Gulping Grape Soda!


Megan Kasl

Emergent Literacy

 
Rational: Students will recognize the correspondence g = /g/ in spoken and written words and through letter recognition.  It is important for early readers to be able to recognize phonemes in spoken words because that allows them to be more fluent readers and will lead them to better comprehension.  This activity will help students reach the lesson goal by practicing hearing the phoneme, saying the phoneme, and write the letter that represents the phoneme with this phoneme in it.

 
Materials:

Primary paper

Pencil

Poster with tongue twister written so students can see it --  "Grumpy girls gulp grape soda."

Dry erase board and marker (can be small)

Picture assessment  --  this is a picture worksheet with pictures of a frog, pig, a log, a dog, flag, girl, garden, present, cat, flower, dress, flashlight, phone, shoes on it

 

Procedure:

1. Explain to students what phonemes are in their language.  This is meant to be a review but some students may not realize that words are made up of sounds.  To be better readers it’s important that we can hear and understand that sounds that make up the words we are reading and saying.  Today we are going to focus on /g/.  Sometimes we hear the sound /g/ makes at the beginning of words, in the middle of words, and in the end of words.  The more practice we can get spotting that tricky little sound that the easier it gets to find it!

2.  Relate the sound to the students to activate their prior knowledge and relate it to them. Have you ever been so thirsty on a hot day that you come inside and gulp down a nice glass of lemonade or soda pop?  You hold that can/cup up to your mouth and you gulp that soda down!  Lets all pretend we are so thirsty and we have to g-g-g-gulp our drink down! (Hold your hand up to your mouth like you are cupping a can and drinking down a beverage).  We can use this hand gesture to remember what sound the letter g makes whenever we see it.

 

3. Now I want to do something fun and try a tongue twister that can help us remember the sound that /g/ makes when we hear it. Have poster ready with tongue twister on it and hold it up so students can see it.  This is our tongue twister and I’ll say it first so you can know what it says.  Grumpy girls gulp grape soda.  Now let’s all say it together and when we hear the g-g-g-gulp sound hold your hand up to your mouth and gulp down your soda!  /g/rumpy /g/irls /g/ulp /g/rape soda.  Have students say this together three times total using the hand gesture each time to help them remember the gesture with the sound.   

 

4. Now is a good time to have students practice writing the letter.  Pass out primary paper and pencil to your student(s).  It is a good idea to not use mechanical pencils with beginning reading and writing students.  Now we are going to use this paper to practice writing the letter g.  We are going to write the lowercase letter g right now.  Start a little below the fence, then come up to the fence and back down and around to sidewalk, then take it just a little above the sidewalk.  Then make a line from the fence down to the ditch and curve that line up towards the sidewalk again to complete the part of the circle that is missing and to add a little curl!  This makes a g.  I want everyone to 10 g’s to start with.  Observe students and help them if they need help.  You can model it again if you need to.  Now when see g in a word you can recognize it and remember that it makes the /g/ sound.

 

5. Now you want to show the students how they can stretch out words to try and find the /g/; you do this by modeling.  Now I want to see if I can hear /g/ in words where it’s not at the beginning!  What about the word began?  I am going to stretch it out so I can see if I hear /g/ in it.  B-b-e-e-g-g; there it is I hear it in the middle of began.  I wonder if I can hear it at the end of a word.  What about the word pig?  I am going to stretch out pig just like I stretched out began.  P-p-i-i-g-g.  Yes I hear /g/ in pig.

 

6. Now you want to give students a try.  One way to do this is by reading them two words and asking them to tell you which word they hear /g/ in.  Do you hear /g/ in good or bad?  Game or play?  Sugar or salt?  Tree or log?  Big or small?  Wagon or bike?  Oil or gas? Purse or bag?

 

7. Read Good Night Gorilla to the students.  Have the students do the gulp motion with their hand whenever they hear the /g/.  At the end of the book have them try and remember words they heard when they were making the motion.  List those words on the dry erase board so kids can see them.  Make sure that they all did have the /g/ sound in it.  You can even have the students stretch out the /g/ sound and do the motion again while you read it off the board.

 

8. For assessment.  You can have students do a picture worksheet.  You can put pictures of things on the page that have the /g/ sound in them.  But also put pictures on there that don’t so the students have to be able to distinguish between the two.  The students must circle the pictures that do have /g/ sound.  Make sure it is clear what the picture is.  Pictures of things with /g/ could be frog, pig, log, bag, dog, big, egg, leg, flag, sugar, wagon, signal, girl, gas, gift, garden, etc.

 

Reference:

"Great Giggly Grins" by Amy Locklier. http://www.auburn.edu/rdggenie/begin/locklierel.html

"Giddyup Gilbert" by Kelby Conway. http://www.auburn.edu/rdggenie/connect/conwayel.html

 Good Night Gorilla. Rathman, Peggy.  Putnam Juvenile (April 13, 1994)


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