Emergent Literacy Design: Gulping a soda with G

Emily Colburn

Rationale: 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 soda) 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.

 

Materials:

 Primary paper and pencil; chart with “Gary was glad to play games in grandmother's green garden." drawing paper and crayons; Dr. Seuss's Go, Dog, Go! (Random House, 1961); word cards with GOLD, GLASS, GAS, GAME; assessment worksheet identifying pictures with /g/ (URL below).

 

Procedures:

1. Say: Our written language is a secret code. The tricky part is learning what letters stand for—the mouth moves we make as we say words. Today we're going to work on spotting the mouth move /g/. We spell /g/ with letter g. g looks like a little c with a hook on it, and /g/ sounds like someone gulping a drink.

 

2. Let's pretend to gulp your favorite drink, /g/, /g/, /g/. [Pantomime gulping soda] Notice how your mouth is open and your tongue is humped at the back of your mouth. When we say /g/, our mouth is open; tongue humped at back of your mouth, your voice box is on.

 

3. Let me show you how to find /g/ in the word slug. I'm going to stretch slug out in super slow motion and listen for my gulping soda. Sss-l-l-ug. Slower: Sss-lll-u-u-u-g

There it was! I felt my tongue humped, my voice box on, and my mouth was open. I can feel gulping a soda /g/ in slug.

 

4. Let's try a tongue twister [on chart]. “Gary was glad to play games in grandmother's green garden." Everybody say it three times together. Now say it again, and this time, stretch the /g/ at the beginning of the words. "Gggary was ggglad to play gggames in gggrandmother's gggreen gggarden.." Try it again, and this time break it off the word: "/g/ ary /g/ was lad /g/ to play ames /g/ in randmother's /g/ reen /g/ arden /g/.

 

5. [Have students take out primary paper and pencil]. We use letter g to spell /g/. Capital G looks like a big c with a dash in the middle of it. Let's write the lowercase letter g. Start just below the fence, go around in a circle, and back to the fence. Then start at the fence and draw down to the sidewalk. Then put hook on the end and finish in the ditch. I want to see everybody’s g. After I put a smile on it, I want you to draw 10 more.

 

6. Call on students to answer and tell how they knew: Do you hear /g/ in book or golf? Goal or foot? Go or on? Shrug or stop? Pug or pen? Say: Let's see if you can spot the mouth move /g/ in some words. Gulp your soda if you hear /g/: The, goofy, golfer, hit, the, golf, ball, in, the, rain, gutter.

 

7. Say: "Let's look at a book. Dr. Seuss tells us about all these dogs doing silly things. Can you guess what one silly thing might be?" Read page 6, showing the dogs and /g/. Ask children if they can think of other words with /g/. Ask them to make up a silly thing a dog could do. Then have each student write their silly situation with invented spelling and draw a picture of their silly situation. Display their work.

 

8. Show GOT and model how to decide if it is got or mot: The g tells me to gulp my soda, /g/, so this word is ggg-ot, got. You try some: GOLD: bold or gold? GAME: same or game? GAS: gas or bas? GLASS: glass or class?

 

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 students individually to read the phonetic cue words from step #8. 

 

Reference:

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

Photo Image From http://www.picturesof.net/_images/Little_Boy_Drinking_a_Glass_Milk_Royalty_Free_Clipart_Picture_081007-231955-518042.jpg

Assessment:  http://www.kidzone.ws/kindergarten/g-begins1.htm

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