Emergent Literacy

 Emily Cole

Rationale:  Before children can read and spell words, they need to develop phonemic awareness.  Phonemic awareness is the ability to recognize sounds in spoken words.  Children also need to be able to recognize phoneme-grapheme correspondences and vice versa.  In the book Beginning to Read:  Thinking and Learning about Print, the author Marilyn Adams states that the best two predictors of reading success are phonemic awareness and letter recognition.  In this lesson children will learn to recognize the phoneme / g / in spoken words by learning a tongue twister with the phoneme / g / and picking out words with the / g / sound.  


Materials: One sheet of Primary writing paper for every student, pencils for students, poster board, One copy of Giggle, Giggle, Quack, Assessment worksheet with different pictures on it-students will color the pictures that have the / g / sound for every student.



1. Introduce the lesson by explaining that out alphabet is represented by different letters and these letters all make different sounds.  Say:  Let's review the consonants we have alread learned.  (Go over consontants you've already covered by a review game). Today we are going to learn the letter / g / and the sound letter / g / makes.  Now I want everyone to make this sound (Here the teacher will model the / g / sound.).  Can some tell me how their mouth moves when they make the / g /  sound?  Our mouth moves differently when we make different sounds.  To make the / g / sound your mouth is going to be open and your tongue is going to be humped at back of your mouth.  Let’s practice making the / g / sound. 


2.    Say:  I am going to pretend like I have just been playing outside on a hot day.  Then I go inside to get a drink of water.  And I guzzle that water down, that means I drink it all real fast.  I would do it just like this (Here teacher will model pretending like they are drinking out of a glass and make the / g / sound).Now lets all pretend like we are getting a drink and make our / g / sound for guzzling.


3.  Say:  Now we are going to learn a tongue twister (Have the tongue twister written on the board or on a poster board.).  “Greg the green gorilla gives Gary a green gumball.”  Have the students repeat the tongue twister several times.  Say:  Now we are going to say our tongue twister, but this time we are going to stretch out the / g  /  sound that we hear at the beginning of each word.  (Have students do this 3 times).  Now we are going to add our gesture-like we are guzzling a glass of water every time we make the / g / sound.  (Do this two times).


4.  Say:  Let’s find the sound / g / in the word goat.  I’m going to make this word sound longer and I want you to find the / g / sound in the word goat.  Ready? G-g-g-oa-t, G-g-g-oa-t…Do you hear the / g / sound in goat?  Great!  You hear the guzzling sound in goat that is at the beginning of the word.


5.  Now let’s play a little game.  I am going to give you two words.  I want you to tell me if you hear the / g / sound in the first word or the second word.  Do you hear the / g / sound in boat or goat? Games or names?  Some or gum?  Good job!


6.  The letter g represents the / g / sound that we just talked about.  I am going to give everyone a piece of paper and we are going to learn to make the letter g, which represents the /g / sound that we just learned.  (Give all of the students a piece of primary writing paper.)  Okay!  Let’s learn how to write the letter g.  First we are going to learn to write the capital letter G.  To make a capital G we are first going to make a capital C, then we are going to go back to the line and give him a plate hold straight. I want everyone to make 10 capital G’s on their paper.  I am going to walk around and check out everyone’s

G.  Now we are going to make a lowercase g.  First you are going to make an a, then you are going to make a basket for the a to fall into just in case the a falls off the line. Now I want you to make ten lowercase g’s.  I’m going to walk around and watch you make your letters.  So now when you see the letter g in a word, you know that it makes the / g / sound. 


7.  The teacher will now give a short book talk on the book “Giggle, Giggle, Quack”.  Say:  Farmer Brown is going to leave the farm to go on a vacation.  He leaves his brother Bob to take care of the farm.  The animals are really smart and they are going try and trick Bob into getting things they want like pizza.  Do you think Bob will fall for the animal’s tricks?  We’ll have to read the book to find out!  I am going to read “Giggle, Giggle, Quack” out loud and every time you hear the / g / sound I want you to do our guzzling gesture we learned. 


8.  For assessment I will pass out a worksheet with different pictures on it, including pictures of things with the / g / sound such as a goat or a gorilla.  The students will circle the pictures that have the / g /sound in them and cross out the pictures that do not have the / g / sound.  Students will turn in work for teacher to assess. 





Adams, Marilyn Jager.  Beginning to Read:  Thinking and Learning about Print.  Center     for the Study of Reading, The Reading Research and Education Center, University of Illinois at Urbana-Champaign.  1990.


Cronin, D (2002). Giggle, Giggle, Quack. New York, New York: Scholastic.


Fleming, Stephanie.  Got Gulp?”.  http://www.auburn.edu/academic/education/reading_genie/persp/flemingel.html


Murray, Bruce.  Mouth Moves and Gestures for Phonemes



Murray, Bruce.  Teaching Letter Recognition



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