Gulping Down Great Grape Juice with G

Emergent Literacy

Taylor Willis

 

Rationale: Before students are able to read words, they must first develop an awareness of sounds in spoken words, known as phoneme awareness.  This lesson provides instruction as well as practice on how to identify the letter g as well as detect the phoneme /g/ in spoken words.  The children will be stimulated in a variety of ways and will be given a multitude of tools that will allow them to be successful in recognizing this sound in spoken words, including: learning a meaningful representation (gulping grape juice), practicing finding and writing the letter G,g, and applying this knowledge by distinguishing rhyming words that begin with /g/.

 

Materials:

-         Chart paper with tongue tickler written on it ("Gary gave the green goats some good grub")

-    Picture of "gulping soda"

-    Dry erase board with primary lines

-    Dry erase marker

-    4 Cards with grab, late, gold, and goose written on them-1 word per card

-    Plastic goggles for each student

-    Glue, construction paper, stickers, scissors, and markers for each group to decorate goggles

-    Primary Paper for each student

-    Pencil for each student

-    Assessment of /g/ worksheet for each student--URL below

 

Procedures:

1. Say:  Today we are going to learn about a new letter.  This letter looks like this (show the picture of the g) and says /g/.  We are going to look at how to make the letter g, how to say the sound, and how to recognize it in words.

 

2. Say: When we say the g sound, we pretend we are gulping down a drink. Show the picture of the child gulping a drink. Does everyone know what gulping is? Gulping is when you swallow a lot of drink at one time, and open your throat really wide to get it all down.  Usually, you do it a lot of times in a row.  It sounds like this: /g/ /g/ /g/ /g/. When we do our gulping sound, we are going to pretend we are drinking.  Okay everyone, hold your "drinks" up to your mouth and gulp. Good job!                                                       

 3. Now let's look at how we write the letter G.  We start by making a big C, then we add a line across our dotted lines in the middle, just like this (While saying this, show the children how to write it on the board).  Now I want everyone to pick up their pencils and write a capital G five times.  During this time, walk around the room monitoring students progress, assisting any who may need it.  After everyone has finished, say: Everyone's capital G's are looking fantastic, now we are going to practice writing our lowercase, or little, g's.  This time, we start with a little c, then we attach a basket to the bottom. (While saying this, show the children how to write it on the board).  Now I want everyone to write 5 lowercase j's on their paper.  Again, walk around the room, providing assistance when needed.

 

4. Say: Now we are going to practice using our /g/ sound in words.  I am going to tell you a story, and then you guys are going to repeat after me when we finish.  Gary lives on a huge farm with all kinds of animals. But these are not just any animals they are all different colors!  He has

a pink pig, a yellow cow, a blue horse,  and green goats!   He has to work really hard on the farm taking care of the animals.  Gary's favorite thing to do is feed the green goats.  Gary gave the green goats some good grub.  That is our tongue tickler for today.  Everyone repeat after me.  Gary gave the green goats some good grub.  Good job.  Now who heard that gulping /g/ sound in our tongue tickler?  Let's say it very slow together and when you hear the gulping /g/, I want you to turn your drink upside down and gulp.  Gary gave the green goats some good grub.

 

5. Say: To say the /g/ sound, you put your tongue at the top of your mouth and then let it fall as you say the sound.  Let's say our tongue tickler again.  This time, pay attention to what your tongue does as you say each word.  Gary gave the green goats some good grub.  Good job.  I want to see if the word snug has the gulping g in it.  I am going to spread the word out ssssss-nnnnnn-uuuuuu-ggggg. Yep, there it is at the end.  What about the word king?  Kkkkk-iiiiii-nnnnn-gggg.  Yep, that one has a gulping g at the end too.  Okay, let's try one more, test.  Ttttt-eeeee-ssss-ttttt.  Nope, no gulping g there.

 

6.  Say: Let's look at Dr. Seuss's ABC book. Dr. Seuss loves to take letters and make silly words with them. Let's look at the G page. Every time you here the gulping /g/, gulp your drink.  Read the page with the G.  He has some funny looking goggles doesn't he? Wow, the gulping /g/ was in that word two times. Ggggg-ooooo-ggggggggg-lllll-ssss. And goggles have two holes.  Two g's and two holes!  At the end, we are going to decorate our own "googoo" goggles to remind us of the letter g.  (If time allows, have multiple ABC books for the children to explore. Pass out a different book to each pair of children.  Allow 5 minutes for exploration and discussion.  After the children have had ample time to explore, ask the groups to switch books so that the children are exposed to more than one work.)

 

7. Say: Now I am going to see if some words have /g/ in them.  I will say two words.  If you think the first word has the gulping /g/ in it, hold up one finger.  If you think the second word has the gulping /g/ in it, hold up two fingers.  Ready: Good or Bad?  Yes, number one, good.  Orange or grape?  Yes, number two, grape. Blue or green?  Yes, number two, green.  One more: Girls or boys?  Yes, number one, girls, very good everyone.

 

8.  Say: This time, we are going to do the same thing, only I am going to show you a word on the cards, and you will tell me which word is written. Show each card as you give the choices.  For example, on the first one, you would show the card that says grab, and ask: Is this word grab or slab?  Is this word, grab or slab?  Good, /g/ /g/ grab.  Is this word gate or late? Good late.  Is this word gold or sold? Good, /g/ /g/ gold.  And is this word goose or loose?  Good /g/ /g/ goose.

 

9. Pass out the assessments. Say: Now I want to see how much you have learned.  The three geese on this page are lost and want to find their other gulping /g/ friends.  Say the name of each picture, and if you here the gulping /g/ at the beginning, draw a line from a goose to the picture.  If you do not hear the gulping /g/ do not draw a line.  Let's look at the pictures together.  The first picture is a goat, then a puppy, then gloves, a mushroom, and the last picture is glasses. If you have any questions, raise your hand quietly and I will come help.  You may begin.

 

References: 

Roebuck, Caitlin.  "Gulping Grape Soda with G." http://www.auburn.edu/academic/education/reading_genie/awakenings/roebuckel.htm

 

 

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

 

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