Jog With J

Emergent Literacy

Courtney Jones


Rationale: The goal for this lesson is for children to be able to recognize that /j/ is represented by the letter J.  Application and practice activities, such as listening, echoing, and writing, will help students to reach their goal.

Materials: Primary paper, pencil, enlarged image of man jogging (above), "Jake jumps rope joyfully" written on a sentence strip, book, worksheet, scissors, construction paper, glue sticks, Dr. Seuss's ABC: An Amazing Alphabet Book


Explain why- Teacher will say: "Understanding the sound that the letter J makes will help us to become better readers.  Mastering the letter J will lead us to learning even more letters later on, such as vowels."

Review (background knowledge)- Teacher will say: "Some words that might start with a J include people's names,  like my brother, Jake.  Some other examples might be jump or jog."

Explain how (sound analogy)- Teacher will say: "Everyone look at the picture at the top of the page.  We have a person jogging.  The leg that is on the right side of our page looks like the letter J to me.  Every trace the jogger's leg with their finger.  When joggers' feet push off the concrete their shoes make a /j/ sound.  Can everyone pretend to make the /j/ noise with their jogging feet?"

Model- Teacher will say: "When we make the /j/ sound our tongue is up touching the roof of our mouth, our teeth start out touching, and we have our lips open. (Gesture: make feet "jog" while staying seated).  Let me show you have to find /j/ in the word joke. Watch as I stretch the word out slowly. Jjj-oo-ke Jjjjj-oke.  Did you hear it at the beginning?  I know that's where it was because I only felt my teeth touch at the beginning of the word.  Now I want us to stretch out the /j/ in Jjjjjake jjjjumps rope jjjjoyfully. (Do together as a class)."

Simple practice- Students will need primary paper and a pencil.  Teacher will say: "While writing your J think about the jogger's back leg and which direction it bends.  I want you to start at the fence.  Next, curve down to the right until you touch the side walk. Go straight up to the roof.  Cross your roof and you're done!  I'm going to walk around and check everyone's J.  Once I give you a check mark you may go on to draw five more j's. (Wait for students to finish)  Do you hear /j/ in juice or milk?  In chin or jaw?"

Whole texts- Show students an alphabet book by Dr. Seuss.  Teacher will say, "This books tells us all about the whole alphabet, but today were only looking at the pages that talk about /j/.  Who can tell me what they see on this page that has /j/ in it? (Create a list as the students give suggestions).  From our list I want you to pick on thing to draw on your paper.  Write the name of what you draw somewhere on your paper.  Be sure to do your best work because we're hanging these in the hallway!"

Assessments- Students will be given a worksheet with several images on it.  They will color in the pictures that have /j/ in them.  For extra practice students may cut out the colored pictures and glue them to construction paper.  Beside each image they will use invented spelling to write the words.  Ex. They would cut out jelly. Once it is glued down students will write j-e-l-l-y.  (Second link under references has a printable worksheet with an answer key.)



Dr. Seuss's ABC: An Amazing Alphabet Book by Dr. Seuss

Mouth Moves and Gestures for Phonemes by Melanie Hummer.  I referenced her page for mouth movements on the letter J.  

 Below is a link to the worksheet described in step 7 (Assessments). It was found on


Return to the Rendezvous Index