"Guh,
Guh, Guh"
Emergent
Literacy
Rationale: Letter Recognition is a main factor
that predicts a child's
readiness to read. It is absolutely necessary that a child be able to
recognize
letters and the phonemes that go along with them. After completing this
lesson,
students will be able to recognize the grapheme G and be able to
produce the
phoneme /g/.
Materials:
Primary paper
and pencils for each student crayons
Poster
board with tongue
twister "Gary the green guppy got gallons of grapes"
Worksheet
with /g/
sound words that contrast with other sound words
Giggle,
Giggle, Quack
Color page
with picture making the /g/ sound.
Procedures:
1.Introduce the lesson by explaining that every
letter in our alphabet
makes a different sound that we make with our mouth.
Teacher says
to class: So that we can be good readers and
writers, we must learn all of the letters in the alphabet and their
sounds. Today
we are going to learn the letter G and the sound it makes. To
make the / g
/ sound, open your mouth with your tongue at the back.
Everyone listen to the sound I make very
closely and then we will try it together (Teacher models /g/ sound). Now let's all try it together.
2. Teacher
says to class: I am going to pretend like
I am drinking a big glass of milk. Today I am feeling extra
thirsty so I
am going to drink it real fast. This is how I will drink my glass
of milk
(Teacher models pretending to drink out of a glass and make the / g
/ sound). Now let's all pretend like
we are drinking a
glass of milk and make the /g/ sound.
3. Teacher
says to class: Now we are going to learn a
tongue twister (Teacher will show the tongue twister "Gary the green
guppy
got gallons of grapes" written on the poster board). Now after I
say
the tongue twister you repeat it after me (Ask students to repeat the
twister
multiple times). Now that we are so good
at making the /g/ sound, let's make it even more fun!
This time when we make the /g/ sound we are
going to pretend we a drinking our glass of milk. Are
you ready? Let's try it together (Teacher
models gesture
for students and says the twister with the students twice through).
4. Teacher
says to class: I'm so proud of you making
the /g/ sound so well! Let's take out
our primary paper and pencils to practice writing the letter G. (Teacher models writing upper case G and
lower case g on the board). Get your pencils ready!
First let's make an upper case G. We
are going to make an upper case C and give
it a plate of cookies he must hold straight!
Now let's make lower cane g. Make
a lower case a and give it a tail. Great
job! Now let's write upper and lower
case G on our paper five times each.
5. Teacher
says to class:
Now we are going to play a game! I am going to give you
two
words. I want you to tell me if you hear the / g / sound
AT THE
BEGINNING of the first word or the second word. Do you hear the /
g /
sound in Green
or Screen? Plate or Great?
Throw or Glow?
Great job
everyone!
6. Teacher
says to class:
Now we are going to play a game! I am going to give you
two
words. I want you to tell me if you hear the / g / sound
AT THE
END of the first word or the second word. Do you hear the / g
/
sound in Flag
or Top? Pot or
Frog? Boy or Tag? You are
doing a wonderful job!
7. The
teacher will now give a book talk on "Giggle,
Giggle, Quack".
Teacher says
to class: Farmer Brown is going to leave
his farm to go on a vacation. His brother Bob takes care of the
farm
while he is away. The animals love to play tricks and decide to
trick Bob
into getting things they want. Do you think Bob will fall for the
animal's
tricks? What will happen when Farmer Brown gets back to the farm? We will have to read the book to find
out! I will now read "Giggle, Giggle, Quack" and every
time you hear the / g / sound I want you to do our gesture we
learned.
8. For
assessment I will pass out a worksheet with
different "G" words and their pictures as well as "non G"
words and their pictures. The students will circle the pictures
that have
the /g/ sound in them and X the pictures that do not. Students will turn in work for teacher to
assess. After each student turns in their worksheet, I will give
them a
color page titled "G says GUH" with a picture of a man guzzling milk
that they will color and keep in their folder.
References:
Cronin,
D. (2002). Giggle, Giggle,
Quack.
Cole, Emily. "G…G…Guzzle"
http://www.auburn.edu/academic/education/reading_genie/odysseys/coleel.html
http://www.auburn.edu/academic/education/reading_genie/odysseys/bartonel.html
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