Gulping Down Gatorade

Emergent Literacy

By: Laura Lee Nevins



Letter recognition is a main factor in determining a child’s readiness to read. The goal of this lesson is to teach the students to recognize the letter G in print and the phoneme /g/ in spoken words. The students will also be learning how to recognize and form the lower and upper case G.



1.     Primary paper

2.     Pencil

3.     Crayons

4.     Chart paper with "Gary gulps down Gatorade after going golfing”

5.     Giggle, Giggle, Quack by Doreen Cronin (2002). New York, New York" Scholastic

6.     Assessment worksheet

7.     Worksheet with child gulping Gatorade

8. White board for  the teacher




1.     Introduce the lesson by explaining that we have many letters in the alphabet that make different sounds and it can be tricky learning the different sounds. "Today we are going to learn about the sound that letter g makes and how our mouth moves to create that sound.”


2.    ''To make the / g / sound, your mouth is open with your tongue at the back.  Everyone listen to the sound I make when I say G. (Teacher models /g/ sound).  Now let's all try it together.  


3.      “Let’s pretend you just finished running around outside and you needed to cool off with a Gatorade, how would you drink it?” “I would gulp it down quickly like this (teacher pretends to raise a glass to her mouth and gulp down the Gatorade)." ''Let’s all gulp the Gatorade together” (have the students do the hand gesture and make the /g/ sound together)." Let's  see if you can find the /g/ in tug" The teacher models stretching out the word tug. "Let's see if we can find where are mouth is open with our tongue humped in the back." "There is is right there at the end t-u-g-g-g-g!"


4.     “Let’s all try to say the tongue twister:  Gary gulps down Gatorade after going golfing.” (teacher points to the chart paper with the tongue twister) “Let’s say it two more times. Now when you say the tongue twister again make the beginning sound last longer. Stretch out the /g/ sound in the words.” “Good job!”


5.     “Now let’s practice writing the letter G, everybody take out your primary paper and a pencil. Let me show you how to write an upper case G. First you make an upper case C, then give it a belt on the belt line.” (teacher models writing the G in front of the class) “Everyone write an upper case G on your paper.” “Great job!” “Now watch me write a lower case g.” “First you make a circle (ball) that touches the belt line and the shoe line, then give the ball a basket to fall into that passes the shoe line.” (teacher models) “Now you write a lower case g on your paper.” (teacher walks around to make sure all students formed the letter correctly)

6.     “Now raise your hand if you can tell me which word you hear /g/ in : big or small? gum or mint? grass or sky?” “Good job in listening for the /g/ sound!”

7  “Now we are going to read the book: "Giggle, Giggle, Quack". “It is about a farmer called Farmer Brown and while he is away on vacation the farm animals play a trick on his brother. Let’s read to find out about the trick.” “When you hear the / g / sound  make you “gulping” gesture.”

To assess the students I will give them a worksheet with different "G" words and their pictures as well as "non G" words and their pictures.  The students will have to circle the pictures that have the /g/ sound in them. The students will also get a picture of a child gulping down Gatorade to color to help them remember that g say /g/.



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

Murray, Bruce.  The Reading Genie (Mouth Moves).


Ramsey, Ashley. “Guh, Guh, Guh”

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