Emergent Literacy
By: Laura Lee Nevins
Gulping
Down Gatorade
Emergent Literacy
By: Laura Lee Nevins
Rationale:
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.
Materials:
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
Procedures:
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/.
References:
Cronin,
D. (2002). Giggle, Giggle, Quack. New York, New
York:
Scholastic.