteration, ask the children
“what does your tongue do when you make the g=/g/ sound?
My tongue presses the top of the back of my mouth.” Have the
children pretend to hold up a can of grape soda and guzzle the soda. Have the children make the g=/g/ sound as they
pretend to guzzle the grape soda.
the alliteration “Greg likes to guzzle grape soda” on the board. Have the children say the alliteration and
each time they hear the g=/g/ sound have them to pretend that they are
guzzling grape soda. As you say the
alliteration emphasize the g=/g/ sound. “G-G-Greg likes to g-g-guzzle
g-g-good g-g-grape soda.”
the children get out their primary paper and their pencil.
Tell the students that making a lower case g is very simple. Demonstrate on the board how to draw a lower
case g. Tell the children that all you
have to do is make a lower case o and then give the o a tail.” Have
each student write lower case g’s on the fist line of their primary
paper. Walk around the classroom and
observe the children as they write. Offer
positive praise and assistance to those who need it.
the second line of the primary paper have the children write upper case
G’s. Tell the children that “it is very easy to make an upper case G.” Demonstrate on the board how to make an upper
case G. Tell the students “to make an
upper case G you should make an upper case C and give it a table.” Walk
around the classroom and observe the children as they write. Offer positive praise and assistance to those
who need it.
to the class “now I am going to say a set of words and I want you to
raise your hand and tell me which word you do not hear the g=/g/ sound
in. Are there any questions?”
The first set of words is “goat, gum, gas, and can. Which word do you not hear the g=/g/ sound
in?” Repeat this exercise using the following groups of words: glad, guess, gown, and coat—bug, tag, beg, and
mat—green, giggle, gift, and blue.
the story Giggle, Giggle, Quack to the students. Remind the students to be good listeners and
to pretend to guzzle their grape soda when they hear the g=/g/ sound.
- Assessment: Pass out the sheet with illustrations on it. Review the illustrations with the students. Have the children color each illustration that
when said has the g=/g/ sound. Ask the
children if they have any questions before they begin.
Farrulla, Amber. Good Grape Soda-Gulp, Gulp, Gulp. http://www.auburn.edu/rdggenie/insp/farrullael.html
J. Lloyd. Teaching Decoding in Holistic Classrooms. Englewood Cliffs, NJ: Merrill. (1995) p. 50-70
Cronin, Doreen. Giggle,
Giggle, Quack. New York, New York. Scholastic. 2002
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