This lesson will help children identify /g/, the phoneme represented by g. Students will learn to recognize /g/ in spoken words by learning a meaningful representation (gulping Gatorade) and the letter symbol g, practice finding /g/ in words, and apply phoneme awareness with /g/ in phonetic cue reading by distinguishing rhyming words from beginning letters.
Primary paper and pencil; poster with "Gabby gathered grapes with goats in the great green garden." drawing paper and crayons; Go, Dog, Go! By Dr. Suess (Random House, 1961); word cards with GOLD, GLASS, GATE, GAME; assessment worksheet identifying pictures with /g/ (URL below).
1. Say: "Our written language is like a secret code. The tricky part is learning what letters stand for--the mouth moves as we say words. Today we are going to work on seeing the mouth move /g/. We spell /g/ with letter g. "g" looks like a little c with a fishing hook on it, and /g/ sounds like someone gulping a drink like Gatorade."
2. "Let's pretend to gulp your favorite drink, /g/, /g/, /g/. [Pretend to gulp a drink] Notice how your mouth is open and your tongue is bent at the back of your mouth. When we say /g/, our mouth is open; tongue bent at back of your mouth, your voice box is on."
3. "Let me show you how to find /g/ in the word long. I'm going to say long very, very slowly and stretch out all the different sounds. Lllll-ooooo-nnnn-gggg. I can feel the back of my tongue pressing the roof of my mouth back there in the back. You say it. Can you feel your tongue? Where do you feel your tongue touching your mouth?"
4. "Let's try a tongue twister [on poster]. "Gabby gathered grapes with goats in the great green garden." Everybody say it three times together. Now say it again, and this time, stretch the /g/ at the beginning of the words. "Gggabby gggathered gggrapes with the gggoats in the gggreat gggreen gggarden." Try it again, and this time break /g/ off each word: "/g/abby /g/athered /g/rapes with /g/oats in the /g/reat /g/reen /g/arden."
5. [Have students take out primary paper and pencil]. "Capital G looks like a drop of water. Let's write a lowercase g. This also looks like a water droplet. Start just below the middle dotted line, make a little c, come all the way back up to the dotted line, and then drop all the way down into the ditch and make a tail. I want to see everybody's g. After I check your g, I want you to make 9 more just like it.
6. Call on students to answer and tell how they knew: Do you hear /g/ in golf or cart? Ball or goal? Grave or hole? Shrug or stop? Dog or cat? Say: "Let's see if you can spot the mouth movement /g/ in some words. Gulp your gatorade if you hear /g/: The, golden, gorilla, gazed, at, the, giddy, grazing, goat.
7. Say: "Now we are going to read a book. Dr. Seuss tells us about a lot of dogs being silly. Can you guess what one silly thing might be? Have you ever done anything silly?" Read page 6, showing the dogs and /g/. Ask students if they can think of any other words with /g/. Ask the students to think of a silly thing a dog might do. Then have each student write about what silly thing they think a dog might do with invented spelling and illustrate a picture of their silly dog activity. Display their work.
8. Show GOLD and model how to decide if it is gold or mold. G tells me to gulp, /g/, so this word is ggg-gold, gold. Now you try some: GET: get or net? GO: go or no? GLOW: glow or flow? GRIN: grin or chin? GLEE: glee or bee? GAIN: gain or pain?
9. For assessment, distribute the worksheet. Students are to draw a line to the picture that starts with the letter g and color the pictures that begin with g. Call on students individually to read the phonetic cue words from step #8.
Eastman, P. D. Go, Dog, Go! New York, NY: Beginner, 1961. Print.
"Brushing your Teeth with F" by Bruce Murray http://www.auburn.edu/academic/education/reading_genie/sightings/murrayel.html