"G,G,G..Gulp!" say G!
Emergent Literacy Design
This lesson will help your child/student learn to recognize the letter /g/ in spoken words. This will help the child learn by teaching them a meaningful representation (gulping milk) and the letter symbol G. The child will have to listen for and find /g/ in words, and demonstrate phoneme awareness through phonetic cue reading by distinguishing rhyming words from beginning letters.
Materials: tongue tickler chart, primary paper, pencil, phonetic cue cards, assessment work sheet, crayons, alphabet book
1. Say "Our written and spoken language can often be hard because you have to know what sound that letters make. Our mouth moves in a different way for each letter that we say. Today I want you to learn how to make your mouth move for the letter G. G looks like a big glass of milk. G sounds like what you say when you take a big gulp of milk. "
2. "Let's pretend to take a big gulp of milk. /g/, /g/, /g/." Use hand gesture for drinking a glass of milk while saying /g/. "Do you notice where your lips and your tongue are? Your lips should be open (point to open lips) and the back of your tongue should be pressing against the top of your mouth. As we say /g/ we should be able to feel air being released from our mouth (have child feel it). "
3. "Let me show you how to find /g/ in glass. I'm going to say the word really slow to stretch it out. I want you to listen for the /g/, /g/, gulp. Ggg-llaaa-sss, even slower: gggg- llll-aaaa-ss. I found it. Did you? I felt the back of my tongue pressing against the top of my mouth while my lips were open and air was being released. I can hear /g/ in glass."
4."Now let's do something fun!" [have tongue tickler written on a chart large enough for child to see well] tongue tickler: Gary was glad to play games in grandmother's garden. "We are going to read some funny sentences called tongue ticklers. Read it with me 3 times and each time you hear /g/ act like you are gulping your milk. Try it again. GGGary was ggglad to play gggames in gggrandmother's gggarden. Now break the /g/ awayfrom the rest of the word. /G/ary was /g/lad to play /g/ames in /g/randmother's /g/arden. "
5. Take out primary paper and pencil. Say "We use the letter G to spell /g/. Letter G looks like half a circle holding a tray. To write a G you write a big letter C and then give him a tray. Remember always start at the rooftop. His tray goes at the fence. Once I have given you a thumbs up I want you to write 9 more G's.
Ask your child to listen to these words. "Do you hear /g/ in goat or ram? Hoop or goal? Green or mean? Glad or mad? Now, when you hear /g/ I want you to act like you are gulping milk: grass, sky, green, blue, bug, park, sun, great"
6. "Now, let's read an alphabet book. "Miss Bindergarten Gets Ready for Kindergarten." Book talk: Miss Bindergarten welcomes all of the student's to class. Let's see how their first day of school goes
7. Show GO and model how to decide if it is Go or So. "The G tells me to gulp my milk and press the back of my tongue against the roof of my mouth. So this word is ggg-o. Now you try some. GRASS: grass or class, GREEN: green or mean. GOLD: sold or gold, BIG: big or bit."
8. Assessment. Have a worksheet with pictured of several things. Have the student draw a line to things that begin with G. Then have child (individually, if not already) do the phonetic cue readings from step 8.
"M..M Good!" I say with M, Geri Murray,www.auburn.edu/murrag1/MurrayEL.htm
Slate, Joseph (2001) Miss Bindergarten Gets Ready for Kindergarten
Return to the Rendezvous Index